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Watch “Na Moonh Chhupa Ke Jiyo with lyrics | न मुँह छुपा के जियो के बोल | Mahendra Kapoor | Hamraaz” on YouTube

https://music.youtube.com/watch?v=aN2k-CX1UnQ&feature=share

VIRTUAL LIBRARY KENDRIYA VIDYALAYA LAKHIMPUR – KHERI

HAND WASH

HAND WASH PROCESS BY ANANYA CHAUDHARY CLASS – 6

HAND WASH PROCESS

HAND WASH PROCESS BY ANANYA CHAUDHARY CLASS – 6

🙏🌹SKILL DEVELOPMENT #HAND MADEपेपर पिचकारी#🌹🙏

👉 प्यारे बच्चों ! आप सभी को हिन्दी भाषा में पुस्तक – समीक्षा सिखाने के लिए हिन्दी पुस्तक – समीक्षा प्रस्तुत है। इसी तरह से आप सभी किसी भी कहानियों की पुस्तक की समीक्षा करने में सक्षम होंगे। सही दिशा में परिश्रम कीजिए और अपने वहिर्मुखी प्रतिभा को विकसित कीजिए। आपको सिखने के लिए हम सदैव तैयार रहने के लिए कृत संकल्प हैं। पुस्तक - समीक्षा

शीर्षक : बहुरंगी शिक्षाप्रद कहानियां मई
लेखक : माया कला मंदिर
प्रकाशक : माया कला मंदिर , नई दिल्ली ,
पृष्ठ: 16
मूल्य : ₹ 30 . 00
नमस्कार !
आज की पुस्तक – समीक्षा ईनायत शर्मा कक्षा 6 के सौजन्य से.
हमें माया कला मंदिर की ” बहुरंगी शिक्षाप्रद कहानियाॅं मई ” की समीक्षा करते हुए बहुत अच्छा लग रहा है . इस पुस्तक को माया कला मंदिर , नई दिल्ली के द्वारा प्रकाशित किया गया है . हमने इस पुस्तक को बड़े ही ध्यान से पढ़ा और सभी कहानियों का आनन्द लिया . इस पुस्तक में कुल 8 कहानियाॉं हैं . वास्तव में यह पुस्तक मनोरंजक , ज्ञानवर्धक एवम् प्रेरणादायक है .
यहाॅं पर हम ” अपना – अपना भाग्य ” कहानी पर अपने विचारों को प्रस्तुत कर रहे हैं . कहानी इस प्रकार है : एक राजा के यहाॅं एक ब्राह्मण और एक नाई काम करते थे। ब्राह्मण भाग्य पर और नाई चापलूसी ( झूठी प्रशंसा ) करने पर विश्वास रखता था . एक दिन भाग्य और प्रशंसा को लेकर दोनों में लडाई हो गई . बात राजा तक पहुॅंच गई . राजा के सामने ब्राह्मण ने भाग्य को तथा नाई ने मालिक के महत्व को ही महान कहा . राजा को मन ही मन नाई द्वारा अपनी प्रशंसा अच्छी लगी . वह चापलूसी ( झूठी प्रशंसा ) को सच करने के लिए दोनों की परीक्षा लेने का निर्णय लिया . उसने ब्राह्मण को दाल और आटा तथा नाई को कुम्हड़ा ( काशीफल) और आटा देते हुए कहा कि – ” अपलोग ” नदी .के किनारे कुछ दूरी पर खाना पका कर खाइए और शाम को आकर हमको सारी बात बताईए . नाई ने काशीफल के बदले में ब्राह्मण से दाल ले लिया .
ब्राह्मण ने काशीफल के अन्दर हीरे – जवाहरात को पाया . खाना खा कर शाम को दोनों ने राजा को पूरी घटना सुनाई . राजा को भाग्य का महत्व समझ में आ गया. उसने वही हीरे – जवाहरात को ब्राह्मण को उपहार/ पुरस्कार में दे दिया .
शिक्षा : इस कहानी से हमें यह शिक्षा मिलती है कि ” मनुष्य के भाग्य में जो भी लिखा हो वह उसे मिल कर ही रहता है . “
अन्त में पर अल्प ( कम ) नहीं – ” यह पुस्तक सभी आयु वर्ग के पाठकों के लिए पठनीय एवम् संग्रहणीय है . “
नारा : ” अच्छा पढ़िए ‌! बुद्धिमान बनिए . “
आप सभी का जीवन मंगलमय हो!
धन्यवाद एवम् शुभ दिन !
समीक्षक :
कक्षा :

Watch “🌳 कविता : अगर पेड़ भी चलते होते🌳 कु० संस्कृति सिंह कक्षा – 8 के० वि० प्र० पा० लखीमपुर-खीरी -262701🌳” on YouTube

🍎🍛🍎NUTRITION🍎🍛🍎 WITH KM. ANUSHKA MISHRA CLASS-7 K.V. 1ST SHIFT LAKHIMPUR…

🇮🇳🍎 NUTRITION 拏 WITH KM. ANUSHKA MISHRA CLASS – 7 KENDRIYA VIDYALAYA 1ST SHIFT LAKHIMPUR KHERI-262701🍎🇮🇳

कविता : अगर पेड़ भी चलते होते .

 राजेश कुमार सिंह : कृपया छात्रा के काव्यपाठ को अधिक से अधिक लाइक सब्सक्राइब और शेयर करके उत्साहवर्धन करने की अनुकम्पा करें ताकि भविष्य में उत्कृष्ट प्रस्तुतिकरण करने में सक्षम हो सके
 कविता : अगर पेड़ भी चलते होते काव्यपाठ कु० संस्कृति सिंह कक्षा – 8 केन्द्रीय विद्यालय प्रथम पाली लखीमपुर-खीरी -262701

🏹 समझो जग को ना निरा सपना 🎯 🏹 पथ आप प्रशस्त करो अपना 🎯🙏🌹 आत्मविश्वासी बेटी सलाम 🌹🙏

https://youtube.com/shorts/2FuSApWmih8?feature=share

🏹 समझो जग को ना निरा सपना 🎯 🏹 पथ आप प्रशस्त करो अपना 🎯🙏🌹 आत्मविश्वासी बेटी सलाम 🌹🙏

https://youtube.com/shorts/2FuSApWmih8?feature=share

🙏🌹BRIEF CONTRIBUTIONS OF# DR. BHEEMRAO AMBEDKAR# BY KM.ANANYA CHAUDHAY C…

FROM : R.K.SINGH
 ENCOURAGING BY LIKING SUBSCRIBING AND SHARING AT YOUR LEVEL BEST’
BRIEF CONTRIBUTIONS OF# DR. BHEEMRAO AMBEDKAR#
BY
KM. ANANYA CHAUDHAY CLASS – 7 KENDRIYA VIDYALAYA 1ST SHIFT LAKHIMPUR-KHERI

🙏🌹SKILL DEVELOPMENT #HAND MADEपेपर पिचकारी#BY HEMSUM GAUTAM CLASS – 8(20…

Watch “श्रीकृष्ण ने ऋषि सांदीपनि को गुरुदक्षिणा क्या दी थी? | Mahabharat Best Scene | BR Chopra | PenBhakti” on YouTube

CHILDREN’S LIBRARY DEVELOPMENT CENTRE (CLDC)

https://youtube.com/channel/UCkA6L3VOVliUlbAP_-_gdbw

Watch “👧🇮🇳 बच्चे हैं पर हम किसी से कम नहीं 🇮🇳👧” on YouTube

https://youtube.com/shorts/C34td8FUQqg?feature=share

AAZADI KA AMMRIT MAHOTSAV

https://librarykvlakhimpur1blog.wordpress.com/2022/03/06/aazadi-ka-ammrit-mahotsav/

AAZADI KA AMMRIT MAHOTSAV

https://librarykvlakhimpur1blog.wordpress.com/2022/03/06/aazadi-ka-ammrit-mahotsav/

AAZADI KA AMMRIT MAHOTSAV

LIBRARY ACTIVITIES

करने वाली गतिविधियों का परिचय / INTRODUCTION OF ACTIVITIES TO BE PERFORMED OR DEMONSTRATED OR SPOKEN

👉 FROM R.K.SINGH
👉 परिचय / INTRODUCTION👈
नमस्कार ! / NAMASKAAR !
आज का विशेष कार्यक्रम ( TODAY’S SPECIAL ACTIVITY ) नामकक्षा___
केन्द्रीय विद्यालय , प्रथम पाली लखीमपुर-खीरी के
सौजन्य से.
👉 यह प्रस्तुतिकरण पुस्तक-समीक्षा/
BOOK – REVIEW/बुकमार्क निर्माण/BOOK MARK MAKING / खिलौना निर्माण /
TOY PRODUCTION/ फूल निर्माण/ FLOWER MAKING/ माॅडल निर्माण /MODEL MAKING (ज्वालामुखी विस्फोट /ERUPTION OF VOLCANO) पर आधारित है.
👉 यह मेरे लिए परम सौभाग्य का विषय है कि मैं आपलोगों के सामने( उपर की किसी एक गतिविधि का नाम / पेन होल्डर निर्माण / MAKING OF PEN HOLDER ) को प्रस्तुत करने जा रही / रहा हूॅं.
👉 1. इसमें घर में उपलब्ध कौन सी सामग्री उपयोग में लाई गईं हैं.
👉 2. इसे कैसे तैयार करना है ?
👉 क . सबसे पहले
👉 ख . फिर
👉 ग . इसके बाद
👉 अन्तिम चरण ( LAST STEP ) अब हमारा पेन होल्डर तैयार है . आप सभी अपने – अपने घरों उपलब्ध अनुपयोगी सामग्री से एक प्यारा पेन होल्डर बना सकते हैं. तो देर किस बात की ?

👉 आगे आईए ! अपने कौशल को निखारिए !

🙏 अन्त में पर अल्प (कम) नहीं ( LAST BUT NOT LEAST) मैं आप सभी के उज्जवल भविष्य (सर्वांगीण विकास) की कामना करता / करती हूॅं.
👉 आप सभी का भविष्य मंगलमय हो !

नारा 👉 जय हिन्द !
जय भारत !

INTRODUCTION OF ACTIVITIES TO BE OERFORMED
👉 FROM : R.K.SINGH

🙏NAMASKAAR !
TODAY’S SPECIAL ACTIVITY IS BROUGHT TO YOU BY NANE_______ CLASS__ FROM KENDRIYA VIDYALAYA 1ST SHIFT LAKHIMPUR – KHERI.
👉THIS PRESENTATION IS BASED ON BOOK – REVIEW / BOOK – MARK MAKING / TOY MAKING / FLOWER MAKING / ERUPTION OF SLEEPING VOLCANO / BIOGRAPHIES / CELEBRATIONS /IMPORTANT DAYS / DEMONSTRATION OF ACTIVITIES OR PROJECTS / EXPLORATIONS / INVENTIONS AND SO MANY SOCIALLY USEFUL ACTIVITES .
👉 I AM FORTUNATE ENOUGH TO DEMONSTRATE A MODEL OF

* ERUPTION OF A SLEEPING VOLCANO *
👉 LET’S SEE THE PROCESS OF MAKING AND MATERIALS USED AND AVAILABLE IN OUR HOMES . WE CAN UTILISE THEM IN THE CREATION OF VALUE – ADDED OBJECTS FOR OUR SOCIETY .
STEP NO. 1. TAKE THE
STEP NO. 2 .
STEP NO. 3 .
STEP NO. 4 .
STEP NO. 5 .
LOOK ! NOW OUR SLEEPING VOLCANO IS GOING TO ERUPT .
I AM GOING OPEN CANOPY (COVER FOR PROTECTION OF MATERIALS INSIDE) FITTED INSIDE IN THIS VOLCANO .
👉 WHY ARE WAITING FOR ?
BE READY TO PRODUCE OBJECTS OF YOUR CHOICE AND YOUR CREATIVE SKILLS . YOU CAN ALSO EARN YOUR LIVELIHOOD BY SELLING OF THE PRODUCTS .
👉 LAST BUT NOT LEAST , I WISH ALL OF YOU FOR YOUR BRIGHT VOCATIONAL ( CAREER) SKILLS .
🙏 SLOGAN 🙏
👉AWAKE YOUR POWER OF WILL !
AND
DEVELOP YOUR CREATIVE SKILL !

THANKS FOR WATCHING .
JAI HIND ! JAI BHARAT !

👉NOTE🙏 RESPECTED PARENTS ! , GUARDIANS ! PLEASE GUDE AND FACILITATE YOUR OFFSPRINGS BY WATCHING DEMONSTRATIVE VIDEOS / ORGANIZERS OF PROGRAMMES / NEWS READERS AND OTHER AUDIO – VISUAL PROGRAMMES TO ENSURE MAKE THEM EXCELLENT PUBLIC SPEAKERS .

👉 DEAR STUDENTS YOU ARE FREE TO CHANGE THE WORDS OR SENTENCES AS PER YOUR EASE (सुविधानुसार) .
🙏 LET’S DEVELOP OUR HIDDEN TALENTS JOINTLY .

VIRTUAL LIBRARY KENDRIYA VIDYALAYA LAKHIMPUR – KHERI

BOOK – REVIEW & BOOK MY FRIEND

प्रश्न : कक्षा 6 से 9 के विद्यार्थी

पुस्तक – समीक्षा , पात्रों की सभीअच्छाइयाॅ (गुणों) , कहानी पर अपने विचार ,

सुझाव/सलाह ।

कक्षा 10 के विद्यार्थी 120 वर्ष पहले भारतीय नागरिकों की विभिन्न परिस्थितियों के विषय में पुरानी पुस्तिकाओं में लिख कर साहित्यिक कौशल का विकास सुनिश्चित करें ?

शीर्षक : ईदगाह

लेखक : प्रेमचन्द

प्रकाशक : नेशनल बुक ट्रस्ट , नई दिल्ली

पृष्ठ : 16

मूल्य : ₹50.00

नमस्कार !

उपन्यास सम्राट मुंशी प्रेमचन्द द्वारा रचित यथार्थ पुस्तक ” ईदगाह ” की समीक्षा/विचार करते हुए बहुत प्रशन्नता का अनुभव हो रहा है । इसे नेशनल बुक ट्रस्ट , नई दिल्ली के माध्यम से प्रकाशित किया गया है । इस पुस्तक में मात्र 01 ही

कहानी है । हमने इस पुस्तक को ध्यान से पढ़ा । वास्तव में यह पुस्तक मनोरंजक , ज्ञानवर्धक एवम् प्रेरणादायक है ।

यहाॅ पर हम ” ईदगाह ” कहानी पर अपने विचारों को अभिव्यक्ति दे रहे हैं।

कहानी इस प्रकार है :

रमज़ान के पूरे तीस रोजों के बाद ईद आई है. कितना मनोहर, कितना सुहावना प्रभात है.

वृक्षों पर कुछ अजीब हरियाली है, खेतों में कुछ अजीब रौनक है, आसमान पर कुछ अजीब लालिमा है.

आज का सूर्य देखो, कितना प्यारा, कितना शीतल है, मानो संसार को ईद की बधाई दे रहा है.

गांव में कितनी हलचल है. ईदगाह जाने की तैयारियाँ हो रही हैं.

किसी के कुरते में बटन नहीं है, पड़ोस के घर से सुई-तागा लाने को दौड़ा जा रहा है.

किसी के जूते कड़े हो गए हैं, उनमें तेल डालने के लिए तेली के घर भागा जाता है.

जल्दी-जल्दी बैलों को सानी-पानी दे दें. ईदगाह से लौटते-लौटते दोपहर हो जाएगी.

तीन कोस का पैदल रास्ता, फिर सैकड़ों आदमियों से मिलना,भेंट करना. दोपहर के पहले लौटना असंभव है. लड़के सबसे ज्यादा प्रसन्न हैं. किसी ने एक रोज़ा रखा है, वह भी दोपहर तक, किसी ने वह भी नहीं, लेकिन ईदगाह जाने की खुशी उनके हिस्से की चीज़ है. रोजे बड़े-बूढ़ों के लिए होंगे. इनके लिए तो ईद है.

रोज ईद का नाम रटते थे. आज वह आ गई. अब जल्दी पड़ी है कि लोग ईदगाह क्यों नहीं चलते. इन्हें गृहस्थी की चिंताओं से क्या प्रयोजन. सेवैयों के लिए दूध और शक्कर घर में है या नहीं, इनकी बला से, ये तो सेवैयाँ खाएँगे.

वह क्या जानें कि अब्बाजान क्यों बदहवास चौधरी कायमअली के घर दौड़े जा रहे हैं! उन्हें क्या खबर कि चौधरी आज आँखें बदल लें, तो यह सारी ईद मुहर्रम हो जाए. उनकी अपनी जेबों में तो कुबेर का धन भरा हुआ है. बार-बार जेब से अपना ख़जाना निकालकर गिनते हैं और खुश होकर फिर रख लेते हैं.

महमूद गिनता है, एक-दो, दस-बारह. उसके पास बारह पैसे हैं. मोहसिन के पास एक, दो, तीन, आठ, नौ, पंद्रह पैसे हैं. इन्हीं अनगिनती पैसों में अनगिनती चीजें लाएँगे-खिलौने, मिठाइयाँ, बिगुल, गेंद और जाने क्या-क्या!

और सबसे ज़्यादा प्रसन्न है हामिद. वह चार-पाँच साल का ग़रीब-सूरत, दुबला-पतला लड़का, जिसका बाप गत वर्ष हैजे की भेंट हो गया और माँ न जाने क्यों पीली होती-होती एक दिन मर गई. किसी को पता न चला, क्या बीमारी है. कहती भी तो कौन सुनने वाला था. दिल पर जो बीतती थी, वह दिल ही में सहती और जब न सहा गया तो संसार से विदा हो गई.

अब हामिद अपनी बूढ़ी दादी अमीना की गोद में सोता है और उतना ही प्रसन्न है. उसके अब्बाजान रुपये कमाने गए हैं. बहुत-सी थैलियाँ लेकर आएँगे. अम्मीजान अल्लाहमियाँ के घर से उसके लिए बड़ी अच्छी-अच्छी चीजें लाने गई है, इसलिए हामिद प्रसन्न है. आशा तो बड़ी चीज है और फिर बच्चों की आशा! उनकी कल्पना तो राई का पर्वत बना लेती हैं.

हामिद के पाँव में जूते नहीं हैं, सिर पर एक पुरानी-धुरानी टोपी, जिसका गोटा काला पड़ गया है, फिर भी वह प्रसन्न है. जब उसके अब्बाजान थैलियाँ और अम्मीजान नियामतें लेकर आएँगी तो वह दिल के अरमान निकाल लेगा. तब देखेगा महमूद, मोहसिन, नूरे और सम्मी कहाँ से उतने पैसे निकालेंगे.

अभागिनी अमीना अपनी कोठरी में बैठी रो रही है. आज ईद का दिन और उसके घर में दाना नहीं. आज आबिद होता तो क्या इसी तरह ईद आती और चली जाती? इस अंधकार और निराशा में वह डूबी जा रही है. किसने बुलाया था इस निगौड़ी ईद को? इस घर में उसका काम नहीं, लेकिन हामिद! उसे किसी के मरने-जीने से क्या मतलब? उसके अंदर प्रकाश है, बाहर आशा. विपत्ति अपना सारा दलबल लेकर आए, हामिद की आनंद-भरी चितवन उसका विध्वंस कर देगी.

हामिद भीतर जाकर दादी से कहता है-तुम डरना नहीं अम्मा, मैं सबसे पहले जाऊँगा. बिलकुल न डरना.

गांव से मेला चला. और बच्चों के साथ हामिद भी जा रहा था. कभी सबके सब दौड़कर आगे निकल जाते. फिर किसी पेड़ के नीचे खड़े होकर साथ वालों का इंतजार करते. ये लोग क्यों इतना धीरे चल रहे हैं? हामिद के पैरों में तो जैसे पर लग गए हैं. वह कभी थक सकता है? शहर का दामन आ गया. सड़क के दोनों ओर अमीरों के बगीचे हैं. पक्की चारदीवारी बनी हुई है. पेड़ों में आम और लीचियाँ लगी हुई हैं. कभी-कभी कोई लड़का कंकड़ उठाकर आम पर निशाना लगाता है. माली अंदर से गाली देता हुआ निकलता है. लड़के वहाँ से एक फर्लांग पर हैं. खूब हँस रहे हैं. माली को कैसे उल्लू बनाया है!

अब बस्ती घनी होने लगी थी. ईदगाह जाने वालों की टोलियाँ नजर आने लगीं. एक से एक भड़कीले वस्त्र पहने हुए, कोई इक्के-ताँगे पर सवार, कोई मोटर पर, सभी इत्र में बसे, सभी के दिलों में उमंग.

ग्रामीणों का वह छोटा-सा दल, अपनी विपन्नता से बेखबर, संतोष और धैर्य में मगन चला जा रहा था. बच्चों के लिए नगर की सभी चीज़ें अनोखी थीं. जिस चीज़ की ओर ताकते, ताकते ही रह जाते. और पीछे से बार-बार हार्न की आवाज होने पर भी न चेतते. हामिद तो मोटर के नीचे जाते-जाते बचा.

सहसा ईदगाह नजर आया. ऊपर इमली के घने वृक्षों की छाया है. नीचे पक्का फर्श है, जिस पर जाजिम बिछा हुआ है और रोजेदारों की पंक्तियाँ एक के पीछे एक न जाने कहाँ तक चली गई हैं, पक्की जगत के नीचे तक, जहाँ जाजिम भी नहीं है. नए आने वाले आकर पीछे की कतार में खड़े हो जाते हैं. आगे जगह नहीं हैं. यहाँ कोई धन और पद नहीं देखता. इस्लाम की निगाह में सब बराबर हैं. इन ग्रामीणों ने भी वजू किया और पिछली पंक्ति में खड़े हो गए.

कितना सुंदर संचालन है, कितनी सुंदर व्यवस्था! लाखों सिर एक साथ सिजदे में झुक जाते हैं, फिर सब-के-सब एक साथ खड़े हो जाते हैं. एक साथ झुकते हैं और एक साथ घुटनों के बल बैठ जाते हैं. कई बार यही क्रिया होती है, जैसे बिजली की लाखों बत्तियाँ एक साथ प्रदीप्त हों और एक साथ बुझ जाएँ और यही क्रम चलता रहे. कितना अपूर्व दृश्य था, जिसकी सामूहिक क्रियाएँ, विस्तार और अनंतता हृदय को श्रद्धा, गर्व और आत्मानंद से भर देती थीं. मानों भ्रातृत्व का एक सूत्र इन समस्त आत्माओं को एक लड़ी में पिरोए हुए हैं.

नमाज खत्म हो गई है, लोग आपस में गले मिल रहे हैं. तब मिठाई और खिलौने की दुकान पर धावा होता है. ग्रामीणों का वह दल इस विषय में बालकों से कम उत्साही नहीं है. यह देखो, हिंडोला है. एक पैसा देकर जाओ. कभी आसमान पर जाते हुए मालूम होंगे, कभी जमीन पर गिरते हुए. चर्खी है, लकड़ी के हाथी, घोड़े, ऊँट, छड़ों से लटके हुए हैं. एक पैसा देकर बैठ जाओ और पच्चीस चक्करों का मजा लो. महमूद और मोहसिन, नूरे और सम्मी इन घोड़ों और ऊँटों पर बैठते हैं. हामिद दूर खड़ा है. तीन ही पैसे तो उसके पास हैं. अपने कोष का एक तिहाई, जरा-सा चक्कर खाने के लिए, वह नदीं दे सकता.

खिलौनों के बाद मिठाइयाँ आती हैं. किसी ने रेवड़ियाँ ली हैं, किसी ने गुलाब जामुन, किसी ने सोहन हलवा. मज़े से खा रहे हैं. हामिद बिरादरी से पृथक है. अभागे के पास तीन पैसे है. क्या नहीं कुछ लेकर खाता? ललचाई आँखों से सबकी और देखता है.

मिठाइयों के बाद कुछ दुकानें लोहे की चीज़ों की हैं, कुछ गिलट और कुछ नकली गहनों की. लड़कों के लिए यहाँ कोई आकर्षण न था. वह सब आगे बढ़ जाते हैं.

हामिद लोहे की दुकान पर रुक जाता है. कई चिमटे रखे हुए थे. उसे ख़याल आया, दादी के पास चिमटा नहीं है. तवे से रोटियाँ उतारती हैं, तो हाथ जल जाता है. अगर वह चिमटा ले जाकर दादी को दे दे, तो वह कितनी प्रसन्न होंगी! फिर उनकी उँगलियाँ कभी न जलेंगी. घर में एक काम की चीज हो जाएगी. खिलौने से क्या फ़ायदा. व्यर्थ में पैसे ख़राब होते हैं. उसने दुकानदार से पूछा, यह चिमटा कितने का है?

दुकानदार ने उसकी ओर देखा और कोई आदमी साथ न देखकर कहा, ‘यह तुम्हारे काम का नहीं है जी’

‘बिकाऊ है कि नहीं?’

‘बिकाऊ क्यों नहीं है? और यहाँ क्यों लाद लाए हैं?’

‘तो बताते क्यों नहीं, कै पैसे का है?’

‘छः पैसे लगेंगे?’

हामिद का दिल बैठ गया. ‘ठीक-ठीक बताओ.’

‘ठीक-ठाक पाँच पैसे लगेंगे, लेना हो लो, नहीं तो चलते बनो’

हामिद ने कलेजा मजबूत करके कहा-तीन पैसे लोगे?

यह कहता हुआ वह आगे बढ़ गया कि दुकानदार की घुड़कियाँ न सुने. लेकिन दुकानदार ने घुड़कियाँ नहीं दीं. बुलाकर चिमटा दे दिया. हामिद ने उसे इस तरह कंधे पर रखा, मानो बंदूक है और शान से अकड़ता हुआ संगियों के पास आया.

ग्यारह बजे सारे गाँव में हलचल मच गई. मेले वाले आ गए. मोहसिन की छोटी बहन ने दौड़कर भिश्ती उसके हाथ से छीन लिया और मारे खुशी के जो उछली, तो मियाँ भिश्ती नीचे आ गए और सुरलोक सिधारे. इस पर भाई-बहन में मार-पीट हुई. दोनों खूब रोए. उनकी अम्मां शोर सुनकर बिगड़ी और दोनों को ऊपर से दो-दो चांटे और लगाए.

अब मियाँ हामिद का हाल सुनिए. अमीना उसकी आवाज़ सुनते ही दौड़ी और उसे गोद में उठाकर प्यार करने लगी. सहजा उसके हाथ में चिमटा देखकर वह चौंकी.

‘यह चिमटा कहाँ था?’

‘मैंने मोल लिया है.’

‘कै पैसे में?’

‘तीन पैसे दिए.’

अमीना ने छाती पीट ली. यह कैसा बेसमझ लड़का है कि दोपहर हुआ, कुछ खाया, न पिया. लाया क्या, चिमटा. सारे मेले में तुझे और कोई चीज़ न मिली जो यह लोहे का चिमटा उठा लाया?

हामिद ने अपराधी-भाव से कहा-तुम्हारी ऊँगलियाँ तवे से जल जाती थीं, इसलिए मैंने इसे लिया.

बुढ़िया का क्रोध तुरंत स्नेह में बदल गया, और स्नेह भी वह नहीं, जो प्रगल्भ होता है और अपनी सारी कसक शब्दों में बिखेर देता है. यह मूक स्नेह था, खूब ठोस, रस और स्वाद से भरा हुआ. बच्चे में कितना त्याग, कितना सदभाव और कितना विवेक है! दूसरों को खिलौना लेते और मिठाई खाते देखकर इसका मन कितना ललचाया होगा! इतना जब्त इससे हुआ कैसे? वहाँ भी इसे अपनी बुढ़िया दादी की याद बनी रही. अमीना का मन गदगद हो गया.

और अब एक बड़ी विचित्र बात हुई. हामिद के इस चिमटे से भी विचित्र. बच्चे हामिद ने बूढ़े हामिद का पार्ट खेला था. बूढ़िया अमीना बालिका अमीना बन गईं. वह रोने लगी. दामन फैलाकर हामिद को दुआएँ देती जाती थी और आँसू की बड़ी-बड़ी बूँदें गिराती जाती थी. हामिद इसका रहस्य क्या समझता ।

शिक्षा : इस कहानी से हमें यह शिक्षा मिलती है कि

” हमें प्राणिमात्र से सहानुभूति रखते हुए त्याग पूर्वक सहायता करनी चाहिये । “

अन्त में पर कम नहीं , इस पुस्तक के माध्यम से हम यह सुझाव देना चाहते हैं कि यह रचना सभी आयु वर्ग के पाठकों के लिये पठनीय एवम् संग्रहणीय है ।

” अन्तत: प्रत्येक व्यक्ति को अपनी अभिरूचियों के अनुसार मनोरंजक , ज्ञानवर्धक एवम् प्रेरणादायक पुस्तकों को अपना अभिन्न मित्र बनाना चाहिए । “

” पुस्तकों को हम मित्र बनाएं ।

अन्धकार को दूर भगाएं।। “

” भारत में अब चला है जोर ।

एक प्रयास पठन की ओर । “

” पढ़ेगा भारत , बढ़ेगा भारत । “

जय हिन्द !

नाम : अनुराग सिंह , अनुराग अवस्थी एवम् राज पटेलकक्षा : 9

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शक्ति से हिम्मत (साहस)

( सफलता का मूल मन्त्र )साहस। अरमान = मंजिल / लक्ष्य https://music.youtube.com/watch?v=PoXDyXFZtcI&feature=share, शिकवे (किस्मत के बहाने) बुजदिल कायर कमजोर
वक्त = लक्ष्य की चुनौतियों संभव नादान (अनजान अज्ञानी) राज = रहस्य अयोग्य शिकवे शिकायत अविचल वक्त =कठिन
व्यंगय अरमान चट्टान
https://music.youtube.com/watch?v=PoXDyXFZtcI&feature=share

READING PLEDGE BY SH . BHAVSHEEL SRIVASTAV CLASS – 8 (2020 – 21) of

READING PLEDGE BY KM . AMBIKA SRIVASTAV CLASS 10 (2020 – 21)

KM. AMBIKA SRIVASTAV CERTIFCATE FOR ” READING PLEDGE “

MASTER BHAVSHEEL SRIVASTAV CERTIFCATE FOR ” READING PLEDGE “

LIBRARY KENDRIYA VIDYALAYA LAKHIMPUR – KHERI

ज्ञान के चमत्कार को नमस्कार

ज्ञान का प्रकाश

अज्ञानता का नाश

अंधेरी रात में दिल के दिये जला के जियो

पुस्तकालय एवम् सूचना विज्ञान में सेवा के अवसर

केंद्रीय विद्यालय लखीमपुर – खीरी

पुस्तकालय एवम् सूचना विज्ञान में सेवा के अवसर

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सेवा के अवसर लाखों हैं , अवसर हमने जाना ही नहीं I

सेवा भी मेरा सकता है , कभी हमने अपनाया ही नहीं II

पुस्तकालय एवम् सूचना केन्द्रों में पाठकों के ज्ञान सम्बंधित सभी जिज्ञाशाओं और आवश्यकताओं के समाधान के लिए पुस्तकों, पत्रिकाओं,समाचारपत्रों,कैसेट,कॉम्पैक्ट-डिस्क्स,ब्लाग्स,वेबसाइटस,रेडियो एवम् दूरदर्शन कार्यक्रमों के द्वारा सेवाएँ दी जाती हैं.पाठकों को तत्काल उचित समय पर उचित पाठ्य-सामग्री प्रदान करना ही पुस्तालय एवम् सचूना वैज्ञानिक का प्रमुख कार्य होता है. पाठ्य-सामग्री की प्राप्ति, संग्रहण एवम् पाठकों को उनका त्वरित वितरण करना ही पुस्तकालय एवम् सूचना कर्मियों की प्रमुख जिम्मेदारियाँ हैं. त्वरित वितरण के पूर्व पाठ्य-सामग्री का वर्गीकरण,संक्षिप्तिकरण,सूचीकरण,प्रसूचीकरण ,सार-सेवा,अनुवाद सेवा,सन्दर्भ-सेवा,सूचना मार्गदर्शन एवम् क्रमिक रख-रखाव का गहन प्रशिक्षण प्राप्त करना आवश्यक होता है ताकि उम्मीदवार पाठकों को उनकी वांछित पाठ्य-सामग्री की पहचान,चुनाव एवम् प्राप्ति तत्काल हो सके. वेबसाइट्स के निर्माण, व्यस्थापन एवम् सूचीकरण निर्माण कार्य में भी पुस्तकालय एवम् सूचना वैज्ञानिकों का महवपूर्ण योगदान होता है क्योंकि वेबसाइटस के सर्च इंजन के खोज- खाने(SEARCH-BOX) में सूचीशब्दों (इंडेक्स टर्म्स) को अंकित करने से ही पाठकों को उनकी वांच्छित सूचनाएँ या पाठ्य-सामग्री प्राप्त हो जाती है. शोधार्थी एवम् वैज्ञानिक भी शोध या खोज के लिए पूर्णरूप से सूचनाओं पर आश्रित रहते हैं. अब आप पुस्तकालय एवम् सूचना वैज्ञानिकों के महत्व से भली-भाति परिचित हो गए होंगे.

आइये ! पुस्तकालय एवम् सूचना-कर्मी बनने के लिये क्या करना है ? इसके विषय में पर्याप्त जानकारी प्राप्त करते हैं.

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MAHAMANA MADAN MOHAN MALVIYA

RESPECTFULLY INVITED THE THEN EMINENT EDUCATIONISTS FROM EVERY CORNERS FROM INDIA TO ESTABLISH THE VARIOUS FACULTIES, INSTITUTES AND DEPARTMENTS FOR PROVIDING EXCELLENT EDUCATION ONE OF THEM WAS DR. S . R . RANGANATHAN THE INDIAN FATHER OF OF LIBRARY SCIENCE.DR. RANGANATHAN STARTED BACHLAR OF LIBRARY SCIENCE FIRST TIME INDIA FROM 1942 AND MSATER OF LIBRARY SCIENCE FROM 1965 SECOND IN THE COUNTRY. — FOUNDER OF BANARAS HINDU UNIVERSITY (B.H.U) VARANASI – 221005 (INDIA)

Continue reading “MAHAMANA MADAN MOHAN MALVIYA”

मातृ दिवस

मातृ दिवस : माता के श्री चरणों में श्रद्धा सुमन समर्पित ।

Look what I shared: LIBRARYKVS1023 : मातृ दिवस @MIUI| http://librarykvs1023.blogspot.com/2020/05/blog-post.html?m=1

सतर्कता एवम् जागरुकता

सतर्कता
एवम्
जागरुकता

वैश्विक दृष्टिकोण रखें , सतर्क रहें जागरूक रहें ।
इन सूत्रों का पालन करने से किसी भी समस्या का कारण , लक्षण व निवारण करने में कामयाब रहेंगे ।इस समय करोना -19 महामारी सारे विश्व की विकट समस्या बनी हुई है । इसके कारण , लक्षण एवम् निवारण के लिये यह मनोरंजक , ज्ञानवर्धक एवम् प़ेरणादायक विडियो अवश्य सबकी मदद करेगी :

हे प्रभो! आनन्द दाता : प्रार्थना

हे प्रभो! आनन्द दाता ज्ञान हमको दीजिए।
शीघ्र सारे दुर्गुणों को दूर हमसे कीजिए।
लीजिए हमको शरण में हम सदाचारी बनें।
ब्रह्मचारी धर्मरक्षक वीर व्रत-धारी बनें॥

प्रार्थना की उपर्युक्त चार पंक्तियाँ ही देश के कोने-कोने में गायी जाती हैं। लेकिन सच तो ये है कि माननीय त्रिपाठी जी ने इस प्रार्थना को छह पंक्तियों में लिखा था। जिसकी आगे की दो पंक्तियाँ इस प्रकार हैं :

गत हमारी आयु हो प्रभु! लोक के उपकार में
हाथ डालें हम कभी क्यों भूलकर अपकार में

श्री राम नरेश त्रिपाठी

https://www.librarykvlakhimpur1blog

https://librarykvlakhimpur1blog.wordpress.com/

GLOSSARY OF LIBRARY & INFORMATION SCIENCE

DEER STUDENTS & PROFESSIONALS THIS GLOSSARY IS USEFUL IN DAY TO DAY LIBRARY & INFORMATION ADMINISTRATION, UGC NET EXAMINATION AND MANY MORE EXAMINATIONS & INTERVIEWS CONDUCTED FOR SELECTION OF LIBRARY AND INFORMATION PROFESSIONALS . I RECOMMEND YOU PROFESSIONALS , PLEASE ASSIMILATE IT BE ASURED FOR SUCCESS. CLICK THE LINK UNDERNEATH : –

THE GREATEST INDIAN CULTURAL & CIVIL CONTRIBUTIONS TO THE WORLD

SEE ALSLO :

THE GREATEST INDIAN CONTRIBUTIONS TO THE TO THE WORLD . ” WE WISH TO HAPPINESS , HEALTH & GOODNESS FOR ALL AND NOT TO BE CAUSE OF PITIABLE LIFE OF ANY ONE . WE MUST DEVELOP IN RESPECTS ALONGWITH OUR ENRICHED CULTURAL AND CIVIL HERITAGE . NOW A DAYS , IT IS THE MATTER OF SADNESS THAT , EITHER WE HAVE KEPT ASIDE OR FORGOTTEN OUR GREAT CULTURAL AND CIVIL HERITAGE .

GREAT INDIAN CULTURAL AND CIVIL CONTRIBUTIONS TO THE WORLD

BAL – GEET

SHIVANSH

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

HUM MAA-PITA HAIN ISKE ,

YE ANSH HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

CHEHRE PAR KHELTI HAIN,

SABKI TAMAM KHUSHIYAN,

ROSHAN HAI JISKE DUM SE- 2

YE SURY HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

HUM MAA-PITA HAIN ISKE ,

YE ANSH HAI HAMARA – HAMARA I

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA I

SHIVANSH HAME SIKHATA ,

AAPAS ME MEL RAKHANA – 2

KHUSHBOO HAI JISKE DUM SE – 2

HAR PHOOL HAI , HAMARA – HAHARA II

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

HUM MAA-PITA HAIN ISKE ,

YE ANSH HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

SHIVANSH HAME SIKHATA ,

SAB LOG HAIN BARABAR – 2

SABSE HAIN SABKI KHUSHIYAN – 2 ,

KHUSH – HAAL , JAHAN HAHARA – HAMARA I

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

HUM MAA-PITA HAIN ISKE ,

YE ANSH HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA – 2

SAARE JAHAN SE ACHHA I

HUM MAA-PITA HAIN ISKE ,

YE ANSH HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA ,

SHIVANSH HAI HAMARA – HAMARA II

SAARE JAHAN SE ACHHA I

INSPIRING SOURCE

ANKIT RASTOGI

2 GEETON KE LINK NEECHE DIYE GAYE HAIN AOUR SUNANE KI LIYE UNKO CLICK KARNA HOGA .

https://wynk.in/u/bMiMDiVSD

https://wynk.in/u/s6KketIJt

ANNUAL INSPECTION 07 AUGUST 2019 .

CAREER & GUIDANCE SERVICE (आजीविका एवम् परामर्श सेवा)

आजीविका एवम् परामर्श सेवा (CAREER & GUIDANCE SERVICE)

जगदीश एवम् माता अन्नपूर्णा

पद्मश्री डॉ . सियाली रामामृत रंगनाथन
पुस्तकालय विज्ञान के भारतीय पिता

विघ्नहर्ता प्रथमेश एवम् लेखकों के आराध्य देव

डॉ . एस . एन . सिंह
प्रख्यात प्राध्यापक
एवम
भूतपूर्व विभागाध्यक्ष
पुस्तकालय एवम् सूचना विभाग
काशी हिन्दू विश्वविद्यालय
वाराणसी

श्री जी . एस . चतुर्वेदी
प्राचार्य

आजीविका एवम् परामर्श सेवा

(CAREER & GUIDANCE SERVICE)

प्रिय पाठकों ! क्या कभी आपने ये सोचा है ? इस संसार में किस लिये हमारा जन्म हुआ है ? हमें अपने रोटी , कपड़ा और मकान की व्यवस्था करने के लिये किस प्रकार के रोजगार का चयन करना है ? अपनी अभिरुचियों के अनुसार कौन सा रोजगार आपके लिये ही बना है ; जिसे आप अच्छी तरह से कर सकते हैं ? हमेशा देखा गया है कि सही समय पर सही जानकारी न होने के कारण हमारे बच्चों को बेरोजगारी का सामना करना पड़ा I

अभिरुचि (HOBBY) के विपरीत किसी अन्य रोजगार को करने के लिये बाध्य हुए ;जिनमें उनका मन भी नहीं लगा और उचित आय (INCOME) या कम वेतन (SALARY) मिला ;जिसके कारण वे अपने और अपने परिवार का पर्याप्त भरण -पोषण करने में असफल रहे I

उपरोक्त सभी समस्याओं एक ही कारण है , जिसे हम

अज्ञानता (IGNORANCE) कहते हैं I

उपरोक्त समस्याओं का समाधान केवल एक कुशल व्यवसायी ही कर सकता है ; जिसे हम “आजीविका परामर्शदाता

( CAREER ADVISOR/CAREER COUNSELOR )” के नाम से जानते हैं I

हमारा उन सभी माता -पिता , अभिभावको एवम् अग्रजों से अनुरोध है कि वे बचपन से ही अपने बच्चों की अभिरुचियों (HOBBIES) , प्रतिभाओं (TALENTS) एवम् कौशलों को पहचाने ; उन्हें विकसित करें I अपनी अपेक्षाओं (EXPECTATIONS) को उन पर न थोपें अन्यथा इसके घातक परिणाम हमारे बच्चों एवम् हमारे भावी जीवन को दयनीय बना देंगी I

माता – पिता , अभिभावकों एवम् अग्रजों को प्रेरित करने में यह गीत निःसन्देह सहायक सिद्ध होगी I

कृपया अधोलिखित सुनहरे हाइपरलिंक को क्लिक

करने की अनुकम्पा करें : –

https://www.youtube.com/watch?v=t7GPa1tRL5g
आपके बच्चे आप की ” आँखों के तारे ” हैं I ” लाखों में एक हैं “I इनका अन्धकारमय जीवन निश्चित ही आपके वृद्धावस्था को दयनीय बना देंगी I इसका निर्णय आपको ही करना है Iयह गीत आपके नौनिहालों की प्रतिभाओं से परिचित करवाने के लिये पर्याप्त है I

कृपया अधोलिखित  सुनहरे हाइपरलिंक  को क्लिक

करने की  अनुकम्पा करे : –

Yhttps://www.youtube.com/watch?v=i1KdjbCvJ2y
अपनी – अपनी अभिरुचियों एवम् क्षमताओं  (HOBBIES & ABILITIEs) के अनुसार किये गये व्यवसाय , व्यापार , उद्योग – धन्धे , सरकारी एवम् गैर – सरकारी सेवायें (BUSINESS, INDUSTRIES , GOVERNMENT & PRIVATE SERVICES) आपको उन्नति के मार्ग पर ले जाती है ;
आप सम्मृद्धिशाली एवम् सम्मानजनक जीवन-यापन
कर सकते हैं I
आज हम “सूचना संचार क्रान्ति युग ” में प्रवेश कर चुके हैं , जहाँ  हमें विभिन्न व्यावसायिक , तकनिकी एवम् कौशल – विकास से सम्बन्धित शैक्षणिक पाठ्यक्रमों की सम्पूर्ण जानकारी तत्काल ही मिल जाती हैं I भारत सरकार के अन्तर्गत कौशल विकास एवम् उद्द्यमिता मन्त्रालय, कौशल विकास पर आधारित विभिन्न प्रकार के पाठ्यक्रमों को आयोजित रही है ;जिनको करने के लिये किसी उच्च शिक्षा की कोई आवश्याकता नहीं है I आपके बच्चे इन पाठ्यक्रमों में से अपनी – अपनी अभिरुचियों के अनुसार किसी भी एक पाठ्यक्रम द्वारा शिक्षित एवम् प्रशिक्षित हो कर वान्छित आजीविका या रोजगार का चयन एवम् संचालन करने में  शत– प्रतिशत सफल होंगे I
प्रधान मन्त्री कौशल विकास पाठ्यक्रम (Prime Minister’s Skill Development Course Of Studies :
LIST OF STANDARDIZED COURSES
1. List of Entrepreneurship Development Programmes,Entrepreneurship cum Skill Development Programmes & Training ofTrainers’ ProgrammesS.No. EDPs1. CRR Scheme for CPSUs2. EDP3. Women EDP4. Women Empowerment through Gender EquityESDPs5. AC Refrigerator & Water Cooler Repair6. Agricultural Water Lifting Equipment – Maintenance & Repair7. Bakery Products8. Biotechnology9. Blacksmithy10. CAD/CAM11. Calibrations of instruments12. Carpentry13. Catering14. CNC Lathe Wire cut Milling15. Compressor Repair16. Computer Accounting with Tally17. Cosmetology and Beautician18. Cyber café19. Dairy based ESDP20. Designing and Manufacturing of Artificial Jewellery21. Die Fitter22. Draughtsmanship training23. DTP24. Electrical gadget repair25. Electronic Assembly26. Electroplating27. Fashion Designing28. Hosiery & Woollen Garments29. Essential Oil and Perfumery Products30. Food Processing31. Footwear Designing32. Forging and Casting33. Gaming with flash34. Glass Cutting & Polishing35. Heat Treatment36. Leather Products37. Lens Grinding38. Machining39. Microprocessor Application & Programming40. Microsoft Certified Software Engineering41. Mobile Repairing42. Motor & Transformer Rewinding43. Motor Winding & Pumpset Repair44. Mouldings & Pattern Making45. Multimedia46. Mushroom Cultivation47. PCB Design48. Photography and Photoshop49. PLC Programming50. Plumbing and Sanitary Fittings51. Retail Management52. Screen Printing and Hand Painting on Glass53. Soap and Detergents54. Sports Goods55. Steel Fabrication56. T.V Repairing57. Testing of Chemicals58. Tool and Die Making59. Tour Operators60. Two Wheeler Maintenance & Repair61. Wax Candle and Chalk Crayons62. Wireman Training63. 2D64. 3D65. Adobe66. Advance JAVA67. Autodesk Combustion68. CC++ and OOPs69. Computer Hardware and Networking70. Core JAVA71. Digital Photography & Videography72. Electronic Mechanic73. Engineering Drawing with CAD74. Finishing & Packing Supervisor75. Fitter Fabrication76. Fitter Maintenance General77. Housekeeping & Hospitality78. Interior Design79. Landscape Design80. Linux Administration81. MCP and CCNA82. Medical Transcription83. MS Office and Internet84. Multimedia and Animation85. Net Programming86. O Level (DOEACC)87. OOPs through JAVA88. Programming & Operation for Computerised Numerically ControlledMachines89. Receptionist90. Routing Technology CCNA91. Security Guard92. SQL Server Database Administration93. TIG/MIG Welding94. Visual Effects95. Web Designing96. Basic Hydraulics97. Basic Pneumatics98. CAD with Pro Enginners99. Dot Net Technology100. Graphics Design101. IT Tools and Applications102. Maintenance Fitter103. Material Testing104. PC Maintenance105. Sheet Metal Worker106. Welder107. Auto Body Painting108. Diesel Fuel Injection Technician109. Maintenance Battery110. Repair and Maintenance of PA and Audio111. Repair and Maintenance of Power supply, Inverter and UPS112. Repair and Maintenance of Washing Machine and Microwave Oven113. Repairing of Auto Air Conditioning114. Repair and Maintenance of Intercome SystemTRAINING OF TRAINORS115. Technology Infusion cum Skill Development Programme116. TOT in Entrepreneurship & Skill Development in 2D Animation117. TOT in ESDP for Fashion Designing118. Training of Trainers (EDP)119. Accreditation Programme for EM Trainers2. MANAGEMENT DEVELOPMENT PROGRAMS120. Advanced Skill for Effective Office & Change Management121. Advanced Skills for Effective Executive Secretaries and ChangeManagement122. Business Advisors’ Training Programme123. Business Development Plan for Micro & Small Enterprise124. Capacity Building of Principals of ITIs125. Carbon Trading126. Competency Building for Improved Performance127. Contemporary Human Resource Management Practices128. Cost Effectiveness in Economic Downturn129. Delayed Payments to MSEs130. Executive Development Programme on Achievement Motivation Training131. Export Procedures, Documentation and Management132. Extension Motivation Programme for Executives133. Finance for Non-Finance Executives134. Financial Statement Analysis135. IPR Challenges and Prospects for MSMEs136. IPR for Competitive Advantage137. ISO 9001:2008 Certification Process – Issues & Challenges138. Logistics & Supply Chain Management and Retail Management139. Marketing for Managers140. MDP on Project Management for Small Business Enterprises in TribalAreas141. Modern Office Practice142. Product Identification & Marketing Strategies143. Productivity, Quality & Lean Manufacturing144. Project Appraisal145. Project Identification and Preparation of Project Profiles146. Project Preparation Skills for Micro-Enterprises through SHGs147. Strengthening Self-Help Groups for Urban Development Officials (underSJSRY)3. OTHERS148. Assessment of SHGs for Promotion of Micro Enterprises149. Cluster Development150. Entrepreneurship & Skill Development for Partner Organistions/Agencies151. Financing & Management of CFCs152. Lending Strategies for MSMEs153. Orientation Programme for Officials of Industries & CommerceDepartment154. Orientation to Skill & Entrepreneurship Development under SJRY,PMEGP etc.155. Promotion of Induced Clusters156. Promotion of Micro-Enterprises157. Promotion of Service Enterprises158. Promotion of Viable Enterprises for SHGs159. Risk Management for SHGs160. Union Budget and MSMEs
महानिदेशक केन्द्रीय रोजगार कार्यालय
भारत सरकार के वेबसाइट पर कौशल विकास पर
आधारित समस्त पाठयक्रमों की सम्पूर्ण जानकारी दी
गई है ;जिसे नीचे दिये गए सुनहरे वेबसाइट को
क्लिक कर करके देखा जा सकता है : –
http://www.cstaricalcutta.gov.in/syllabi.aspx 

NSQF COMPLAINT COURSES UNDER

CTAFTSMEN TRANING SCHEME

Sl. No.

Name of the Trade

NSQF Level

Entry Qualification

Duration

Introduced In

Revised In

List of Engineering Trades

1	Electrician	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters each of six months duration)	2015	2017
2	Electronics Mechanic	Level – 5	Passed 10th class examination under 10+2 System of education.	2 Years (4 Semesters each of six months duration)	2015	2017
3	Fitter	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	2 Years (4 Semesters each of six months duration)	2015	2017
4	Turner	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	2 Years (4 Semesters each of six months duration)	2015	2017
5	Welder	Level – 4	Passed 10th Class Examination.	1 Year (2 Semesters each of six months duration)	2015	2017
6	Draughtsman (Civil)	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	2 Years (4 Semesters each of six months duration)	2017	—
7	Carpenter	Level – 4	Passed 10th Class Examination under 10+2 System of education or its equivalent.	1 Year (2 Semesters)	2018	—
8	Draughtsman Mechanical	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of education or its equivalent.	2 Years (4 Semesters)	2016	2018
9	Domestic Painter	Level – 4	Passed 10th class examination under 10+2 System of education with science and mathematics or equivalent.	1 Year (2 Semesters)	2018	—
10	Electroplater	Level – 5	Passed 10th Class Examination under 10+2 system of Education with science and mathematics.	2 Years (4 Semesters)	2018	—
11	Foundryman	Level – 4	Passed 10th class under 10+2 System of education.	1 Year (2 Semesters)	2018	—
12	Industrial Painter	Level – 4	Passed 10th class examination under 10+2 System of education with science and mathematics or equivalent.	1 Year (2 Semesters)	2018	—
13	Instrument Mechanic	Level – 5	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
14	Interior Design and Decoration	Level – 4	Passed 10th class under 10+2 System with Science & Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
15	Machinist Grinder	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	2 Years (4 Semesters)	2016	2018
16	Machinist	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of education or its equivalent.	2 Years (4 Semesters)	2016	2018
17	Marine Engine Fitter	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
18	Marine Fitter	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	2 Years (4 Semesters)	2018	—
19	Mechanic Consumer Electronic Appliances	Level – 5	Passed 10th class examination under 10+2 System of education.	2 Years (4 Semesters)	2018	—
20	Mechanic Two and Three Wheeler	Level – 4	Passed 10th Class Examination under 10+2 System of education with Mathematics and Science.	1 Year (2 Semesters)	2018	—
21	Mechanic Auto Body Paiting	Level – 4	Passed 10th class examination under 10+2 system of education or its equivalent.	1 Year (2 Semesters)	2018	—
22	Mechanic Auto Body Repair	Level – 4	Passed 10th class under 10+2 System of education.	1 Year (2 Semesters)	2018	—
23	Mechanic Refrigeration and Air Conditioner	Level – 5	Passed 10th Class Examination.	2 Years (4 Semesters)	2018	—
24	Mechanic Agricultural Machinery	Level – 4	Passed 10th class examination with Maths and Science.	2 Years (4 Semesters)	2016	—
25	Mechanic Auto Electrical and Electronics	Level – 4	Passed 10th class examination with Maths and Science.	1 Year (2 Semesters)	2016	—
26	Mechanic Diesel	Level – 4	Passed 10th class examination with Mathematics and Science.	1 Year (2 Semesters)	2016	2018
27	Mechanic Tractor	Level – 4	Passed 10th class examination with Maths and Science.	1 Year (2 Semesters)	2016	—
28	Mechanic Machine Tool Maintenance	Level – 5	Passed 10th Class Exam under 10+2 system of Education or its equivalent.	2 Years (4 Semesters)	2016	2018
29	Operator Advance Machine Tool	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of education or its equivalent.	2 Years (4 Semesters)	2018	—
30	Painter (General)	Level – 5	Passed 10th class examination under 10+2 System of education.	2 Years (4 Semesters)	2018	—
31	Plastic Processing Operator	Level – 4	Passed 10th class examination under 10+2 System of education with science and mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
32	Pump Operator cum Mechanic	Level – 4	Passed 10th class examination with Maths and Science.	1 Year (2 Semesters)	2016	—
33	Radiology Technician	Level – 5	Passed 10th class examination under the 10+2 system of education.	2 Years (4 Semesters)	2018	—
34	Sheet Metal Worker	Level – 3	Passed 8th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	1 Year (2 Semesters)	2016	—
35	Solar Technician (Electrical)	Level – 4	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
36	Surveyor	Level – 5	Passed 10th Class examination under 10+2 System of education.	2 Years (4 Semesters)	2018	—
37	Tool & Die Maker (Dies & Moulds)	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 System of education or its equivalent.	2 Years (4 Semesters)	2016	2018
38	Tool & Die Maker (Press Tools, Jigs & Fixtures)	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of education or its equivalent.	2 Years (4 Semesters)	2016	2018
39	Technician Medical Electronics	Level – 5	Passed 10th class examination under 10+2 system of education with Science & Mathematics.	2 Years (4 Semesters)	2018	—
40	Technician Mechatronics	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	2 Years (4 Semesters)	2018	—
41	Technician Power Electronics Systems	Level – 5	Passed 10th class examination under 10+2 System of education.	2 Years (4 Semesters)	2018	—
42	Vessel Navigator	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of education or its equivalent.	2 Years (4 Semesters)	2018	—
43	Welder (GMAW & GTAW)	Level – 3	Passed 8th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	1 Year (2 Semesters)	2016	—
44	Welder (Pipe)	Level – 3	Passed 8th Class pass.	1 Year (2 Semesters)	2016	—
45	Welder (Structural)	Level – 3	Passed 8th Class.	1 Year (2 Semesters)	2016	—
46	Welder (Fabrication & Fitting)	Level – 3	Passed 8th Class pass.	1 Year (2 Semesters)	2016	—
47	Welder (Welding & Inspection)	Level – 3	Passed 8th Class with Science and Mathematics under 10+2 system of Education or its equivalent.	1 Year (2 Semesters)	2016	—
48	Wireman	Level – 4	Passed 8th class.	2 Years (4 Semesters)	2016	—
49	Attendant Operator (Chemical Plant)	Level – 5	Passed 10th Class Examination under 10+2 system with Science and Mathematics or equivalent.	2 Years (4 Semesters)	2018	—
50	Instrument Mechanic (Chemical Plant)	Level – 5	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
51	Laboratory Assistant (Chemical Plant)	Level – 5	Passed 10th Class Examination under 10+2 system of education with science and mathematics and equivalent.	2 Years (4 Semesters)	2018	—
52	Maintenance Mechanic (Chemical Plant)	Level – 5	Passed 10th Class Examination under 10+2 systems of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
53	Mechanic Motor Veichle	Level – 5	Passed 10th Class with Science and Mathematics under 10+2 system of education or its equivalent	2 Years	2016	2018
54	Architectural Draughtsman	Level – 5	Pass in 10th Class under 10+2 system of Education with science and mathematics.	2 Years (4 Semesters)	2018	—
55	Central Air Condition Plant Mechanic	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics.	2 Years (4 Semesters)	2017	—
56	Civil Engineering Assistant	Level – 5	Passed 10th Class under 10+2 System of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
57	Information and Communication Technology System Maintenance	Level – 5	Passed 10th Class examination under 10+2 system of education with Science and Mathematics.	2 Years (4 Semesters)	2018	—
58	Information Technology	Level – 5	Passed 10th Class Examination under 10+2 system of Education with science and mathematics.	2 Years (4 Semesters)	2018	—
59	Lift and Escalator Mechanic	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
60	Mason (Building Constructor)	Level – 4	Passed 8th Class Examination under 10+2 system of Education.	1 Year (2 Semesters)	2018	—
61	Mechanic Lens/ Prism Grinding	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
62	Mechanic Mining Machinery	Level – 5	Passed 10th Class examination under 10+2 system of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
63	Plumber	Level – 4	Appeared 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
64	Rubber Technician	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
65	Spinning Technician	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
66	Textile Wet Processing Technician	Level – 5	Passed 10th class examination under 10+2 System of education.	2 Years (4 Semesters)	2018	—
67	Weaving Technician	Level – 5	Passed 10th class examination under 10+2 System of Education with Science and mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
68	Refractory Technician	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics.	2 Years (4 Semesters)	2018	—
69	Stone Processing Machine Operator	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
70	Stone Mining Machine Operator	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	1 Year (2 Semesters)	2018	—
71	Textile Mechatronics	Level – 5	Passed 10th class examination under 10+2 system of education with Science and Mathematics or its equivalent.	2 Years (4 Semesters)	2018	—
72	Additive Manufacturing Technician (3D Printing)	Level – 4	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	1 Year	2018	—
73	Aeronautical Structure and Equipment Fitter	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	2 Years	2018	—
74	Electrician-Power Distribution	Level – 5	Passed 10th class examination under 10+2 System of education with Science and Mathematics or its equivalent.	2 Years	2018	—

List of Non-Engineering Trades

1	Computer Operator and Programming Assistant	Level – 4	Passed 10th class examination.	1 Year (2 Semesters each of six months duration)	2017	—
2	Baker & Confectioner	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
3	Computer Hardware & Network Maintenance	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics.	1 Year (2 Semesters)	2018	—
4	Dairying	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
5	Dental Laboratory Equipment Technician	Level – 5	Passed 10th class examination under 10+2 System of education.	2 Years (4 Semesters)	2018	—
6	Digital Photographer	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
7	Agro Processing	Level – 4	Passed 10th Class with Science and Mathematics.	1 Year (2 Semesters)	2016	—
8	Basic Cosmetology	Level – 4	Passed 10th class Examination.	1 Year (2 Semesters)	2016	—
9	Dress Making	Level – 4	Passed 10th class under 10+2 system of examination.	1 Year (2 Semesters)	2016	—
10	Desktop Publishing Operator	Level – 4	Passed 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
11	Fashion Design and Technology	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
12	Food Production (General)	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
13	Food Beverage	Level – 4	Passed 10th Class with Science and Mathematics.	1 Year (2 Semesters)	2016	—
14	Front Office Assistant	Level – 4	Passed 10th class examination.	1 Year (2 Semesters)	2018	—
15	Fruits and Vegetables Processing	Level – 4	Passed 10th Class with Science and Mathematics.	1 Year (2 Semesters)	2016	—
16	Health Sanitory Inspector	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
17	Milk and Milk Product Technician	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2016	2018
18	Multimedia Animation and Special Effects	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
19	Photographer	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
20	Physiotherapy Technician	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
21	Secretarial Practice (English)	Level – 4	Passed 10th class examination.	1 Year (2 Semesters)	2018	—
22	Sewing Technology	Level – 4	Passed 10th class under 10+2 system of examination.	1 Year (2 Semesters)	2016	—
23	Soil Testing and Crop Technician	Level – 4	Passed 10th class examination under 10+2 System of education with Science and Mathematics.	1 Year (2 Semesters)	2018	—
24	Stenographer Secretarial Assistant (English)	Level – 4	Passed 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
25	Surface Ornamentation Techniques (Embroidery)	Level – 4	Passed 10th Class.	1 Year (2 Semesters)	2016	—
26	Video Cameraman	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
27	Computer Aided Embroidery and Designing	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
28	Catering and Hospitality Assistant	Level – 4	Passed 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
29	Database System Assistant	Level – 5	Passed 12th class examination under 10+2 system of education with Science & Mathematics.	1 Year (2 Semesters)	2018	—
30	Early Childhood Educator	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
31	Finance Executive	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
32	Fire Technology and Industrial Safety Management	Level – 4	a. Passed class 10th class Examination under 10+2 system of Education or its equivalent. b. The minimum physical requirements are i. Height – 165 cm ii. Weight – 52 kg iii. Chest – Normal 81 cm – Expanded 85 cm iv. A registered MBBS doctor must certify that the candidate is medically fit to undertake the course.	1 Year (2 Semesters)	2018	—
33	Fireman	Level – 3	a. Passed class 10th Class Exam. Under 10+2 system of education or its equivalent with Mathematics and Sciences subject. b. Age: Minimum 17 years – Maximum should not be more than 22 yrs. c. The minimum physical requirements are i. Height – 165 cm ii. Weight – 52 kg iii. Chest – Normal 81 cm – Expanded 85 cm iv. A registered MBBS doctor must certify that the candidate is medically fit to undertake the course, without having problem of night vision and color blindness. d. Guardian should submit affidavit of willingness to undergo six months training, if below 18 years of age.	6 Months (1 Semester)	2018	—
34	Floriculture and Landscaping	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
35	Food and Beverages Service Assistant	Level – 4	Passed 10th class examination.	1 Year (2 Semesters)	2018	—
36	Footwear Maker	Level – 4	Passed 8th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
37	Health Safety and Environment	Level – 4	a. Passed class 10 Examination under 10+2 system of Education. b. The minimum physical requirements are i. Height – 165 cm ii. Weight – 52 kg iii. Chest – Normal 81 cm – Expanded 85 cm iv. A registered MBBS doctor must certify that the candidate is medically fit to undertake the course.	1 Year (2 Semesters)	2018	—
38	Horticulture	Level – 4	Passed class 10th examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
39	Hospital Housekeeping	Level – 4	Passed 10th class Examination under 10+2 System of Education.	1 Year (2 Semesters)	2018	—
40	Housekeeper	Level – 4	Passed 10th class Examination under 10+2 System of Education.	1 Year (2 Semesters)	2018	—
41	Human Resource Executive	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
42	Leather Goods Maker	Level – 4	Passed 8th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
43	Marketing Executive	Level – 4	Passed 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
44	Old Age Care	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
45	Software Testing Assitant	Level – 5	Passed 12th class examination under 10+2 system of education with Science & Mathematics.	1 Year (2 Semesters)	2018	—
46	Spa Therapy	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
47	Tourist Guide	Level – 4	Passed 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
48	Travel and Tour Assistant	Level – 4	Passed 10th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
49	Weaving Technician for Silk and Woolen Fabrics	Level – 3	Passed 8th class examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
50	Smartphone Technician Cum App Tester	Level – 3	Passed 10th Class Examination under 10+2 system of education.	6 Months (1 Semester)	2018	—
51	IoT Technician (Smart Agriculture)	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics.	1 Year (2 Semesters)	2018	—
52	IoT Technician (Smart City)	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics.	1 Year (2 Semesters)	2018	—
53	IoT Technician (Smart Healthcare)	Level – 4	Passed 10th class examination under 10+2 system of education with Science and Mathematics.	1 Year (2 Semesters)	2018	—
54	Bamboo Works	Level – 3	Passed 8th Class Examination under 10+2 system of education.	1 Year (2 Semesters)	2018	—
55	Stenographer Secretarial Assistant (Hindi)	Level – 4	Passed 10th class examination under 10+2 System of education.	1 Year (2 Semesters)	2018	—
56	Driver cum Mechanic (LMV)	Level – 3	Passed 8th Class Examination & should have completed 18 yrs. of age.	6 Months (1 Semester)	2018	—
57	Geo-Informatics Assistant	Level – 5	Passed 12th class examination under 10+2 System of education with Mathematics in matriculation.	1 Year	2018	—
58	Remotely Piloted Aircraft-Drone Pilot	Level – 4	Passed 10th Class Examination under 10+2 system of education with minimum 18 years of age.	6 Months	2018	—

List of Trades for Visually Impired

1	Computer Operator and Programming Assistant	Level – 3	Passed 10th class examination under 10+2 system of education (Candidate should be Visually impaired /Hearing impaired /other Disabled).	1 Year (2 Semesters)	2018	—
2	Cutting and Sewing	Level – 3	Passed 8th class examination under 10+2 system of education (Candidate should be of low vision/Orthopedically disabled/Hearing impaired /Other Disabled).	1 Year (2 Semesters)	2018	—
3	Desktop Publishing Operator	Level – 3	Passed 10th class examination under 10+2 system of education or its equivalent. (Candidate should be of low Vision/ Orthopedically Disabled/ Hearing impaired/ other Disabled).	1 Year (2 Semesters)	2018	—
4	Hair and Skin Care	Level – 3	Passed 10th class examination under 10+2 System of education or its Equivalent.	1 Year (2 Semesters)	2018	—
5	Metal Cutting Attendant	Level – 3	Passed 10th Class examination under 10+2 system of education.	2 Years (4 Semesters)	2018	—

COURSES UNDER DUAL TRANING

SYSTEM

Sl. No.

Name of the Trade

Entry Qualification

Duration

Introduced In

Revised In

List of Trades under Dual Training System

Tool & Die Maker(Press Tool, Jigs & Fixture)

Passed 10th Class with Science and Mathematics under 10+2 system of Education or its equivalent.

2 Years (Block-I: 12 months in Institute, Block-II: 09 months in Industry, Block-III: 03 months in Institute)

2018

—

विशेष जानकारी के लिये आपलोग भारत सरकार के कौशल विकास मन्त्रालय के वेबसाइट को देख सकते हैं यहाँ पर आपको सभी पाठ्यक्रमों से सम्बन्धित केन्द्रों एवम् सरकारी योजनाओं और सहायता सम्बन्धित जानकारी मिल जायेगी I
https://www.msde.gov.in/who.html

इन्हीं शब्दों से हम अपनी लेखनी को अल्प विराम देते हैं I आप लोगों का भविष्य मंगलमय हो !
ऐसी हमारी कामना है I आपका शुभेक्षु

राजेश कुमार सिंह
पुस्तकालयाध्यक्ष
1023,के . वि . सं .
नई दिल्ली – 110016

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img_20181011_181032

दत्तात्रेय और उनके 24 गुरू

माया दीपक नर पतंग , भ्रमि – भ्रमि इवै पडंत I

कह कबीर गुरु – ज्ञान से , एक आध उबरंत II

जीवन में गुरु की अपनी एक विशेष जगह है। कहते है बिना गुरु के ज्ञान प्राप्त नहीं होता। सच्चा ज्ञान प्राप्त करने के लिए आपको किसी न किसी को गुरु बनाना पड़ता है चाहे फिर वो एकलव्य की तरह मिट्टी की मूरत ही क्यों ना हों। गुरु की इसी महता को प्रमाणित करते है भगवान दत्तात्रेय जो की स्वयं भगवान विष्णु के अवतार थे फिर भी उन्होंने अपने जीवन में 24 गुरु बनाए जिसमे कीट, पक्षी और जानवर तक शामिल है। उन्होंने जिससे भी कुछ सीखा उसे अपना गुरु माना।

उन्होंने जिससे भी कुछ सीखा उसे अपना गुरु माना। भगवान दत्तात्रेय भगवान दत्तात्रेय ब्रह्माजी के मानस पुत्र ऋषि अत्रि के पुत्र हैं। इनकी माता का नाम अनुसूइया था। कई ग्रंथों यह बताया गया है कि ऋषि अत्रि और अनुसूइया के तीन पुत्र हुए। ब्रह्माजी के अंश से चंद्रमा, शिवजी के अंश से दुर्वासा ऋषि, भगवान विष्णु के अंश दत्तात्रेय का जन्म हुआ। कहीं-कहीं यह उल्लेख भी मिलता है कि भगवान दत्तात्रेय ही ब्रह्मा, विष्णु और शिव के सम्मिलित अवतार हैं।

सती अनुसूईया महर्षि अत्री की पत्नी थी। जो अपने पतिव्रता धर्म के कारण सुविख्यात थी। एक दिन देव ऋषि नारद जी बारी-बारी से विष्णुजी, शिव जी और ब्रह्मा जी की अनुपस्थिति में विष्णु लोक, शिवलोक तथा ब्रह्मलोक पहुंचे। वहां जाकर उन्होंने लक्ष्मी जी, पार्वती जी और सावित्री जी के सामने अनुसुइया के पतिव्रत धर्म की बढ़ चढ़ के प्रशंसा की तथा कहाँ की समस्त सृष्टि में उससे बढ़ कर कोई पतिव्रता नहीं है। नारद जी की बाते सुनकर तीनो देवियाँ सोचने लगी की आखिर अनुसुइया के पतिव्रत धर्म में ऐसी क्या बात है जो उसकी चर्चा स्वर्गलोक तक हो रही है ? तीनो देवीयों को अनुसुइया से ईर्ष्या होने लगी।

नारद जी के वहां से चले जाने के बाद सावित्री , लक्ष्मी तथा पार्वती एक जगह इक्ट्ठी हुई तथा अनुसूईया के पतिव्रत धर्म को खंडित कराने के बारे में सोचने लगी। उन्होंने निश्चय किया की हम अपने पतियों को वहां भेज कर अनुसूईया का पतिव्रत ध

र्म खंडित कराएंगे। ब्रह्मा, विष्णु और शिव जब अपने अपने स्थान पर पहुँचे तो तीनों देवियों ने उनसे अनुसूईया का पतिव्रत धर्म खंडित कराने की जिद्द की। तीनों देवों ने बहुत समझाया कि यह पाप हमसे मत करवाओ। परंतु तीनों देवियों ने उनकी एक ना सुनी और अंत में तीनो देवो को इसके लिए राज़ी होना पड़ा।

तीनों देवो ने साधु वेश धारण किया तथा अत्रि ऋषि के आश्रम पर पहुंचे। उस समय अनुसूईया जी आश्रम पर अकेली थी। साधुवेश में तीन अत्तिथियों को द्वार पर देख कर अनुसूईया ने भोजन ग्रहण करने का आग्रह किया। तीनों साधुओं ने कहा कि हम आपका भोजन अवश्य ग्रहण करेंगे। परंतु एक शर्त पर कि आप हमे निवस्त्र होकर भोजन कराओगी। अनुसूईया ने साधुओं के शाप के भय से तथा अतिथि सेवा से वंचित रहने के पाप के भय से परमात्मा से प्रार्थना की कि हे परमेश्वर ! इन तीनों को छः-छः महीने के बच्चे की आयु के शिशु बनाओ। जिससे मेरा पतिव्रत धर्म भी खण्ड न हो तथा साधुओं को आहार भी प्राप्त हो व अतिथि सेवा न करने का पाप भी न लगे। परमेश्वर की कृपा से तीनों देवता छः-छः महीने के बच्चे बन गए तथा अनुसूईया ने तीनों को निर्वस्त्र हो कर दूध पिलाया तथा पालने में लेटा दिया।

पूर्वी उत्तर प्रदेश में आज भी महिलाएँ यह लोकगीत गाते हुए मिलेंगी :

सती अनुसुइया ने डाल दिया पालना I

तीनों देव झूल रहे , बन – बन के लालना II

Anusiya-300x300

सती अनुसुइया ब्रह्मा के मानस पुत्र अत्री ऋषि की पत्नी ब्रह्मा विष्णु एवम् महेश को शिशु रूप में परिवर्तित कर मनोवांछित भोजन कराते हुए I

जब तीनों देव अपने स्थान पर नहीं लौटे तो देवियां व्याकुल हो गईं। तब नारद ने वहां आकर सारी बात बताई की तीनो देवो को तो अनुसुइया ने अपने सतीत्व से बालक बना दिया है। यह सुनकर तीनों देवियां ने अत्रि ऋषि के आश्रम पर पहुंचकर माता अनुसुइया से माफ़ी मांगी और कहाँ की हमसे ईर्ष्यावश यह गलती हुई है। इनके लाख मना करने पर भी हमने इन्हे यह घृणित कार्य करने भेजा। कृप्या आप इन्हें पुनः उसी अवस्था में कीजिए। आपकी हम आभारी होंगी। इतना सुनकर अत्री ऋषि की पत्नी अनुसूईया ने तीनो बालक को वापस उनके वास्तविक रूप में ला दिया। अत्री ऋषि व अनुसूईया से तीनों भगवानों ने वर मांगने को कहा। तब अनुसूईया ने कहा कि आप तीनों हमारे घर बालक बन कर पुत्र रूप में आएँ। हम निःसंतान हैं। तीनों भगवानों ने तथास्तु कहा तथा अपनी-अपनी पत्नियों के साथ अपने-अपने लोक को प्रस्थान कर गए। कालान्तर में दतात्रोय रूप में भगवान विष्णु का , चन्द्रमा के रूप में ब्रह्मा का तथा दुर्वासा के रूप में भगवान शिव का जन्म अनुसूईया के गर्भ से हुआ।

दत्तात्रेय और उनके 24 गुरू

1.पृथ्वी- सहनशीलता व परोपकार की भावना सीख सकते हैं। पृथ्वी पर लोग कई प्रकार के आघात करते हैं, कई प्रकार के उत्पात होते हैं, कई प्रकार खनन कार्य होते हैं, लेकिन पृथ्वी हर आघात को परोपकार का भावना से सहन करती है।

2.पिंगला वेश्या- पिंगला नाम की वेश्या से दत्तात्रेय ने सबक लिया कि केवल पैसों के लिए जीना नहीं चाहिए। वह वेश्या सिर्फ पैसा पाने के लिए किसी भी पुरुष की ओर इसी नजर से देखती थी वह धनी है और उससे धन प्राप्त होगा। धन की कामना में वह सो नहीं पाती थी। जब एक दिन पिंगला वेश्या के मन में वैराग्य जागा तब उसे समझ आया कि पैसों में नहीं बल्कि परमात्मा के ध्यान में ही असली सुख है, तब उसे सुख की नींद आई।

3.कबूतर- कबूतर का जोड़ा जाल में फंसे बच्चों को देखकर खुद भी जाल में जा फंसता है। इनसे यह सबक लिया जा सकता है कि किसी से बहुत ज्यादा स्नेह दु:ख ही वजह होता है।

4.वायु- जिस प्रकार अच्छी या बुरी जगह पर जाने के बाद वायु का मूल रूप स्वच्छता ही है। उसी तरह अच्छे या बुरे लोगों के साथ रहने पर भी हमें अपनी अच्छाइयों को छोडऩा नहीं चाहिए।

5.हिरण- हिरण उछल-कूद, संगीत, मौज-मस्ती में इतना खो जाता है कि उसे अपने आसपास शेर या अन्य किसी हिसंक जानवर के होने का आभास ही नहीं होता है और वह मारा जाता है। इससे यह सीखा जा सकता है कि हमें कभी भी मौज-मस्ती में इतना लापरवाह नहीं होना चाहिए।

6.समुद्र- जीवन के उतार-चढ़ाव में भी खुश और गतिशील रहना चाहिए।

7.पतंगा- जिस प्रकार पतंगा आग की ओर आकर्षित होकर जल जाता है। उसी प्रकार रूप-रंग के आकर्षण और झूठे मोह में उलझना नहीं चाहिए।

8.आकाश- दत्तात्रेय ने आकाश से सीखा कि हर देश, काल, परिस्थिति में लगाव से दूर रहना चाहिए। जल- दत्तात्रेय ने जल से सीखा कि हमें सदैव पवित्र रहना चाहिए।

9.मधुमक्खी – मधुमक्खियां शहद इकट्ठा करती है और एक दिन छत्ते से शहद निकालने वाला सारा शहद ले जाता है। इस बात से ये सीखा जा सकता है कि आवश्यकता से अधिक चीजों को एकत्र करके नहीं रखना चाहिए।

10.मछली- हमें स्वाद का लोभी नहीं होना चाहिए। मछली किसी कांटे में फंसे मांस के टुकड़े को खाने के लिए चली जाती है और अंत में प्राण गंवा देती है। हमें स्वाद को इतना अधिक महत्व नहीं देना चाहिए, ऐसा ही भोजन करें जो सेहत के लिए अच्छा हो।

11.कुरर पक्षी- कुरर पक्षी से सीखना चाहिए कि चीजों को पास में रखने की सोच छोड़ देना चाहिए। कुरर पक्षी मांस के टुकड़े को चोंच में दबाए रहता है, लेकिन उसे खाता है। जब दूसरे बलवान पक्षी उस मांस के टुकड़े को देखते हैं तो वे कुरर से उसे छिन लेते हैं। मांस का टुकड़ा छोड़ने के बाद ही कुरर को शांति मिलती है।

12.बालक- छोटे बच्चे से सीखा कि हमेशा चिंतामुक्त और प्रसन्न रहना चाहिए।

13.चन्द्रमा- आत्मा लाभ-हानि से परे है। वैसे ही जैसे घटने-बढऩे से भी चंद्रमा की चमक और शीतलता बदलती नहीं है, हमेशा एक-जैसे रहती है। आत्मा भी किसी भी प्रकार के लाभ-हानि से बदलती नहीं है।

14.कुमारी कन्या- कुमारी कन्या से सीखना चाहिए कि अकेले रहकर भी काम करते रहना चाहिए और आगे बढ़ते रहना चाहिए। दत्तात्रेय ने एक कुमारी कन्या देखी जो धान कूट रही थी। धान कूटते समय उस कन्या की चूडिय़ां आवाज कर रही थी। बाहर मेहमान बैठे थे, जिन्हें चूडिय़ों की आवाज से परेशानी हो रही थी। तब उस कन्या ने चूडिय़ों आवाज बंद करने के लिए चूडिय़ां ही तोड़ दी। दोनों हाथों में बस एक-एक चूड़ी ही रहने दी। इसके बाद उस कन्या ने बिना शोर किए धान कूट लिया। अत: हमें ही एक चूड़ी की भांति अकेले ही रहना चाहिए। शरकृत या तीर बनाने वाला- अभ्यास और वैराग्य से मन को वश में करना चाहिए।

15.दत्तात्रेय ने एक तीर बनाने वाला देखा जो तीर बनाने में इतना मग्न था कि उसके पास से राजा की सवारी निकल गई, पर उसका ध्यान भंग नहीं हुआ।

16.सांप- दत्तात्रेय ने सांप से सीखा कि किसी भी सन्यासी को अकेले ही जीवन व्यतीत करना चाहिए। साथ ही, कभी भी एक स्थान पर रुककर नहीं रहना चाहिए। जगह-जगह ज्ञान बांटते रहना चाहिए।

17.मकड़ी- मकड़ी से दत्तात्रेय ने सीखा कि भगवान भी माय जाल रचते हैं और उसे मिटा देते हैं। जिस प्रकार मकड़ी स्वयं जाल बनाती है, उसमें विचरण करती है और अंत में पूरे जाल को खुद ही निगल लेती है, ठीक इसी प्रकार भगवान भी माया से सृष्टि की रचना करते हैं और अंत में उसे समेट लेते हैं।

18.भृंगी कीड़ा- इस कीड़े से दत्तात्रेय ने सीखा कि अच्छी हो या बुरी, जहां जैसी सोच में मन लगाएंगे मन वैसा ही हो जाता है।

19. भौंरा – भौरें से दत्तात्रेय ने सीखा कि जहां भी सार्थक बात सीखने को मिले उसे ग्रहण कर लेना चाहिए। जिस प्रकार भौरें अलग-अलग फूलों से पराग ले लेती है।

20. हाथी- हाथी हथिनी के संपर्क में आते ही उसके प्रति आसक्त हो जाता है। अत: हाथी से सीखा जा सकता है कि संयासी और तपस्वी पुरुष को स्त्री से बहुत दूर रहना चाहिए।

21. सूर्य- सूर्य से दत्तात्रेय ने सीखा कि जिस तरह एक ही होने पर भी सूर्य अलग-अलग माध्यमों से अलग-अलग दिखाई देता है। आत्मा भी एक ही है, लेकिन कई रूपों में दिखाई देती है।

22. वायु- जिस प्रकार अच्छी या बुरी जगह पर जाने के बाद वायु का मूल रूप स्वच्छता ही है। उसी तरह अच्छे या बुरे लोगों के साथ रहने पर भी हमें अपनी अच्छाइयों को छोडऩा नहीं चाहिए I

23. जल- दत्तात्रेय ने जल से सीखा कि हमें सदैव पवित्र रहना चाहिए।

24 . आग- आग से दत्तात्रेय ने सीखा कि कैसे भी हालात हों, हमें उन हालातों में ढल जाना चाहिए। जिस प्रकार आग अलग-अलग लकडिय़ों के बीच रहने के बाद भी एक जैसी ही नजर आती है।

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दत्तात्रेय और उनके 24 गुरू

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BOOK – REVIEW

पुस्तक – समीक्षा

शीर्षक : – नैतिक कहानियाँ

लेखक : – धर्मपाल शास्त्री

प्रकाशक : – सूर्य भारती प्रकाशन , नई दिल्ली

पृष्ठ : – ५०

मूल्य : -50

धर्मपाल शास्त्री की पुस्तक सूर्य भारती प्रकाशन, नई दिल्ली द्वारा प्रकाशित ” नैतिक कहानियाँ “समीक्षा करते हुए हमें अपार हर्ष की अनुभूति हो रही है .इस पुस्तक में कुल १० कहानियां है . हमने पुस्तक को गहराई से अध्यनंं किया और पाया वास्तव में यह पुस्तक मनोरंजक , ज्ञानवर्धक एवं प्रेरणादायक है.यहाँ मैं ” लालच आई मुसिबत लाई “ कहानी पर अपने विचारों को व्यक्त करना चाहतें हैं . किसी जंगल में एक बाघ रहता था . जब तक उसके शारीर में ताकत थी तब तक वह सरलता से शिकार करके अपना भोजल जुटा लेता था . एक समय ऐसा भी आया जब वह बूढ़ा हो गया . उसके सामने से उसका शिकार भाग जाता था किंतु वह उसे पकड़ नहीं सकता था . उसने सोचा ” यदि इस तरह से वह अपना शिकार पकड़ नहीं पाया तो जल्दी ही भूख से मर जायेगा . हम जानते हैं कि समस्याएँ जब भी आती हैं तो साथ उसका समाधान भी लती हैं . उसके दिमाग में एक शिकार पकड़ने विचार आया . उसने मारी गई महिला का http://librarykvs1023.blogspot.com/?m=0 लिया और दलदली नदी के किनारे बैठ गया . जल्दी ही उसे अपनी तरफ आता हुआ एक ब्राह्मण दिखाई दिया . उसने ब्राह्मण को ललचाने के लिए कहा ” हे ! ब्राह्मण देवता मैंने जीवन बड़े पाप किये हैं . अब मैं इस कंगन को आपको दान कर अपने पापों का प्राश्चित करना चाहता हूँ . कृपया यह कंगन लेकर मेरा कल्याण करने के कृपा करें . ब्राह्मण ने कहा ” आपका क्या भरोसा , कहीं आप हमको मारकर खा लें . बाघ ने कहा ” मेरी मृत्यु निकट है . मेरा विश्वास कीजिये . आपको यह कंगन दान देकर मैं स्वर्ग जाना चाहता हूँ .

पुस्तक-समीक्षा

तीन विद्वान मुर्ख

शीर्षक : – नैतिक कहानियाँ
लेखक : – सुभद्रा मालवीय
प्रकाशक : – राजपाल एंड सन्स , नई दिल्ली
पृष्ठ : -१०६
मूल्य : -रूपये ५०.००

राजपाल एंड सन्स , नई दिल्ली द्वारा प्रकाशित श्रीमती सुभद्रा मालवीय की पुस्तक ” नैतिक कहानियाँ ” की समीक्षा करते हुए बड़ी ख़ुशी हो रही है. हमने इस पुस्तक की सभी कहानियाँ पढी और सबका पूरा आनंद उठाया .वास्तव में यह पुस्तक मनोरंजक,ज्ञानवर्धक एवम प्रेरणादायक है. इस पुस्तक में कुल २५ कहानियाँ हैं .मैं यहाँ ” तीन मुर्ख विद्वान ” कहानी पर अपने विचारों को प्रस्तुत करना चाहते हैं. कहानी इस प्रकार है :- चार बालक शिक्षा के लिए काशी गए .उनमे तीन तो विद्वान थे पर बुद्धिमान नहीं थे पर एक बालक विद्वान नहीं पर होशियार अवश्य था. शिक्षा समाप्त होने पर वे सभी अपने घरों की ओर चल पड़े . रास्ते में एक जंगल था. एक शेर का कंकाल पड़ा हुआ था. तीनो विद्वानों ने कहा – हम लोग अपनी विद्या से इस शेर को फिर से जीवित करेंगे.कम विद्वान मित्र बोला – अरे ! मित्रों ऐसा अनर्थ मत करना . यदि यह शेर जीवित हुआ तो हम सबको मार कर खा जायेगा. तीनो मित्रों ने कहा – तुम पढने – लिखने में कमजोर हो इसलिए हम विद्वानों के बीच में मत पदो. यदि तुम्हे डर लगता है तो तुम यहाँ से दूर चले जाओ. चौथा मित्र पास के एक पेड़ पर चढ़ गया . तीनो मित्रों ने अपनी-अपनी विद्याओं से उस मरे हुए शेर को जीवित कर दिया. उस शेर उन तीनो विद्वान मित्रों को मार कर खा गया.

शिक्षा : ” हम सभी को विद्या के साथ-साथ अपनी बुद्धि का भी प्रयोग करना चाहिए ” नहीं तो हमें नुकसान उठाना पड़ सकता है ठीक उसी तरह जैसे उन तीनो विद्वानों को अपनी जान से हाथ धोना पड़ा.

अंत में मैं कहना चाहूंगा कि यह पुस्तक पठनीय एवम संग्रहणीय है.

द्वारा :- हर्ष गौर
कक्षा ;- 6

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कविता JANUARY 28, 2016 LEAVE A COMMENT EDIT माता-पिता का उपकार हम कभी माता-पिता का ऋण चूका सकते नहीं . उनके तो अहसां हैं इतने हम गिना सकते नहीं . वो कहाँ पूजा में शक्ति , वो कहाँ फल जाप का , हो तो इनकी कृपा से , खात्मा संताप का . इनकी तुलना में कोई वस्तु भी ला सकते नहीं . हम कभी माता-पिता का ऋण चूका सकते नहीं . देख लें हमको दु:खी तो, भर लें अपने नैन ये . इक हमरे सुख के खातिर , तड़पते दिन-रेन ये . भूख लगती न प्यास और नींद भी आती नहीं , हम कभी माता-पिता का ऋण चूका सकते नहीं . पढ़ लो वेद और शास्त्र का भी , एक ये ही मर्म है . योग्यतम संतान का , यस सबसे उत्तम कर्म है , जगत में जब तक रहें , सेवा करें माँ-बाप की , यह पथिक वह सत्य है , जिसको मिटा सकते नहीं . हम कभी माता-पिता का ऋण चूका सकते नहीं . उनके तो अहसां हैं इतने हम गिना सकते नहीं . द्वारा :- अज्ञात कवि प्रकाशक : अमन पाण्डेय कक्षा :- १०

कविता

JANUARY 28, 2016 LEAVE A COMMENT EDIT

माता-पिता का उपकार

हम कभी माता-पिता का ऋण चूका सकते नहीं .

उनके तो अहसां हैं इतने हम गिना सकते नहीं .

वो कहाँ पूजा में शक्ति , वो कहाँ फल जाप का ,

हो तो इनकी कृपा से , खात्मा संताप का .

इनकी तुलना में कोई वस्तु भी ला सकते नहीं .

हम कभी माता-पिता का ऋण चूका सकते नहीं .

देख लें हमको दु:खी तो, भर लें अपने नैन ये .

इक हमरे सुख के खातिर , तड़पते दिन-रेन ये .

भूख लगती न प्यास और नींद भी आती नहीं ,

हम कभी माता-पिता का ऋण चूका सकते नहीं .

पढ़ लो वेद और शास्त्र का भी , एक ये ही मर्म है .

योग्यतम संतान का , यस सबसे उत्तम कर्म है ,

जगत में जब तक रहें , सेवा करें माँ-बाप की ,

यह पथिक वह सत्य है , जिसको मिटा सकते नहीं .

हम कभी माता-पिता का ऋण चूका सकते नहीं .

उनके तो अहसां हैं इतने हम गिना सकते नहीं .

द्वारा :- अज्ञात कवि प्रकाशक : अमन पाण्डेय

कक्षा :- १०

मनोरंजक बालगीत

पर उपदेश कुशल बहुतेरे

कौन हैजो बच्चो को संकत से तारे

साहस बढ़ाने वाले गीत

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FROM LEFT MASTER ABHINAV MISHARA , BHAVSHEEL SRIVASTAVA AND SHIVA SHAHU, STUDENTS OF CLASS – 6 KENDRIYA VIDYALAYA LAKHIMPUR – KHERI – 262701

प्रिय पाठकों !

हमारे जीवन में आशा – निराशा , सुख – दुःख , सफलता – असफलता सदा क्रम से चलते हैं I अक्सर देखा जाता है कि विपरीत परिस्थितियों हम निराश हो जाते हैं,जो हमारे और हमसे जुड़ें सभी लोगों के

जीवन को प्रभावित करता है I इन सभी विपरीत परिस्थितियों का डट कर सामना करना है , भाग कर नहीं I प्रयास में जो कमियाँ रह गई थीं , उन सभी कमियों को सही समय से सही तरिके से निरन्तर कठोर परिश्रम से दूर कर सफलता को अपनी मुट्ठी में बन्द कर सकते हैं I आत्म – विश्वास को बढ़ाने में गीतों महत्वपूर्ण स्थान है I ऐसे ही कुछ आत्म – विश्वास भरे गीतों को ले कर हम आपके पास आयें हैं I ये आप पर निर्भर करता है कि आप इन गीतों से कितना प्रेरित होते हैं I

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DEMONSTRATION OF BOOK – REVIEW

http://library1023.blogspot.com/2018/05/demonstration-of-book-review.html

शीर्षक : – नैतिक कहानियाँ लेखक : – सुभद्रा मालवीय प्रकाशक : – राजपाल एंड सन्स , नई दिल्ली पृष्ठ : -१०६ मूल्य : -रूपये ५०.०० राजपाल एंड सन्स , नई दिल्ली द्वारा प्रकाशित श्रीमती सुभद्रा मालवीय की पुस्तक ” नैतिक कहानियाँ ” की समीक्षा करते हुए बड़ी ख़ुशी हो रही है. हमने इस पुस्तक की सभी कहानियाँ पढी और सबका पूरा आनंद उठाया .वास्तव में यह पुस्तक मनोरंजक,ज्ञानवर्धक एवम प्रेरणादायक है. इस पुस्तक में कुल २५ कहानियाँ हैं .मैं यहाँ ” तीन मुर्ख विद्वान ” कहानी पर अपने विचारों को प्रस्तुत करना चाहते हैं. कहानी इस प्रकार है :- चार बालक शिक्षा के लिए काशी गए .उनमे तीन तो विद्वान थे पर बुद्धिमान नहीं थे पर एक बालक विद्वान नहीं पर होशियार अवश्य था. शिक्षा समाप्त होने पर वे सभी अपने घरों की ओर चल पड़े . रास्ते में एक जंगल था. एक शेर का कंकाल पड़ा हुआ था. तीनो विद्वानों ने कहा – हम लोग अपनी विद्या से इस शेर को फिर से जीवित करेंगे.कम विद्वान मित्र बोला – अरे ! मित्रों ऐसा अनर्थ मत करना . यदि यह शेर जीवित हुआ तो हम सबको मार कर खा जायेगा. तीनो मित्रों ने कहा – तुम पढने – लिखने में कमजोर हो इसलिए हम विद्वानों के बीच में मत पदो. यदि तुम्हे डर लगता है तो तुम यहाँ से दूर चले जाओ. चौथा मित्र पास के एक पेड़ पर चढ़ गया . तीनो मित्रों ने अपनी-अपनी विद्याओं से उस मरे हुए शेर को जीवित कर दिया. उस शेर उन तीनो विद्वान मित्रों को मर कर खा गया. शिक्षा : ” हम सभी को विद्या के साथ-साथ अपनी बुद्धि का भी प्रयोग करना चाहिए ” नहीं तो हमें नुकसान उठाना पड़ सकता है ठीक उसी तरह जैसे उन तीनो विद्वानों को अपनी जान से हाथ धोना पड़ा. अंत में मैं कहना चाहूंगा कि यह पुस्तक पठनीय एवम संग्रहणीय है. द्वारा :- हर्ष गौर कक्षा ;- 6पुस्तक – समीक्षा

Source: पुस्तक – समीक्षा

RAJA RAM MOHAN ROY LIBRARY FOUNDATION (RRRLF)

Raja Rammohun Roy Biography

NEW & WEBSITE OF LIBRARY KENDRIYA VIDYALAYA LAKHIMPUR – KHERI (INDIA).

LIBRARY COMMITTEE

SCRAPPED BOOKS EXHIBITION

केन्द्रीय विद्यालय लखीमपुर – खीरी

तराशी पुस्तक प्रदर्शनी

SCRAPPED BOOKS EXHIBITION

दिनांक : 15/01/2018

विद्यार्थियों की कल्पना शक्ति एवम् रचनात्मक कौशल को विकसित करने के लिये तथा उन्हें साकार करने के लिये पुस्तकालयाध्यक्ष द्वारा निरन्तर प्रशिक्षण प्रदान किया जाता है ; उनके साकार सपनों के रूप में तराशी पुस्तिकाओं की प्रदर्शनी आज दिनांक : 15/01/2018 को सबके समक्ष प्रस्तुत किया गया ; जिसका उद्घाटन विद्यालय की प्राचार्य श्रीमती सावित्री देवी के कर-कमलों द्वारा समपन्न हुआ . प्रत्येक विद्यार्थी ने एक लेखक एवम् शीर्षक के रूप में अपनी – अपनी प्रतिभाओं का प्रर्शन तराशी पुस्तिकाओं के रूप में किया . सभी दर्शकों ने विद्यार्थियों की कल्पना शक्ति एवम् रचना धर्मिता की भूरि – भूरि सराहना की . विद्यालय की प्राचार्य ने कहा कि प्रत्येक विद्यार्थी में कल्पना शक्ति एवम् रचना शक्ति छिपी होती है लेकिन आवश्यकता है कि उनके रचनात्मक कौशल को विकसित एवम् प्रदर्शित कर प्रोत्साहित किया जाय .

SCRAPED BOOKS PHOTOES

AUTHORS OF SCRAPPED BOOKS CLASS – 7

DEMONSTRATION OF BOOK – REVIEW

https://librarykvlakhimpur1blog.wordpress.com/2018/04/18/demonstration-of-book-review/

DEMONSTRATION OF BOOK – REVIEW

DEMONSTRATION OF BOOK – REVIEW BY KM. ANUSHKA SHUKLA CLASS – 7

DEMONSTRATION OF BOOK – REVIEW BY KM. ATULYA SAXENA CLASS – 8

OUR EARLY DAYS IN VIDYALAYA

विद्यालय की वरिष्ठ प्राथमिक शिक्षक संगीत

श्री आनन्द कुमार मिश्र एवम् वरिष्ठतम प्राथमिक शिक्षिका श्रीमती राजश्री मालपानी कक्षा के नवागत बच्चों के साथ

कक्षा 1 की कक्षाध्यापिका कुमारी नीतू का नवागत बच्चों के साथ अपनापन

राजेश कुमार सिंह पुस्तकालयाध्यक्ष कक्षा – 1 के नवागत बच्चों के साथ

विद्यालय की प्राचार्य श्रीमती सावित्री देवी द्वारा कक्षा 1 के नवोदित बच्चों को वात्सल्य वितरण

SCRAPPED BOOKS – 7 GROUP LEADERS & AUTHORS

SCRAPPED BOOKS – 8

SCRAPPED BOOKS CLASS – 8

FORMAT OF LIBRARY SCRAPPED BOOKS

तराशी पुस्तिकाओं का प्रारूप

FORMAT OF LIBRARY NOTE – BOOKS

पृष्ठ संख्या :- अधिक से अधिक . एक तरफ प्लेन एक तरफ रूल्ड .
जिल्द :- चित्र बना कर एवम् रंग भर कर या चित्र काटकर चिपका लेंगे .
जिल्द के ऊपर मजबूत पारदर्शी प्लास्टिक लगा लेंगे.
पुस्तिका का शीर्षक : – चित्र के ऊपर विद्यार्थी अपना शीर्षक लिखेंगे .
पुस्तिका के लेखक : – विद्यार्थी स्वयम होंगे .
विषय सूची ( INDEX ) : – विद्यार्थी स्वयं भरेंगे .

विद्यार्थी पुस्तकालय पुस्तिका की विषय – वस्तु

CONTENTS OF STUDENT’S LIBRARY NOTE BOOKS

क्रम सं.

विद्यार्थी पुस्तकालय पुस्तिका की विषय – वस्तु

क्रम सं.

विद्यार्थी पुस्तकालय पुस्तिका की विषय – वस्तु

क्रम सं.

विद्यार्थी पुस्तकालय पुस्तिका की विषय – वस्तु

वंदना (PRAYER)

सूक्ति/विचार (QUOTATIONS/THOUGHTS)

चित्रकला (DRAWING)

कहानियाँ (STORIES)

त्यौहार (FESTIVALS )

काटिये – चिपकाइए (CUT AND PASTE)

कविताएँ/श्लोक / POEMS

शब्द – शक्ति (CROSS WORD POWER)

सामान्य ज्ञान प्रश्नोत्तरी ( G.K. QUIZ)

पुस्तक – समीक्षा ( BOOK – REVIEW)

मुहावरे/लोकोक्तियाँ(IDIOMS/PHRASES)

खाना – खजाना (RECIPIES)

पहेलियाँ (RIDDLES)

उपसर्ग/प्रत्यय (PREFIX/SUFFIX)

इन्हें भी आजमाईये (TRY THESE) उदा. दाग-धब्बे आदि / EG. SPOT & STAINS ETC.)

चुटकुले (JOKES)

पर्यायवाची शब्द (SYNONYMS)

अनेकता में एकता (भारतीय राज्यों की विशेषताएँ / UNITY IN DIVERSITY SPECIALITIES OF INDIAN STATES)

खेल – जगत (WORLD OF SPORTS)

विलोम शब्द (ANTONYMS)

आप अन्य जानकारियाँ भी दे सकते हैं , जो क्रम सं.1 से 24 में नहीं हैं. ( YOU CAN PROVIDE OTHER INFORMATION NOT COVERD FROM SL. NO. 1 TO 24

जीवनी (BIOGRAPHIES

खाना – खजाना (RECIPIES)

विशेष जानकारी (SPECIAL INFORMATION) मनुष्य,पशु-पक्षी,पृथ्वी,आकाश आदि/HUMEN,ANIMALS & BIRDS,EARTH,SKY ETC.

घरेलु चिकित्सा (HOME REMEDIES)

CLASS LIBRARY TRAINING PROGRAMME FOR P.R.Ts.

कक्षा पुस्तकालय प्रशिक्षण कार्यक्रम का प्रतिवेदन

दिनांक : 09/02/2018

केन्द्रीय विद्यालय लखीमपुर – खीरी प्रथम पाली के नवनियुक्त प्राथमिक शिक्षकों के लिये शुक्रवार दिनांक 09/02/2018 अपराह्न 12.30 से ” कक्षा पुस्तकालय प्रशिक्षण कार्यक्रम ” का सफल आयोजन किया गया ; जिसमें निम्नलिखित गतिविधियों पर पर्याप्त व्यावहारिक जानकारी प्रदान की गई ; जिससे कक्षा पुस्तकालय का संचालन प्रभावशाली बनाया जा सके :

1.पुस्तक पाठन

2.कहानी वाचन

3.नैतिक गीत

4.काव्य पाठ

5.पहेलियाँ

6.चुटकुले

7.शब्द निर्माण

8.प्रश्नोत्तरी

9.तराशी पुस्तिका निर्माण

तराशी पुस्तिका प्रशिक्षण कालीन छायाचित्र

प्रतिभागियों के नाम

1. श्रीमती राजश्री मालपानी

2.कु. मीनाक्षी गोयल

3.कु. नीतू

4.श्री सोमवीर सिंह

5. श्री आशुतोष मिश्र

6. श्री गिरीश तिवारी

राजेश कुमार सिंह श्रीमती सावित्री देवी प्रशिक्षक प्राचार्य

तराशी पुस्तक प्रदर्शनी

WEEBLY WEBSITE OF LIBRARY

http://www..librariankvs1023.weebly.com

WEEBLY WEBSITE OF LIBRARY

FORMATE OF READING AND ACTIVITIES PRIMARY CLASS LIBRARY

proforma o library activities

KENDRIYA VIDYALAYA LAKHIMPUR KHERI …FIRST SHIFT
RECORD OF READING AND LIBRARY ACTIVITIES OF PRIMARY SECTION CLASS LIBRARY
SL.NO.	ACN NO.	TITLE	DATE&STUDENTS/ACTIVITY-1	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	ACTIVITIES
1	1761	RANGBIRANI KAHVANIYAN -GULABI	PRATIKSHA						1.BOOK-READING 2.STORY-TELLING 3. MORAL SONGS 4.RIDDLES 5.POEMS 6.JOKES 7.WORD-MAKING 8.QUIZ
2	1762	RANGBIRANGI KAHANIYAN-GULABI	ANSHIKA
3	1763	RANGBIRANGI KAHANIYAN-HARA RANGBIRANGI KAHANIYA-HARA	AKSHAY
4	1764	RANGBIRANGIKAHANIYAN- HARA	HARSHIT
5	1765	RANGBIRANGI KAHANIYA-LAL	HEMSUM
6	1766	RANGBIRANGI KAHANIYAN-LAL	APOORV
7	1767	RANGBIRANGI KAHANIYAN-BHOORA	SHYAMAK
8	1768	RANGBIRANGI KAHANIYAN-BHOORA	SHASHANK
9	1769	RANGBIRANGIKAHANIYAN-PEELA	ANJAL
10	1770	RANGBIRANGI KAHANIYA-PEELA	SHAURMAN
11	1771	RANGBIRANGI KAHANIYAN- BAIGAIGANI	ANSH PRATAP
12	1772	RANGBIRANGI KAHANIYAN-BAIGANI	PRIYANKA
13	1773	RANGBIRANGI KAHANIYAN-NEELA	ABHINAV
14	1774	RANGBIRANGI KAHANIYAN-NEELA	RITIKA JOSHI
15	2111	SANKAT SAANP KA	SAURABH
16	2112	SANKAT SAANP KA	SUBODH
17	2117	PARAM VEER SENANI	ANSAH
18	2118	PARAM VEER SENANI	UMARA
19	2119	EK THI LATA	RITIKA VERMA
20	2120	EK THI LATA	SHIVA VERMA
21	2121	BAHADUR BACHCHE	ANSHUL
22	2122	BAHADUR BACHCHE	MUSHKAN
23	2123	CHUNMUN AZAD HAI	ABHISHEK -1
24	2124	CHUNMUN AZAD HA9I	RITIKA TIWARI
25	2125	AALHA – UDAL	SANSKRITI
26	2126	AALHA-UDAL	ABU HUJAIFA
27	2127	KARMOO	MOHINI
28	2128	KARMOO	ADARSH MISHRA
SL.NO.	ACN NO.	TITLE	DATE&STUDENTS/ACTIVITY-1	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	DATE&STUDENTS/ACTIVITY	ACTIVITIES
29	509	HANUMAN	SARANSH						1.STORY-READING 2.STORY-TELLING 3. MORAL SONGS 4.RIDDLES 5.POEMS 6.JOKES 7.WORD-MAKING 8.QUIZ
30	521	FOLKTALES CHINA	DEVA
31	525	ALICE WONDER	SHASHWAAT
32	532	VIKRAM-BETAL	ARYA
33	690	JUMBO ELEPHANT	ABHINAV
34	722	FUN WITH PUZZLE	MAHAM RIJVI
35	724	TELL ME STORY	MD. UBAID
36	991	TANSEN	ABHISHEK-II
37	992	TANSEN	ALTMASH
38	1420	LIFE WITH RANDPA	PRIYANSHI
39	1425	GUJJARS	RAJBAHADUR
40	1427	CHUMKI POST	BHAVYA
41	1429	CHUMKI POST	AYUSH SHARMA
42	1434	BARBER AT ZOO	AARAV TIWARI
43	1437	GOLDEN DEER
44	1450	JAHANGEER
45	1451	MANJAL PANDEY
46	1453	NOOR JAHAN
47	1454	ANJULIMAL
48	1457	RANI OF JHNAASI
49	1458	RAJA RAMMOHAN
50	1463	NACHIKETA
51	1470	ASHOKA
52	1471	GURU GOVIND SINGH
53	1472	HISTORIC DELHI
54	1475	SHAH JAHAN
55	1481	KAKIDAS
56	1553	UDANKHATOLA

विद्यार्थी पुस्तकालय पुस्तिकाएँ

तोता

PARROT

लेखक:- कृष्ण गोपी

AUTHOUR :- KRISHN GOPI

CHILDREN’S DIGITAL LIBRARIES

RAJESH KUMAR SINGH DEAR STUDENTS IF YOU WOULD LIKE TO ENJOY YOURSELVES BY READING ELECTRONIC BOOKS OF YOUR OWN INTERESTS . THEN YOUR QUEST FOR READING OF YOUR DESIRED BOOKS HAVE COMPLETELY BEEN SATISFIED BECAUSE OF BRINGING – UP SOME DIGITAL LIBRARIES AT THIS BLOG. BY CLICKING OF ANY ENLISTED LINK , YOU WILL GET YOUR RECREATIONAL,KNOWLEDGEABLE AND INSPIRATIONAL READING MATERIALS.\nA digital library is a library where the collection is processed and stored in digital formats. This facilitates electronic searching and retrieval of the same through digital devices such as computers.Digital libraries are sometimes described as ‘paperless,’ ‘virtual,’ ‘library without walls,’ ‘electroniclibrary’, and ‘bionic library’, among other names. Although some scholars also describe digitallibraries as those libraries which have more digital collections than physical ones, others

DEAR STUDENTS IF YOU WOULD LIKE TO ENJOY YOURSELVES BY READING ELECTRONIC BOOKS OF YOUR OWN INTERESTS . THEN YOUR QUEST FOR READING OF YOUR DESIRED BOOKS HAVE COMPLETELY BEEN SATISFIED BECAUSE OF BRINGING – UP SOME DIGITAL LIBRARIES AT THIS BLOG. BY CLICKING OF ANY ENLISTED LINK , YOU WILL GET YOUR RECREATIONAL,KNOWLEDGEABLE AND INSPIRATIONAL READING MATERIALS.

A digital library is a library where the collection is processed and stored in digital formats. This facilitates electronic searching and retrieval of the same through digital devices such as computers.Digital libraries are sometimes described as ‘paperless,’ ‘virtual,’ ‘library without walls,’ ‘electroniclibrary’, and ‘bionic library’, among other names. Although some scholars also describe digitallibraries as those libraries which have more digital collections than physical ones, others assert thatdigital libraries only offer services electronically; they are virtual and do not have a physical presence. Some literature also reveals the common understanding that most digital libraries contain highly specialised collections. It is also evident that digital libraries do not stock all the information resources locally but often collaborate with content producers to facilitate online access.

1.CHILDREN’S DIGITAL LIBRARIES

2.CHILDREN’S DIGITAL LIBRARY

3.CHILDREN’S DIGITAL LIBRARY STORY PLACE

4.NATIONAL DIGITAL LIBRARY GOVT. OF INDIA NATIONAL

5.DIGITAL LIBRARY OF INDIA

राजभाषा हिंदी पर कवितायेँ

आदरणीय पाठकों यदि आपको राजभाषा हिन्दी या विविध विषयों पर कवितायेँ , निबंध , भाषण या अन्य पाठ्यसहगामी क्रिया – कलापों की तलाश है तो समझ लीजिये आपकी तलाश ख़त्म हुई और और आपकी मंजिल आपको यहीं पर मिल गई I

राजभाषा हिंदी पर कवितायेँ

स्वच्छ भारत अभियान सांस्कृतिक गतिविधियाँ

जम कर करें सफाई

स्वच्छता अभियान है आओ जम कर करें सफाई I
सभी में जोश उल्लास उमंग है सफाई की ऋतु आई I

अपनी गालियाँ चौबारे साफ करना शर्म की बात नहीं I
कोई और आकर करेगा हमारे लिए उचित यह बात नहीं I
सन्तों महात्माओं तक ने भी की है सदा खुद सफाई I
स्वच्छता अभियान है आओ जम कर करें सफाई I

दूर रखो थाली के किसी कोने में भी मत रखना जहर I
प्राण ले लेगा यह टूट पड़ेगा जीवन पर बनकर कहर I
जहर जहर है बहुत घातक है इसे दूर रखो भाई I
स्वच्छता अभियान है आओ जम कर करें सफाई I

कचरा पलंग सोफे पर कभी भी नहीं है रखना I
गन्दगी को पास रखने से हमें सदा है बचना I
अच्छे स्वास्थ्य और जीवन की यही है दवाई I
स्वच्छता अभियान है आओ जम कर करें सफाई I

पेड़ का दर्द

कितने प्यार से किसी ने
बरसों पहले मुझे बोया था
हवा के मंद मंद झोंको ने
लोरी गाकर सुलाया था ।
कितना विशाल घना वृक्ष
आज मैं हो गया हूँ
फल फूलो से लदा
पौधे से वृक्ष हो गया हूँ ।
कभी कभी मन में
एकाएक विचार करता हूँ
आप सब मानवों से
एक सवाल करता हूँ ।
दूसरे पेड़ों की भाँति
क्या मैं भी काटा जाऊँगा
अन्य वृक्षों की भाँति
क्या मैं भी वीरगति पाउँगा ।
क्यों बेरहमी से मेरे सीने
पर कुल्हाड़ी चलाते हो
क्यों बर्बरता से सीने
को छलनी करते हो ।
मैं तो तुम्हारा सुख
दुःख का साथी हूँ
मैं तो तुम्हारे लिए
साँसों की भाँति हूँ।
मैं तो तुम लोगों को
देता हीं देता हूँ
पर बदले में
कछ नहीं लेता हूँ ।
प्राण वायु देकर तुम पर
कितना उपकार करता हूँ
फल-फूल देकर तुम्हें
भोजन देता हूँ।
दूषित हवा लेकर
स्वच्छ हवा देता हूँ
पर बदले में कुछ नहीं
तुम से लेता हूँ ।
ना काटो मुझे
ना काटो मुझे
यही मेरा दर्द है।
यही मेरी गुहार है।
यही मेरी पुकार है।
– अंजू गोयल

भारत को स्वच्छ बनाना है

भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
हम सबभारतको ही मिल करके

सम्भव हर यत्न करके
बीडा़ यही उठाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
होगा जब ये भारत स्वच्छ
सब जन होंगे तभी स्वस्थ
सबको यही समझाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
गंगा माँ के जल को भी
यमुना माँ के जल को भी
मोती सा फिर चमकाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
आओ मिल कर करें संकल्प
होना मन में कोइ विकल्प
गन्दगी को दूर भगाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
देश को विकसित करने का
जग में उन्नति बढ़ाने का
नई नीति सदा बनाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
हम सबको ही मिल करके
हर बुराई को दूर करके
आतंकवाद को भी मिटाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
मानवता को दिल में रखके
धर्म का सदा आचरण करके
देश से कलह मिटाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
सत्य अहिंसा न्याय को लाकर
सबके दिल में प्यार जगाकर
स्वर्ग को धरा पर लाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
– कंचन पाण्डेय ( Kanchan Pandey )

भोजन तथा स्वास्थ्य

भोजन मेँ रखिए सदा, पौष्टिकता का ध्यान ।
गरिष्ठ भोजन नहिँ ठीक है, ऐसा तो हो ज्ञान ॥
ताजा भोजन जो करै, शुद्ध पियै अरु तोय ।
उसको तो फिर न कभी, रोग पेट का होय ॥
लहसुन और प्याज हो, भोजन मेँ भरपूर ।
स्वाद भी अच्छा रहे, रोग रहेँ सब दूर ॥

मुरगे की बोली से जाना, क्या तुमने संदेश ।

प्रातःकाल उठ जाने का, वह देता उपदेश ॥

प्रातःकाल ही जो उठे, और टहलने जाय ।
स्वास्थ्य लाभ उसको मिले, क्योँ न वह हरसाय ॥
ध्यान स्वास्थ्य का रख सदा, यह तो है अनमोल ।
देखभाल मेँ तू कभी, मत कर टाल-मटोल ॥
अच्छे स्वास्थ्य के लिए,करते रहो कुछ काम ।
यदि आवश्यक हो तो, कर लो कुछ व्यायाम ॥
जो तू चाहे स्वास्थ्य भला, तो मेरा कहना मान ।
फिर तो सदा ही चाहिए, चेहरे पर मुस्कान ॥
यदि कोई चाहे कि उसका,स्वास्थ्य न होय खराब ।
फिर तो उसे नहिँ चाहिए,पीना कभी शराब ॥
जो चाहो अपना भला, तो मत पियो शराब ।
इससे तो सब ही गये, तन मन धन अरु आब ॥
प्रातःकाल जो उठहिँ, सेवहिँ शुद्ध समीर ।
जीवन मेँ नहिँ हो सके, उनको रोग गंभीर ॥

स्वास्थ्य कविता- ” जंक फूड “

जंक फूड, जंक फूड,
चले जाओ, चले जाओ।
जंक फूड, जंक फूड,
मेरे ट्रे में कभी नहीं देखा।।

जंक फूड, जंक फूड,
आप इतना अस्वस्थ हैं।
जंक फूड, जंक फूड,
मैं चाहता हूँ स्वस्थ रहे।।

जंक फूड, जंक फूड,
तुम मुझे मोटा बना देगा।
जंक फूड, जंक फूड,
मैं चाहता हूँ एक चूहा नहीं हो।।

जंक फूड, जंक फूड,
तुम मुझे बीमार कर देगा।
जंक फूड, जंक फूड,
तुम मेरे लेने के लिए।।

जंक फूड, जंक फूड,
तुम मेरे लिए नहीं हैं।
जंक फूड, जंक फूड
मैं तुमको नफरत है।।

स्वास्थ्य रक्षक कविता

स्वास्थ्य रक्षक कविता ( १ )

अरहर दाल जलाय के, दधि में देय मिलाय |
पकी खाज पर लेपिये देवे रोग मिटाय ||

गुड़ तोला प्राचीन ले, चूना माशा चार |
दोउ मिलाकर खाइए, देवे दर्द मिटाय ||

त्रिफला काला नमक को, पानी साथ सनाय |
सबहिं बराबर मापकर, नीबू रस मिलवाय ||
झरबेरी सी गोलियाँ, घोंट पीस बनवाय |
दो गोली सेवन करें, भूख बहुत बढ़ जाय ||

पत्ती पीसें नीम की, लीजै रस निकाल |
आधा तोला पीजिए, पेट कीट मिट जाय ||

पत्ती पीसें नीम की, लीजै रस निकाल |
आधा तोल पीजिये, पेटकीट मिट जाय ||

स्वास्थ्य रक्षक कविता (२)

दिन में तो चंदा चलै ,चलै रात में सूर |

तो यह निश्चय जानिये, प्राण गमन बहु दूर||

बायीं करवट सोइये, जल बायें स्वर पीव |

दायें स्वर भोजन करै, सुख पावत है जीव ||

अधिक गर्म जो पेय पिये, और अन्न जो खाय |

वृद्धावस्था के पूर्व ही, बत्तीसी झड़ जाय ||

जो दातून बबूल की ,नित्य करै मन लाय |

टीस मिटै मजबूत हो, पायरिया मिट जाय ||

नीम दतूनी जो करै, भूनी अन्न चबाय |

दूध बयारी जो करै,ता घर वैद्य न जाय ||

स्वास्थ्य रक्षक कविता…( २ )

इमली पत्ती पीसकर, लीजै नमक मिलाय |

मट्ठा के सग पीजिये, पेचिस देय मिटाय ||

नीम की पत्ती तोड़कर, मधुरस संग पिसाय |

फोड़ा ऊपर बांध दे, मव (पीब) को देत बहाय ||

हर्र बहेरा आँवला, घी शक्कर संग खाय |

हाथी दाबे कांख में, साठ कोस ले जाय ||

जो ताम्र के पात्र में, पिये रोज जल छान |

चर्म रोग सब दूर हों, मनुष्य होत बल्वान ||

पीली पात मदार (आक) में, दीजै घृत लगाय |

गरम-गरम रस डालिए कर्ण-रोग मिट जाय ||

आओ पेड़ लगायें

बहुत लुभाता है गर्मी में,

अगर कहीं हो बड़ का पेड़।

निकट बुलाता पास बिठाता

ठंडी छाया वाला पेड़।

तापमान धरती का बढ़ता

ऊंचा-ऊंचा, दिन-दिन ऊंचा

झुलस रहा गर्मी से आंगन

गांव-मोहल्ला कूंचा-कूंचा।

धरती स्वर्ग दिखाई दे

करके ऐसा काम दिखा दो, जिस पर गर्व दिखाई दे I
इतनी खुशियाँ बाँटो सबको, हर दिन पर्व दिखाई दे II
हरे वृक्ष जो काट रहे हैं, उन्हें खूब धिक्कारो I
खुद भी पेड़ लगाओ इतने, धरती स्वर्ग दिखाई दे II
करके ऐसा काम दिखा दो ,जिस पर गर्व दिखाई दे I

इतनी खुशियाँ बाँटो सबको, हर दिन पर्व दिखाई दे I

कोई मानव शिक्षा से भी, वंचित नहीं दिखाई दे।
सरिताओं में कूड़ा-करकट, संचित नहीं दिखाई दे I
वृक्ष रोपकर पर्यावरण का, संरक्षण ऐसा करना,
दुष्ट प्रदूषण का भय भू पर, किंचित नहीं दिखाई दे II

करके ऐसा काम दिखा दो , जिस पर गर्व दिखाई दे I

इतनी खुशियाँ बाँटो सबको, हर दिन पर्व दिखाई दे II

हरे वृक्ष से वायु-प्रदूषण का, संहार दिखाई दे I
हरियाली और प्राणवायु का, बस अम्बार दिखाई देII
जंगल के जीवों के रक्षक, बनकर तो दिखला दो I
जिससे सुखमय प्यारा-प्यारा, ये संसार दिखाई दे II

करके ऐसा काम दिखा दो ,जिस पर गर्व दिखाई देI

इतनी खुशियाँ बाँटो सबको, हर दिन पर्व दिखाई दे II

वसुन्धरा पर स्वास्थ्य-शक्ति का, बस आधार दिखाई दे I
जड़ी-बूटियों औषधियों की, बस भरमार दिखाई दे II
जागो बच्चों, जागो मानव, यत्न करो कोई ऐसा I
कोई प्राणी इस धरती पर, ना बीमार दिखाई दे।।

करके ऐसा काम दिखा दो, जिस पर गर्व दिखाई दे I
इतनी खुशियाँ बाँटो सबको, हर दिन पर्व दिखाई दे II

पर्यावरण बचाने की प्रेरणा देती एक कविता : चि‍ड़िया की पुकार

चि‍ड़िया चहक-चहक कहती

सुबह-शाम मैं गगन में रहती

कब तक मैं अब उड़ पाऊंगी

प्रदूषित हवा नहीं सह पाऊंगी।

दम घुटता है अब तो मेरा

दे दो अब तो सुखद सबेरा

तभी तुम्हारा आंगन चहकेगा

चमन भी खुशबू से महकेगा I

पर्यावरण

पर्यावरण को बचाना हमारा ध्येय हो
सबके पास इसके लिए समय हो
पर्यावरण अगर नहीं रहेगा सुरक्षित
हो जायेगा सबकुछ दूषित
भले ही आप पेड़ लगाये एक
पूरी तरह करे उसकी देखरेख
सौर उर्जा का करे सब उपयोग
कम करे ताप विद्युत् का उपभोग
रासायनिक खाद का कम करे छिडकाव
भूमि को प्रदूषित होने से बचाव
कचड़ो का समुचित रीती से करो निपटारा
फैक्ट्रियो में जब सौर यन्त्र लगाई जाएँगी
वायु प्रदुषण में अपने आप कमी आएँगी
तब जाकर पर्यावरण प्रदुषण में कमी आएँगी
आधी बीमारिया अपने आप चली जाएगी

पर्यावरण प्रदूषण

रहा ना जल पीने लायक
वायु ना जीने लायक
भूमि भी हो गयी है बंझर
कैसा है ये मंझर ?
कान फोड़ती आवाजों का
फैला घातक शोर
उर्वरकों की बीमारी का
भूमि में है जोर.
पानी बिजली कि बर्बादी
नित बढ़ती ये आबादी
कूड़ेदान बनी ये नदियाँ
कलुषित हुयी ये पूरवईयां.
लुप्त हो रहे वन जंगल
लुप्त हो रहे प्राणी
लुप्त हो रही है नदियाँ
और लुप्त हो रही धानी.
जल, वायु और ये भूमि
कुछ भी स्वच्छ अब रहा नहीं
रोग मिल रहे ऐसे-ऐसे
जिनकी कोई दवा नहीं.

प्रदूषण

बड़ी बड़ी चिमनियों से निकलता ये धुआं,

है इंसानों की ज़िंदगी के लिए एक कुआँ I

धुल उडाती बड़ी गाड़ियां,

फेफड़े के लिए है बीमारियाँ I

प्रदुषण जो तेजी से बढ़ रहा है ,

नई नई बीमारियाँ पैदा कर रहा है I

वाहनों की संख्या तेज रफ़्तार से बढ़ रही है,

लोगो की मौत की नई परिभाषा गढ़ रही हैI

पेड़ रहे है तेजी से कट,

जीवन प्रत्याशा रही है घट I

प्रदुषण बढ़ रहा लगातार,

फैक्ट्रिया जो खुल रही कई हज़ार I

परमाणु उर्जा पे हो रहे हम निर्भर,

विकिरण के साथ जीना हो रहा दुभर I

नित नए हो रहे अविष्कार,

ध्वनि प्रदुषण बढ़ा रहे लगातार I

फैक्ट्रियो से छोड़े जा रहे अवशिष्ट,

मिटटी खो रही अपनी गुण विशिष्ट I

कचड़ा जो नदियों में डाला जा रहा,

जल प्रदुषण फैला रहा I

रोकना है अगर प्रदुषण बढ़ने की गति ,

तो उपयोग में लाना होगा अपना मति I

सीमित रखो अपना उपयोग ,

मत करो संसाधनों का दुरूपयोग I

पर्यावरण

पर्यावरण को बचाना हमारा ध्येय हो
सबके पास इसके लिए समय हो
पर्यावरण अगर नहीं रहेगा सुरक्षित
हो जायेगा सबकुछ दूषित
भले ही आप पेड़ लगाये एक
पूरी तरह करे उसकी देखरेख
सौर उर्जा का करे सब उपयोग
कम करे ताप विद्युत् का उपभोग
रासायनिक खाद का कम करे छिडकाव
भूमि को प्रदूषित होने से बचाव
कचड़ो का समुचित रीती से करो निपटारा
फैक्ट्रियो में जब सौर यन्त्र लगाई जाएँगी
वायु प्रदुषण में अपने आप कमी आएँगी
तब जाकर पर्यावरण प्रदुषण में कमी आएँगी
आधी बीमारिया अपने आप चली जाएगी I

हम और हमारा स्वास्थ्य भाग – 1

हम और हमारा स्वास्थ्य भाग – 2

हम और हमारा स्वास्थ्य भाग – 3

हम और हमारा स्वास्थ्य भाग – 4

हिन्दी कविता

कविता

JANUARY 28, 2016 LEAVE A COMMENT EDIT

माता-पिता का उपकार

हम कभी माता-पिता का ऋण चूका सकते नहीं .

उनके तो अहसां हैं इतने हम गिना सकते नहीं .

वो कहाँ पूजा में शक्ति , वो कहाँ फल जाप का ,

हो तो इनकी कृपा से , खात्मा संताप का .

इनकी तुलना में कोई वस्तु भी ला सकते नहीं .

हम कभी माता-पिता का ऋण चूका सकते नहीं .

देख लें हमको दु:खी तो, भर लें अपने नैन ये .

इक हमरे सुख के खातिर , तड़पते दिन-रेन ये .

भूख लगती न प्यास और नींद भी आती नहीं ,

हम कभी माता-पिता का ऋण चूका सकते नहीं .

पढ़ लो वेद और शास्त्र का भी , एक ये ही मर्म है .

योग्यतम संतान का , यस सबसे उत्तम कर्म है ,

जगत में जब तक रहें , सेवा करें माँ-बाप की ,

यह पथिक वह सत्य है , जिसको मिटा सकते नहीं .

हम कभी माता-पिता का ऋण चूका सकते नहीं .

उनके तो अहसां हैं इतने हम गिना सकते नहीं .

द्वारा :- अज्ञात कवि प्रकाशक : अमन पाण्डेय

कक्षा :- १०

रोचक जानकारी-लाल बहादुर शास्त्री

लाल बहादुर शास्त्री का मंगलवार से सम्बन्ध

१. मंगलवार को शास्त्री जी का जन्म हुआ .

२. मंगलवार के दिन माँ के हाथ से छूटकर गंगा में गिरे किन्तु बच गए .

३. मंगलवार के दिन सन १९४० में गिरफ्तार हुए .

४. मंगलवार के दिन सन १९४७ पुलिस एवं यातायात मंत्री बनाये गए .

५. मंगलवार के दिन सन १९५१ कांग्रेस के महासचिव बनाये गए .

६.मंगलवार के दिन सन १९५२ में रेल मंत्री बनाये गए .

७. मंगलवार के दिन ही भारत रत्न से अलंकृत किया गया .

८. मंगलवार के दिन ही प्रधान मंत्री बनाये गए .

९. मंगलवार के दिन ही शास्त्री जी का निधन हुआ था .

” इस प्रकार शास्त्री जी का जीवन मंगलमय था ” .

द्वारा :- कु. अपेक्षा वर्मा

कक्षा : १०

कविता

माता-पिता का उपकार

हम कभी माता-पिता का ऋण चूका सकते नहीं .

उनके तो अहसां हैं इतने हम गिना सकते नहीं .

वो कहाँ पूजा में शक्ति , वो कहाँ फल जाप का ,

हो तो इनकी कृपा से , खात्मा संताप का .

इनकी तुलना में कोई वस्तु भी ला सकते नहीं .

हम कभी माता-पिता का ऋण चूका सकते नहीं .

देख लें हमको दु:खी तो, भर लें अपने नैन ये .

इक हमरे सुख के खातिर , तड़पते दिन-रेन ये .

भूख लगती न प्यास और नींद भी आती नहीं ,

हम कभी माता-पिता का ऋण चूका सकते नहीं .

पढ़ लो वेद और शास्त्र का भी , एक ये ही मर्म है .

योग्यतम संतान का , यस सबसे उत्तम कर्म है ,

जगत में जब तक रहें , सेवा करें माँ-बाप की ,

यह पथिक वह सत्य है , जिसको मिटा सकते नहीं .

हम कभी माता-पिता का ऋण चूका सकते नहीं .

उनके तो अहसां हैं इतने हम गिना सकते नहीं .

द्वारा :- अज्ञात कवि प्रकाशक : अमन पाण्डेय

कक्षा :- १०

वीर रस की कविताएँ

राणा प्रताप की तलवार

श्यामनारायण पाण्डेय | वीर रस | आधुनिक काल

चढ़ चेतक पर तलवार उठा,
रखता था भूतल पानी को।
राणा प्रताप सिर काट काट,
करता था सफल जवानी को॥

कलकल बहती थी रणगंगा,
अरिदल को डूब नहाने को।
तलवार वीर की नाव बनी,
चटपट उस पार लगाने को॥

वैरी दल को ललकार गिरी,
वह नागिन सी फुफकार गिरी।
था शोर मौत से बचो बचो,
तलवार गिरी तलवार गिरी॥

पैदल, हयदल, गजदल में,
छप छप करती वह निकल गई।
क्षण कहाँ गई कुछ पता न फिर,
देखो चम-चम वह निकल गई॥

क्षण इधर गई क्षण उधर गई,
क्षण चढ़ी बाढ़ सी उतर गई।
था प्रलय चमकती जिधर गई,
क्षण शोर हो गया किधर गई॥

लहराती थी सिर काट काट,
बलखाती थी भू पाट पाट।
बिखराती अवयव बाट बाट,
तनती थी लोहू चाट चाट॥

क्षण भीषण हलचल मचा मचा,
राणा कर की तलवार बढ़ी।
था शोर रक्त पीने को यह,
रण-चंडी जीभ पसार बढ़ी॥

गंगा की विदाई

माखनलाल चतुर्वेदी | वीर रस | आधुनिक काल

शिखर शिखारियों मे मत रोको,
उसको दौड़ लखो मत टोको,
लौटे ? यह न सधेगा रुकना
दौड़, प्रगट होना, फ़िर छुपना,

अगम नगाधिराज, जाने दो, बिटिया अब ससुराल चली |

तुम ऊंचे उठते हो रह रह
यह नीचे को दौड़ जाती,
तुम देवो से बतियाते यह,

भू से मिलने को अकुलाती,
रजत मुकुट तुम मुकुट धारण करते,
इसकी धारा, सब कुछ बहता,
तुम हो मौन विराट, क्षिप्र यह,
इसका बाद रवानी कहता,

तुमसे लिपट, लाज से सिमटी, लज्जा विनत निहाल चली,
अगम नगाधिराज, जाने दो, बिटिया अब ससुराल चली |

डेढ सहस मील मे इसने
प्रिय की मृदु मनुहारें सुन लीँ,
तरल तारिणी तरला ने
सागर की प्रणय पुकारें सुन लीँ,
श्रृद्धा से दो बातें करती,
साहस पे न्यौछावर होती,
धारा धन्य की ललच उठी है,
मैं पंथिनी अपने घर होती,

हरे-हरे अपने आँचल कर, पट पर वैभव डाल चली,
अगम नगाधिराज, जाने दो, बिटिया अब ससुराल चली |

यह हिमगिरि की जटाशंकरी,
यह खेतीहर की महारानी,
यह भक्तों की अभय देवता,
यह तो जन जीवन का पानी !
इसकी लहरों से गर्वित ‘भू’
ओढे नई चुनरिया धानी,
देख रही अनगिनत आज यह,
नौकाओ की आनी-जानी,

इसका तट-धन लिए तरानियाँ, गिरा उठाये पाल चली,
अगम नगाधिराज, जाने दो, बिटिया अब ससुराल चली |

शिर से पद तक ऋषि गण प्यारे,
लिए हुए छविमान हिमालय,
मन्त्र-मन्त्र गुंजित करते हो,
भारत को वरदान हिमालय,
उच्च, सुनो सागर की गुरुता,
कर दो कन्यादान हिमालय |
पाल मार्ग से सब प्रदेश, यह तो अपने बंगाल चली,
अगम नगाधिराज, जाने दो, बिटिया अब ससुराल चली |

वीरों का कैसा हो वसंत

सुभद्राकुमारी चौहान | वीर रस | आधुनिक काल

आ रही हिमालय से पुकार
है उदधि गरजता बार बार
प्राची पश्चिम भू नभ अपार;
सब पूछ रहें हैं दिग-दिगन्त
वीरों का कैसा हो वसंत

फूली सरसों ने दिया रंग
मधु लेकर आ पहुंचा अनंग
वधु वसुधा पुलकित अंग अंग;
है वीर देश में किन्तु कंत
वीरों का कैसा हो वसंत

भर रही कोकिला इधर तान
मारू बाजे पर उधर गान
है रंग और रण का विधान;
मिलने को आए आदि अंत
वीरों का कैसा हो वसंत

गलबाहें हों या कृपाण
चलचितवन हो या धनुषबाण
हो रसविलास या दलितत्राण;
अब यही समस्या है दुरंत
वीरों का कैसा हो वसंत

कह दे अतीत अब मौन त्याग
लंके तुझमें क्यों लगी आग
ऐ कुरुक्षेत्र अब जाग जाग;
बतला अपने अनुभव अनंत
वीरों का कैसा हो वसंत

हल्दीघाटी के शिला खण्ड
ऐ दुर्ग सिंहगढ़ के प्रचंड
राणा ताना का कर घमंड;
दो जगा आज स्मृतियां ज्वलंत
वीरों का कैसा हो वसंत

भूषण अथवा कवि चंद नहीं
बिजली भर दे वह छन्द नहीं
है कलम बंधी स्वच्छंद नहीं;
फिर हमें बताए कौन हन्त
वीरों का कैसा हो वसंत

कर्मवीर

अयोध्या सिंह उपाध्याय ‘हरिऔध’ | वीर रस | आधुनिक काल

देख कर बाधा विविध, बहु विघ्न घबराते नहीं
रह भरोसे भाग्य के दुख भोग पछताते नहीं
काम कितना ही कठिन हो किन्तु उकताते नहीं
भीड़ में चंचल बने जो वीर दिखलाते नहीं
हो गये एक आन में उनके बुरे दिन भी भले
सब जगह सब काल में वे ही मिले फूले फले ।

आज करना है जिसे करते उसे हैं आज ही
सोचते कहते हैं जो कुछ कर दिखाते हैं वही
मानते जो भी हैं सुनते हैं सदा सबकी कही
जो मदद करते हैं अपनी इस जगत में आप ही
भूल कर वे दूसरों का मुँह कभी तकते नहीं
कौन ऐसा काम है वे कर जिसे सकते नहीं ।

जो कभी अपने समय को यों बिताते हैं नहीं
काम करने की जगह बातें बनाते हैं नहीं
आज कल करते हुए जो दिन गँवाते हैं नहीं
यत्न करने से कभी जो जी चुराते हैं नहीं
बात है वह कौन जो होती नहीं उनके लिए
वे नमूना आप बन जाते हैं औरों के लिए ।

व्योम को छूते हुए दुर्गम पहाड़ों के शिखर
वे घने जंगल जहाँ रहता है तम आठों पहर
गर्जते जल-राशि की उठती हुई ऊँची लहर
आग की भयदायिनी फैली दिशाओं में लपट
ये कँपा सकती कभी जिसके कलेजे को नहीं
भूलकर भी वह नहीं नाकाम रहता है कहीं ।

सुभाषचन्द्र

गयाप्रसाद शुक्ल ‘सनेही’ | वीर रस | आधुनिक काल

तूफान जुल्मों जब्र का सर से गुज़र लिया
कि शक्ति-भक्ति और अमरता का बर लिया ।
खादिम लिया न साथ कोई हमसफर लिया,
परवा न की किसी की हथेली पर सर लिया ।
आया न फिर क़फ़स में चमन से निकल गया ।
दिल में वतन बसा के वतन से निकल गया ।।

बाहर निकल के देश के घर-घर में बस गया;
जीवट-सा हर जबाने-दिलावर में बस गया ।
ताक़त में दिल की तेग़ से जौर में बस गया;
सेवक में बस गया कभी अफसर में बस गया ।
आजाद हिन्द फौज का वह संगठन किया ।
जादू से अपने क़ाबू में हर एक मन किया ।।

ग़ुर्बत में सारे शाही के सामान मिल गये,
लाखों जवान होने को कुर्बान मिल गये ।
सुग्रीव मिल गये कहीं हनुमान् मिल गये
अंगद का पाँव बन गये मैदान मिल गये ‘
कलियुग में लाये राम-सा त्राता सुभाषचन्द्र ।
आजाद हिन्द फौज के नेता सुभाषचन्द्र ।।

हालांकि! आप गुम हैं मगर दिल में आप हैं
हर शख़्स की जुबान पै महफिल में आप हैं ।
ईश्वर ही जाने कौन-सी मन्जिल में आप हैं,
मँझधार में हैं या किसी साहिल में आप हैं ।
कहता है कोई, अपनी समस्या में लीन हैं ।
कुछ’ कह रहे हैं, आप तपस्या में लीन हैं ।।

आजाद होके पहुँचे हैं सरदार आपके,
शैदा वतन के शेरे-बबर यार आपके,
बन्दे बने हैं काफिरो-दीदार आपके,
गुण गाते देश-देश में अखबार आपके ।।
है इन्तजार आप मिलें, पर खुले हुए ।
आँखों की तरह दिल्ली के हैं दर खुले हुए ।।

रणभेरी

शिवमंगल सिंह ‘सुमन’ | वीर रस | आधुनिक काल

माँ कब से खड़ी पुकार रही
पुत्रो निज कर में शस्त्र गहो
सेनापति की आवाज़ हुई
तैयार रहो , तैयार रहो
आओ तुम भी दो आज विदा अब क्या अड़चन क्या देरी
लो आज बज उठी रणभेरी .

पैंतीस कोटि लडके बच्चे
जिसके बल पर ललकार रहे
वह पराधीन बिन निज गृह में
परदेशी की दुत्कार सहे
कह दो अब हमको सहन नहीं मेरी माँ कहलाये चेरी .
लो आज बज उठी रणभेरी .

जो दूध-दूध कह तड़प गये
दाने दाने को तरस मरे
लाठियाँ-गोलियाँ जो खाईं
वे घाव अभी तक बने हरे
उन सबका बदला लेने को अब बाहें फड़क रही मेरी
लो आज बज उठी रणभेरी .

अब बढ़े चलो , अब बढ़े चलो
निर्भय हो जग के गान करो
सदियों में अवसर आया है
बलिदानी , अब बलिदान करो
फिर माँ का दूध उमड़ आया बहनें देती मंगल-फेरी .
लो आज बज उठी रणभेरी .

जलने दो जौहर की ज्वाला
अब पहनो केसरिया बाना
आपस का कलह-डाह छोड़ो
तुमको शहीद बनने जाना
जो बिना विजय वापस आये माँ आज शपथ उसको तेरी .
लो आज बज उठी रणभेरी .

कुछ भी बन बस कायर मत बन

नरेन्द्र शर्मा | वीर रस | आधुनिक काल

कुछ भी बन बस कायर मत बन,
ठोकर मार पटक मत माथा तेरी राह रोकते पाहन।
कुछ भी बन बस कायर मत बन।

युद्ध देही कहे जब पामर,
दे न दुहाई पीठ फेर कर
या तो जीत प्रीति के बल पर
या तेरा पथ चूमे तस्कर
प्रति हिंसा भी दुर्बलता है
पर कायरता अधिक अपावन
कुछ भी बन बस कायर मत बन।

ले-दे कर जीना क्या जीना
कब तक गम के आँसू पीना
मानवता ने सींचा तुझ को
बहा युगों तक खून-पसीना
कुछ न करेगा किया करेगा
रे मनुष्य बस कातर क्रंदन
कुछ भी बन बस कायर मत बन।

तेरी रक्षा का ना मोल है
पर तेरा मानव अमोल है
यह मिटता है वह बनता है
यही सत्य कि सही तोल है
अर्पण कर सर्वस्व मनुज को
न कर दुष्ट को आत्मसमर्पण
कुछ भी बन बस कायर मत बन।

आज हिमालय की चोटी से

प्रदीप | वीर रस | आधुनिक काल

आज हिमालय की चोटी से फिर हम ने ललकरा है
दूर हटो ऐ दुनिया वालों हिन्दुस्तान हमारा है।

जहाँ हमारा ताज-महल है और क़ुतब-मीनारा है
जहाँ हमारे मन्दिर मस्जिद सिक्खों का गुरुद्वारा है
इस धरती पर क़दम बढ़ाना अत्याचार तुम्हारा है।

शुरू हुआ है जंग तुम्हारा जाग उठो हिन्दुस्तानी
तुम न किसी के आगे झुकना जर्मन हो या जापानी
आज सभी के लिये हमारा यही क़ौमी नारा है
दूर हटो ऐ दुनिया वालों हिन्दुस्तान हमारा है।

मैं तूफ़ानों मे चलने का आदी हूं

गोपालदास ‘नीरज’ | वीर रस | आधुनिक काल

मैं तूफ़ानों मे चलने का आदी हूं..
तुम मत मेरी मंजिल आसान करो..

हैं फ़ूल रोकते, काटें मुझे चलाते..
मरुस्थल, पहाड चलने की चाह बढाते..
सच कहता हूं जब मुश्किलें ना होती हैं..
मेरे पग तब चलने मे भी शर्माते..
मेरे संग चलने लगें हवायें जिससे..
तुम पथ के कण-कण को तूफ़ान करो..

मैं तूफ़ानों मे चलने का आदी हूं..
तुम मत मेरी मंजिल आसान करो..

अंगार अधर पे धर मैं मुस्काया हूं..
मैं मर्घट से ज़िन्दगी बुला के लाया हूं..
हूं आंख-मिचौनी खेल चला किस्मत से..
सौ बार म्रत्यु के गले चूम आया हूं..
है नहीं स्वीकार दया अपनी भी..
तुम मत मुझपर कोई एह्सान करो..

मैं तूफ़ानों मे चलने का आदी हूं..
तुम मत मेरी मंजिल आसान करो..

शर्म के जल से राह सदा सिंचती है..
गती की मशाल आंधी मैं ही हंसती है..
शोलो से ही श्रिंगार पथिक का होता है..
मंजिल की मांग लहू से ही सजती है..
पग में गती आती है, छाले छिलने से..
तुम पग-पग पर जलती चट्टान धरो..

मैं तूफ़ानों मे चलने का आदी हूं..
तुम मत मेरी मंजिल आसान करो..

फूलों से जग आसान नहीं होता है..
रुकने से पग गतीवान नहीं होता है..
अवरोध नहीं तो संभव नहीं प्रगती भी..
है नाश जहां निर्मम वहीं होता है..
मैं बसा सुकून नव-स्वर्ग “धरा” पर जिससे..
तुम मेरी हर बस्ती वीरान करो..

मैं तूफ़ानों मे चलने का आदी हूं..
तुम मत मेरी मंजिल आसान करो..

मैं पन्थी तूफ़ानों मे राह बनाता..
मेरा दुनिया से केवल इतना नाता..
वेह मुझे रोकती है अवरोध बिछाकर..
मैं ठोकर उसे लगाकर बढ्ता जाता..
मैं ठुकरा सकूं तुम्हें भी हंसकर जिससे..
तुम मेरा मन-मानस पाशाण करो..

मैं तूफ़ानों मे चलने का आदी हूं..
तुम मत मेरी मंजिल आसान करो..

उठो धरा के अमर सपूतो

द्वारिका प्रसाद माहेश्वरी | वीर रस | आधुनिक काल

उठो धरा के अमर सपूतो
पुनः नया निर्माण करो।
जन-जन के जीवन में फिर से
नई स्फूर्ति, नव प्राण भरो।

नया प्रात है, नई बात है,
नई किरण है, ज्योति नई।
नई उमंगें, नई तरंगे,
नई आस है, साँस नई।
युग-युग के मुरझे सुमनों में,
नई-नई मुसकान भरो।

डाल-डाल पर बैठ विहग कुछ
नए स्वरों में गाते हैं।
गुन-गुन-गुन-गुन करते भौंरे
मस्त हुए मँडराते हैं।
नवयुग की नूतन वीणा में
नया राग, नवगान भरो।

कली-कली खिल रही इधर
वह फूल-फूल मुस्काया है।
धरती माँ की आज हो रही
नई सुनहरी काया है।
नूतन मंगलमय ध्वनियों से
गुंजित जग-उद्यान करो।

सरस्वती का पावन मंदिर
यह संपत्ति तुम्हारी है।
तुम में से हर बालक इसका
रक्षक और पुजारी है।
शत-शत दीपक जला ज्ञान के
नवयुग का आह्वान करो।

उठो धरा के अमर सपूतो,
पुनः नया निर्माण करो।

कलम, आज उनकी जय बोल

रामधारी सिंह ‘दिनकर’ | वीर रस | आधुनिक काल

जो अगणित लघु दीप हमारे,
तूफ़ानों में एक किनारे,
जल-जलाकर बुझ गए किसी दिन,
मांगा नहीं स्नेह मुँह खोल।
कलम, आज उनकी जय बोल।

पीकर जिनकी लाल शिखाएं,
उगल रही सौ लपट दिशाएं,
जिनके सिंहनाद से सहमी,
धरती रही अभी तक डोल।
कलम, आज उनकी जय बोल।

अंधा चकाचौंध का मारा,
क्या जाने इतिहास बेचारा,
साखी हैं उनकी महिमा के,
सूर्य, चन्द्र, भूगोल, खगोल।
कलम, आज उनकी जय बोल।

शत-शत नमन

उर्मिलेश | वीर रस | आधुनिक काल

मिटाकर शत्रु को जो मिट गये खुद आन की खातिर
उन्हें शत्-शत् नमन मेरा, उन्हें शत्-शत् नमन मेरा !

जिन्होंने बर्फ में भी शौर्य की चिंगारियां बो दीं,
पहाड़ी चोटियों पर भी अभय की क्यारियां बो दीं
भगाकर दूर सारे गीदड़ों, सारे श्रृगालों को
जिन्होंने सिंह वाले युद्ध में खुद्दारियां बो दीं .

अहर्निश जो बढ़े आगे विजय-अभियान की खातिर
उन्हें शत्-शत् नमन मेरा, उन्हें शत्-शत् नमन मेरा !

शुरू से आज तक इतिहास यह देता गवाही है
हमारी वीरता मृत्युंजयी है, शौर्य-ब्याही है
अलग से वह न पत्थर है, न लोहा है, न शोला है,
सभी का सम्मिलित प्रारूप ,भारत का सिपाही है !

लुटाते प्राण तक जो देश की अभिमान के खातिर ,
उन्हें शत्-शत् नमन मेरा, उन्हें शत्-शत् नमन मेरा !

शहीदों की चिताएँ तो वतन की आरती सी हैं
उठीं लपटें किसी नागिन-सदृश फुफकारती –सी हैं
चिताओं की बुझी हर राख गंगा-रेणु सी लगती
निहत्थी अस्थियाँ भी शस्त्र की छवि धारती-सी हैं

जिन्होंने दे दिया बलिदान हिंदुस्तान की खातिर,
उन्हें शत्-शत् नमन मेरा, उन्हें शत्-शत् नमन मेरा !

वीर तुम बढ़े चलो

द्वारिका प्रसाद माहेश्वरी | वीर रस | आधुनिक काल

वीर तुम बढ़े चलो! धीर तुम बढ़े चलो!

हाथ में ध्वजा रहे बाल दल सजा रहे
ध्वज कभी झुके नहीं दल कभी रुके नहीं
वीर तुम बढ़े चलो! धीर तुम बढ़े चलो!

सामने पहाड़ हो सिंह की दहाड़ हो
तुम निडर डरो नहीं तुम निडर डटो वहीं
वीर तुम बढ़े चलो! धीर तुम बढ़े चलो!

प्रात हो कि रात हो संग हो न साथ हो
सूर्य से बढ़े चलो चन्द्र से बढ़े चलो
वीर तुम बढ़े चलो! धीर तुम बढ़े चलो!

एक ध्वज लिये हुए एक प्रण किये हुए
मातृ भूमि के लिये पितृ भूमि के लिये
वीर तुम बढ़े चलो! धीर तुम बढ़े चलो!

अन्न भूमि में भरा वारि भूमि में भरा
यत्न कर निकाल लो रत्न भर निकाल लो
वीर तुम बढ़े चलो! धीर तुम बढ़े चलो!

देश भक्ति की कविताओं के लिये कृपया नीचे दिए गए लिंक को क्लिक करें : –

http://anubhuti-hindi.org/sankalan/mera_bharat/index.htm

झाँसी की रानी आई

भाग – भाग रे भाग फिरंगी,

झाँसी की रानी आई I

भाल तिलक और हाथ कड़क,

दुर्गा है काली माई है I

इसकी ओर एक बार तो देखो,

ये मनु है लक्ष्मीबाई है I

शोले बरसेंगे अब तुझपर,

तेरी शामत आई है I

उसकी तरफ एक बार तो देखो ,

उसका हर एक वार तो देखो I

तेरे शीश को लेने आई,

झाँसी कि रानी आई I

कु. वर्तिका मिश्रा

केंद्रीय विद्यालय, द्वितीय पाली

लखीमपुर-खीरी

पर्यावरण प्रदूषण पर कविताएँ

पेड़ का दर्द

कितने प्यार से किसी ने
बरसों पहले मुझे बोया था
हवा के मंद मंद झोंको ने
लोरी गाकर सुलाया था ।
कितना विशाल घना वृक्ष
आज मैं हो गया हूँ
फल फूलो से लदा
पौधे से वृक्ष हो गया हूँ ।
कभी कभी मन में
एकाएक विचार करता हूँ
आप सब मानवों से
एक सवाल करता हूँ ।
दूसरे पेड़ों की भाँति
क्या मैं भी काटा जाऊँगा
अन्य वृक्षों की भाँति
क्या मैं भी वीरगति पाउँगा ।
क्यों बेरहमी से मेरे सीने
पर कुल्हाड़ी चलाते हो
क्यों बर्बरता से सीने
को छलनी करते हो ।
मैं तो तुम्हारा सुख
दुःख का साथी हूँ
मैं तो तुम्हारे लिए
साँसों की भाँति हूँ।
मैं तो तुम लोगों को
देता हीं देता हूँ
पर बदले में
कछ नहीं लेता हूँ ।
प्राण वायु देकर तुम पर
कितना उपकार करता हूँ
फल-फूल देकर तुम्हें
भोजन देता हूँ।
दूषित हवा लेकर
स्वच्छ हवा देता हूँ
पर बदले में कुछ नहीं
तुम से लेता हूँ ।
ना काटो मुझे
ना काटो मुझे
यही मेरा दर्द है।
यही मेरी गुहार है।
यही मेरी पुकार है।
– अंजू गोयल

भारत को स्वच्छ बनाना है

भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
हम सबको ही मिल करके
सम्भव हर यत्न करके
बीडा़ यही उठाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
होगा जब ये भारत स्वच्छ
सब जन होंगे तभी स्वस्थ
सबको यही समझाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
गंगा माँ के जल को भी
यमुना माँ के जल को भी
मोती सा फिर चमकाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
आओ मिल कर करें संकल्प
होना मन में कोइ विकल्प
गन्दगी को दूर भगाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
देश को विकसित करने का
जग में उन्नति बढ़ाने का
नई नीति सदा बनाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
हम सबको ही मिल करके
हर बुराई को दूर करके
आतंकवाद को भी मिटाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
मानवता को दिल में रखके
धर्म का सदा आचरण करके
देश से कलह मिटाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
सत्य अहिंसा न्याय को लाकर
सबके दिल में प्यार जगाकर
स्वर्ग को धरा पर लाना है
भारत को स्वच्छ बनाना है
भारत को ऊँचा उठाना है
– कंचन पाण्डेय ( Kanchan Pandey )

भोजन तथा स्वास्थ्य

भोजन मेँ रखिए सदा, पौष्टिकता का ध्यान ।
गरिष्ठ भोजन नहिँ ठीक है, ऐसा तो हो ज्ञान ॥
ताजा भोजन जो करै, शुद्ध पियै अरु तोय ।
उसको तो फिर न कभी, रोग पेट का होय ॥
लहसुन और प्याज हो, भोजन मेँ भरपूर ।
स्वाद भी अच्छा रहे, रोग रहेँ सब दूर ॥

मुरगे की बोली से जाना, क्या तुमने संदेश ।

प्रातःकाल उठ जाने का, वह देता उपदेश ॥

प्रातःकाल ही जो उठे, और टहलने जाय ।
स्वास्थ्य लाभ उसको मिले, क्योँ न वह हरसाय ॥
ध्यान स्वास्थ्य का रख सदा, यह तो है अनमोल ।
देखभाल मेँ तू कभी, मत कर टाल-मटोल ॥
अच्छे स्वास्थ्य के लिए,करते रहो कुछ काम ।
यदि आवश्यक हो तो, कर लो कुछ व्यायाम ॥
जो तू चाहे स्वास्थ्य भला, तो मेरा कहना मान ।
फिर तो सदा ही चाहिए, चेहरे पर मुस्कान ॥
यदि कोई चाहे कि उसका,स्वास्थ्य न होय खराब ।
फिर तो उसे नहिँ चाहिए,पीना कभी शराब ॥
जो चाहो अपना भला, तो मत पियो शराब ।
इससे तो सब ही गये, तन मन धन अरु आब ॥
प्रातःकाल जो उठहिँ, सेवहिँ शुद्ध समीर ।
जीवन मेँ नहिँ हो सके, उनको रोग गंभीर ॥

आओ पेड़ लगायें

बहुत लुभाता है गर्मी में,

अगर कहीं हो बड़ का पेड़।

निकट बुलाता पास बिठाता

ठंडी छाया वाला पेड़।

तापमान धरती का बढ़ता

ऊंचा-ऊंचा, दिन-दिन ऊंचा

झुलस रहा गर्मी से आंगन

गांव-मोहल्ला कूंचा-कूंचा।

पर्यावरण बचाने की प्रेरणा देती एक कविता : चि‍ड़िया की पुकार

चि‍ड़िया चहक-चहक कहती

सुबह-शाम मैं गगन में रहती

कब तक मैं अब उड़ पाऊंगी

प्रदूषित हवा नहीं सह पाऊंगी।

दम घुटता है अब तो मेरा

दे दो अब तो सुखद सबेरा

तभी तुम्हारा आंगन चहकेगा

चमन भी खुशबू से महकेगा I

पर्यावरण

पर्यावरण को बचाना हमारा ध्येय हो
सबके पास इसके लिए समय हो
पर्यावरण अगर नहीं रहेगा सुरक्षित
हो जायेगा सबकुछ दूषित
भले ही आप पेड़ लगाये एक
पूरी तरह करे उसकी देखरेख
सौर उर्जा का करे सब उपयोग
कम करे ताप विद्युत् का उपभोग
रासायनिक खाद का कम करे छिडकाव
भूमि को प्रदूषित होने से बचाव
कचड़ो का समुचित रीती से करो निपटारा
फैक्ट्रियो में जब सौर यन्त्र लगाई जाएँगी
वायु प्रदुषण में अपने आप कमी आएँगी
तब जाकर पर्यावरण प्रदुषण में कमी आएँगी
आधी बीमारिया अपने आप चली जाएगी I

प्रकीर्ति

माँ की तरह हम पर प्यार लुटाती है प्रकृति
बिना मांगे हमें कितना कुछ देती जाती है प्रकृति…..
दिन में सूरज की रोशनी देती है प्रकृति
रात में शीतल चाँदनी लाती है प्रकृति……
भूमिगत जल से हमारी प्यास बुझाती है प्रकृति
और बारिश में रिमझिम जल बरसाती है प्रकृति…..
दिन-रात प्राणदायिनी हवा चलाती है प्रकृति
मुफ्त में हमें ढेरों साधन उपलब्ध कराती है प्रकृति…..
कहीं रेगिस्तान तो कहीं बर्फ बिछा रखे हैं इसने
कहीं पर्वत खड़े किए तो कहीं नदी बहा रखे हैं इसने…….
कहीं गहरे खाई खोदे तो कहीं बंजर जमीन बना रखे हैं इसने
कहीं फूलों की वादियाँ बसाई तो कहीं हरियाली की चादर बिछाई है इसने.
मानव इसका उपयोग करे इससे, इसे कोई ऐतराज नहीं
लेकिन मानव इसकी सीमाओं को तोड़े यह इसको मंजूर नहीं……..
जब-जब मानव उदंडता करता है, तब-तब चेतवानी देती है यह
जब-जब इसकी चेतावनी नजरअंदाज की जाती है, तब-तब सजा देती है यह….
विकास की दौड़ में प्रकृति को नजरंदाज करना बुद्धिमानी नहीं है
क्योंकि सवाल है हमारे भविष्य का, यह कोई खेल-कहानी नहीं है…..
मानव प्रकृति के अनुसार चले यही मानव के हित में है
प्रकृति का सम्मान करें सब, यही हमारे हित में है…….

प्रकृति का दुश्मन मानव

प्रकृति ने अच्छा दृश्य रचा
इसका उपभोग करें मानव।
प्रकृति के नियमों का उल्लंघन करके
हम क्यों बन रहे हैं दानव।
ऊँचे वृक्ष घने जंगल ये
सब हैं प्रकृति के वरदान।
इसे नष्ट करने के लिए
तत्पर खड़ा है क्यों इंसान।
इस धरती ने सोना उगला
उगलें हैं हीरों के खान
इसे नष्ट करने के लिए
तत्पर खड़ा है क्यों इंसान।
धरती हमारी माता है
हमें कहते हैं वेद पुराण
इसे नष्ट करने के लिए
तत्पर खड़ा है क्यों इंसान।
हमने अपने कूकर्मों से
हरियाली को कर डाला शमशान
इसे नष्ट करने के लिए
तत्पर खड़ा है क्यों इंसान।

सफाई

पास रखो अपने हरदम सफाई ,

नहीं होगी इससे बीमारी भाई …..

रोज नहाओ मसलकर तुम ,

होगी गन्दगी इससे गुम …..

कपड़े रखो हरदम साफ,

होगा इससे बहुत लाभ …..

वातावरण को भी रखो साफ तुम,

बीमारी होगी इससे गुम……

स्वच्छता अभियान

आओ सीखो तुम्हें सीखाएँ , स्वच्छता के अभियान की I

इन बातों को अमल करो , तो रक्षा होगी जान की II

बापूजी ने की सफाई , मलीन हिंदुस्तान की I

हम बच्चे अब करेंगे मिलकर , सफाई हिन्दुस्तान की II

शरीर को अपने साफ रखेंगे , घर भी अपने जान से I

हम भी नायक हैं प्यारे , स्वच्छ भारत अभियान के II

नहीं करेंगे ,करने नहीं देंगे, गन्दी , धरती हिंदुस्तान की I

इन बातों को अमल करो , तो रक्षा होगी जान की II

साफ़ – सफाई देश की , ये शिक्षा है अभियान की I

लक्ष्मीजी भी रक्षा करतीं , केवल स्वच्छ मकान की II

बिमारियों को नष्ट करे , सफाई देश महान की I

हरा – भरा हो देश हमारा , चर्चा स्वस्थ महान की II

हमको है अभिमान , अपने , भारत स्वच्छ महान की।

इन बातों को अमल करो , तो रक्षा होगी जान की II

प्रिय पाठकों एवम् श्रोताओं अब आप लोग स्वच्छ एवम् स्वस्थ पर्यावरण से लाभ और प्रदूषण से होनेवाली जानलेवा बिमारियों से बचने के लिये समय रहते उचित उपाय ढूढ लीजिये और उसका पालन कीजिये I इस प्रकार आप स्वयम स्वस्थ रह कर समस्त देश वासियों स्वस्थ एवम् भारत को स्वस्थ और विकसित करने महत्वपूर्ण योगदान कर सकते हैं I विशेष जानकारी के लिये अधोलिखित वेबसाइट को भी क्लिक करके अवलोकन कर सकते हैं : –

https://www.youtube.com/results?search_query=pradushan+par+kavita+lyrics

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Career Options after 10th and 12th Class

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Pervin Malhotra
Post-result time is the most taxing period for many students, when, they must make prudent decisions about their career.

NNE has always endeavoured to provide the best possible counselling services to the students through its dedicated career counselling section. At this juncture we thought to provide you the views and guidance of an eminent career counsellor.

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Her guidance has helped shape many futures. In this interview, she talks about how to select a particular career, the most important skills a student should possess. She clears up the perennial dilemma of college over subject or subject over college and much more.

Ques 1. In our education system, marks are very important. If I don’t get good marks in say, mathematics, but want to work as a media planner, how do I judge my skills?

A career in Media planning does require a considerable amount of number crunching and mathematical skills, but I believe that if you are very keen and focused on your goal, you will work hard to overcome the obstacles in your path. Your passion can compensate for your lack of qualification to some extent.

Ques 2. One skill needed in every/almost all professions?

Communication, though it’s importance varies. For example, in a profession like that of a research scientist, you may not be required to communicate as much as customer facing professions like sales or marketing, but even a researcher is required to communicate his findings to his peers and share the benefits of his findings with people. For medical practitioners, communicating with patients, and understanding their problems is important.

Ques 3. Now, with class 10 and class 12 results coming out soon, what would you suggest to a 16-year old, who is on the verge of choosing a career & does not know himself too well? The decision s/he takes might be influenced by his/her peers, or someone whose sense of judgment s/he trusts, but it may not necessarily be right for him/her?

True, for a 16-year old decisions about choosing a career after 12th are largely influenced by his/her peers. But, there are over 3,500 professions, and what may be right for one person, might not be right for someone else. It helps to be aware of one’s strengths and weaknesses. What s/he can do is make a list of his interests, likes and dislikes, ask questions like “do I like to study a particular subject? Do I like sports more than studies? WouldI like to take part in extra-curricular activities?” Then, on the basis of that list, he/she should try finding careers related to likes and aptitude. For example, if someone likes to write, s/he canenrol for a course related to that, like mass communication. Apart from this, there are some self-assessment tools available in the market, but the important thing to keep in mind about these tools is to ensure that the test is a bonafide one and that the norms are duly validated. We at Career Guidance India (CARING), have an excellent, tried and tested tool that can help students assess their own aptitude and career interests.

Also, in case a student is not sure about what s/he wants, it helps to choose a stream that will keep the maximum number of options open. For example, dropping a subject like mathematics directly closes the options like engineering, BBS, BCom (Hon), BBE, MCA etc.

Ques 4. College over subject or subject over college, what would you suggest? Continuing, would you recommend that a student drop a year?

Ans 4. Your college tenure will stretch over 3-4 years. In case you are not sure about which specific career to choose, join a good college, keep your eyes and ears open, and explore your options during that time. But, in case a student is very sure about his career, it should always be subject over college. That’s what will take him to his desired goal.

Personally, I would never recommend someone to drop a year. One year is a long time. One might start off with enthusiasm, but sustaining that enthusiasm and zeal throughout the year is very tough. It would start with simple things like waking up late, wasting time on the internet, task stretching, and before you realize, the year is up! Also, I believe that the young should be with the young. I would rather suggest that the student enrol for some course and keep preparing side-by-side.

Ques 5. Parents have apprehensions about taking a loan for an offbeat career. They’d rather “waste” money on a course that is more “socially accepted”. What are your views?

I will take an extreme example. Please draw the analogy. Not many have deep enough pockets to education in the field of, say, motor sports. But, if you have keen interest in motor sports, you can look at related fields like sports journalism, test drive cars and bikes, write about cars, become an automotive photographer, design cars, remodel cars and do umpteen other things related to your passion. So, before taking a plunge into a particular field, try to find the viability of that field and compare it with your strengths, availability of funds etc.

Ques 6. In quite a few universities, there is sports quota and admission on the basis of academics. Do you feel the two should be clubbed together?

I don’t know about clubbing them together, but life is not about academics alone. A healthy balance should be maintained; it should not be that students turn out to be nerds, or, for that matter, start ignoring education entirely. While clubbing the two, due consideration should be given to bothextra curricular activities and marks. It should not be that someone who is very good in a particular sport and gets 55% marks gets admitted to a college with 90% cut-off.

Ques 7. Continuous and Comprehensive Evaluation (CCE), how will it change the entire higher education system, according to you? Will it bring the standards down? Will it help in churning out well-rounded students?

If implemented properly, I think Continuous and Comprehensive Evaluation would produce students with all-rounded skills. Some stress is good, and with CCE, the stress would be distributed evenly. You would not have students wasting term-time and then spending sleepless nights during exams. With an emphasis on extra curricular activities, you would have better balanced students. It is a myth that mixing extra-curricular activities with assignments and projects would increase the stress levels.Life is all about multitasking, balancing one thing with other. If implemented in an unbiased manner, and in spirit, I believe CCE will produce well-developed students.

(As told to NNE’s Utsav Sharma)

Based on the interview with Ms PervinMalhotra, NNE has also written an article on ‘Choosing a Career After Class 10 & Class 12‘ which will act as a guiding tool for students after class 10 and class 12.

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Sr.No.	Information About Website
1.	A Site On Contemporary Art And Culture
2.	A To Z Colleges And Schools In India
3.	Academics- India – Information website For Higher Education In India
4.	Academy Of Fashion And Textile Technology
5.	Academy Of Maritime Education And Training (Amet)
6.	Admission Assistance & Career Counseling
7.	AIIMS, New Delhi
8.	All India Academic Index
9.	All India Council Of Technical Education (AICTE)
10.	All India Institute Of Management Studies
11.	An Education And Career Portal
12.	Analytical Sciences And Instrument Limited
13.	Anything And Everything On Education In India
14.	Army Institute Of Technology
15.	Asian Academy Of Film & TV
16.	Association Of Indian Management Schools
17.	Association Of Indian Universities
18.	Aviation Ground School
19.	Ayurvedic Education In India
20.	B.B.D. National Institute Of Technology & Management

21.	Bio Campus (For Bio Information Education)
22.	Biotechnology Information Directory- Education
23.	BM College Of Commerce
24.	Business Schools Rating In India
25.	Career Launcher
26.	Career portal
27.	Career Prospects In Computers
28.	Career In India
29.	Central Board Of Secondary Education (Cbse)
30.	Center For Biotechnology
31.	Center For Cellular Adn Molecular Biology (CCMB)
32.	Center For Development Of Advance Computing (C-DAC)
33.	Center For Environment Education (Cee), India
34.	Chemical Education In India
35.	Civil Services Times (For IAS Coaching)
36.	CMR Institute Of Management Studies
37.	Compufield Software Programming Institute-India
38.	Computer Career, Counsellor And education Portal
39.	D.Y. Patil Women College Of Engineering, Pune
40.	Data Base Of India : Information About Indian Education

41.	Degree On Net
42.	Details Of Educational Centers In India
43.	Directory Of Links On India
44.	DTE, Maharashtra
45.	Education
46.	Education – India- Opportunities
47.	Education Abroad
48.	Education And Career Guide
49.	Education And Training Academy
50.	Education House – Placement India
51.	Educational Site Catering To One And All : A Edicational Portal
52.	EMPI Business School
53.	Environmental Education And Jobs In India
54.	ERNET India
55.	Ferguson College, Pune
56.	Fit JEE
57.	Forest Education In India
58.	GMAT,GRE,SAT Coaching
59.	Help For Your Resume Writing
60.	Help For Your Resume Writing

61.	Help For Your Resume Writing
62.	Help For Your Resume Writing
63.	Help Line For Parents
64.	Help Line For Student
65.	Help Line For Student
66.	Help Line For Student
67.	HMH Education Consultant
68.	Homeopathy : Homeopathy India Foundation Website For Information
69.	Hotel Management
70.	Icfrain Business School
71.	ICMR Institute
72.	ICODE Institute
73.	IIT Bombay
74.	IIT-Jee Guide PuneDiary.Com
75.	ILS LAW College, Pune
76.	Imago Acting School
77.	India : Education And Training
78.	Indian Diamond Institute
79.	Indian Institute Of Business Management
80.	Indian Institute Of Commerce And Trade (IICT), Lakhnow

81.	Indian Institute Of Information Technology
82.	Indian Institute Of Journalism & New Media, Banglore
83.	Indian Institute Of Mass Communication
84.	Indian Institute Of Planning & Management (IIPM)
85.	Indian Institute Of Science (Iis), Banglore
86.	Indian School Certificate Examination
87.	Indian Site For Competitive Examination
88.	Indira Gandhi National Open University
89.	Information About Careers
90.	Information About Careers And Centers
91.	Information About Universities And Colleges In India
92.	Infosys
93.	Institute Of Advance Management
94.	Institute Of Business Management & Research
95.	Institute Of Chartered Accountants Of India (Ica)
96.	Institute Of Management Development & Research
97.	Institute Of Marketing Management
98.	Institute Of Microbial Technology
99.	IT Courses In India
100.	ITUC School Of Management

101.	Jobs & Careers
102.	Knowfair Communications & Services
103.	Libraries On The World Wide Web
104.	Management Development Institute (MDI)
105.	National Board Of Accreditation (NBA-AICTE)
106.	National Institute Of Design (NID)
107.	National Institute Of Fashion Technology (NIFT)
108.	National Institute Of Pharma. Edn. & Research (NIPER)
109.	National School Of Drama, New Delhi
110.	NIILM Center For Management Studies, New Delhi
111.	NIIT
112.	NIPS School Of Hotel Management
113.	North Eastern Hill University (N.E.H.U.)
114.	Online Career Guide
115.	Pearl Academy Of Fashion
116.	PICT School Of Information Tech. & Management
117.	Post Graduate Institute OF Medical Education & Research
118.	Quantum Institute
119.	Rashtriya Computer Saksharata Mission
120.	Rau’s IAS Stydy Circle

121.	SAT Details & Enquiries
122.	Search For College
123.	Site For Engineering, Medical & Managemenent & Study Abroad
124.	Symbiosis Center Of Helth Care (SCHC)
125.	Symbiosis Institute Of Foreign Trade, Pune
126.	Symbiosis Institute Of Management Studies
127.	Symbiosis Institute Of Mass Communication
128.	Tata Institute Of Fundamental Research
129.	Tata Institute Of Social Science
130.	Tips On Imporving Biodata/Resume/ Jobs/ Career Prospects
131.	U.S. Visa Help
132.	Union Public Service Commission(UPSC)
133.	Universities In India
134.	Vaastu Shastra
135.	Veterinary Council Of India
136.	Y C M Open University
137.	Zee Interactive Learning Systems

Some Other Websites Where You Can Find Jobs
138.	Admission Guru
139.	Delhi For Students
140.	Egurukool
141.	Jobsahead
142.	Naukri
143.	Human Links
144.	Careerfinance
145.	Careerbuilder
146.	Monsterindia
147.	Careerspan
148.	Careerplanning
149.	Groovyjobs

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NATIONAL MISSION ON EDUCATION THROUGH INFORMATION
AND COMMUNICATION TECHNOLOGY
MISSION DOCUMENT
NATIONAL MISSION ON EDUCATION THROUGH
INFORMATION & COMMUNICATION TECHNOLOGY [ICT]
INDEX
Section & Description Page No
1.0 Introduction 5
1.1 Statistical Indicators 5
1.2 SWOT Analysis 6
1.2.1 Weaknesses Identified 6
1.2.2 Inherent Strengths 7
1.2.3 Opportunities on the horizon 8
1.2.4 Threats looming large 8
2.0 Need for National Mission in Education through
ICT
9
2.1 Cardinal philosophy of the Mission 9-10
2.2 Objectives of the Mission 10-15
2.3 Scope of work for the Mission 15-19
3.0 Various components of the Mission 19
3.1 The Sakshat Portal 19-20
3.1.1 Approach to Solution 20
3.1.2 Existing Resources 21
3.1.3 Team building & Institutional support requirement 21-22
3.1.4 Community Participation 22
3.1.5 Human Resource Database 23
3.1.6 Finishing Touches to Quality 23
3.2 Spreading Digital Literacy & bridging the Digital Divide in
teaching learning community in Higher Education
23-27
3.2.1 Objectives 27-28
3.2.2 Support to Non-Governmental Organizations (NGOs) and
Governmental Organizations for digital literacy
29
3.3 Provision of e-books and e-journals free to the
learners
29-31
3.4 Support for Generation of e-content and digitization
and indexing of existing e-content
31
3.5 Video Content Indexing & Chunking 31-32
3.6 Evaluation of e-content 32
3.7 Financial Assistance to Institutions of Higher
Learning for Procurement of Hardware /
Replacement of Obsolete Hardware
33
3.8 Financial Assistance to Research Projects 33-34
3.9 National Testing Service 34
3.10 CONTENT GENERATION 34
3.10.1 NPTEL phase II / III 34
3.10.1.1 Partner Institutions 34
3.10.1.2 Number of faculty likely to participate 34
3.10.1.3 Beneficiaries 34
3.10.1.4 Project goal 35
3.10.1.5 Project Deliverables 35-36
3.10.2 Content for Post Graduate Classes 36-37
3.10.3 Content for Undergraduate Courses 37-38
3.11 Standardisation and quality assurance of contents
& certification / automation of certification
38
3.11.1 Objectives of Standardisation and Quality Assurance 38
3.11.2 Outcomes expected 38-40
3.12 Developing Suitable Pedagogical Methods for
Various Classes and intellectual calibers and
research in e-learning
40
3.13 Development of language converter tool kit 41
3.14 Development and realization of Virtual Reality
Laboratories and supporting facilities for e-learning
41
3.14.1 Objectives 41-42
3.14.2 Observations 42-43
3.14.3 Approach to the problem 43-44
3.15 Development of Certification & Testing Modules
for Virtual Technological Universities & creation of
VTU, multi media research and international
Programmes
45-46
3.16 Experimentation and Development of ultra low cost
low power consuming access devices / laptops for
wider coverage of learners & their field trials
46-48
3.17 Talk to a teacher to provide a substitute for
coaching for the economically poor students
48-50
3.18 Development of software controlled hardware
programming for robotics & other crucial areas
50-51
3.19 Adaptation & deployment of open source
simulation packages like ORCAD, Silab etc.
51
3.20 Development of unified ERP system for
Educational Institutions
52
3.21 Publicity & training of motivators to ensure full
utilisation of the systems by institutions & students
53
3.22 Conversion of available content in various regional
languages
53-54
3.23 Development of Vocational Educational modules
and use of haptic devices or education & training
54-55
3.24 Connectivity and Bandwidth Issues 55-56
3.24.1Components of CONNECTIVITY 56-61
4.0 Projected outcomes 61-63
5.0 Implementation Strategies 63-65
5.1 Implementation Guidelines 65-69
6.0 Mission Structure 69
6.1 Committees, Management Structures &
Organograms
69-70
6.1.1 Apex Committee 70
6.1.1.1 Powers & functions of Apex Committee 70-71
6.1.2 Empowered Experts Committee 71
6.1.2.1 Powers and Functions of Empowered Experts
Committee
71-72
6.1.3 Domain Experts Committee 72
6.1.3.1 Power and Functions of Domain Experts Committee
for Mission
72
6.1.4 Mission Secretariat 72-73
6.1.5 Program Advisory and Management Team 73
6.1.5.1 Power and Functions of Program Advisory and
Management
73
6.2 Structure in Anchor Institutions 74
6.3 Structure in participating Institutions 74
6.4 Research to field roll out structure 74
6.5 Organogram 74-79
7.0 Funding & payment norms for various activities 79-80
8.0 Intellectual Property Rights management 80
9.0 Activities that could be funded 81-83
10.0 Eligibility Criteria for Institutions to be funded
under the Mission
83
11.0 Submission of proposals 83-84
12.0 Screening of proposals 84
13.0 Pattern & extent of assistance 84
14.0 Release of grants 85
15.0 Withholding of grants 85
16.0 Disbursement conditions 85-86
17.0 Extension of the project 86
18.0 TERMS AND CONDITIONS 86-88
19.0 Calendar of events 88
20.0 Phasing of activities 88
21.0 Monitoring & Supervision 89
22.0 Reports & returns 89
23.0 Evaluation 90
24.0 Physical Activities, Financial Requirements and
phasing
91
24.1 Annexure – A [Financial requirements and phasing] 91-94
24.2 Annexure – B [Physical targets and phasing] 95-102
Annexure – I 103-108
Annexure – II 109-110
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1 Introduction
For India to emerge as a knowledge super power of the world in the shortest possible
time it is imperative to convert our demographic advantage into knowledge powerhouse
by nurturing and honing our working population into knowledge or knowledge enabled
working population. Human Resource Development would certainly be the key for it to
happen. To come to grips with the task ahead, it would be appropriate to have a look at our
eco-systems.
1.1 Statistical Indicators: The following statistics would reveal the magnitude of the
problem:
• Literacy rates: The overall literacy rate in the country, as per the 2001 census,
was 64.8 %. This implies that we do not even have the formal means to know
about the talents of the remaining 35.2 % of the population, let alone try to
nurture their talents. This is a very high under utilization of the nation’s
human resources.
• Growth of educational institutions: Between 2000-01 and 2003-04, the number
of Primary Schools has risen from 6.38 lacs to 7.12 lacs i.e., a simple rate of
growth of 3.87 % p.a.. Similarly, in the same period, the number of Upper
Primary Schools has risen from 2.06 lacs to 2.62 lacs i.e., a simple rate of
growth of 9.06 % p.a.. The Plus 2 level institutions during the same period
have risen from 1.26 lacs to 1.46 lacs i.e., a simple rate of growth of 5.29 %
p.a. . In the same period, the number of Colleges for general education has risen
from 7900 to 9400 i.e., a simple rate growth of 6.33 % p.a. With a slow rate of
growth in the number of educational institutions, we cannot hope to quickly
make a dent on the base line educational status of the population. Hence, the
conventional approach must also be aided and supported by the technological
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interventions through ICT so as to make available the knowledge resources
to every learner as per his / her convenience and just in time.
• Enrolment of students: The rates of rise in enrolment per annum, between
2000-01 and 2003-04 in Primary, Upper Primary and High / Higher Secondary
classes, have been 4.24%, 4.59% and 8.93%, respectively. At this rate, unless
alternative routes are opened, it seems very difficult to bridge the gaps and
achieve full utilization of our human resource potential.
• Gross enrolment ratio: The gross enrolment ratio for the primary classes
has been hovering between 90 to 100% since 1990-91, but even then the
literacy rate being only 64.8 % signifies that a large number of students drop
out quite early, without achieving literacy. A question comes to mind as to
how could they get enrolled in the first place if they had to drop out within
a year or two or whether our pedagogy is so unattractive as to lose the
interest of the young minds.
• Drop out rates: The drop out rates in 2000-01, 2001-02, 2002-03 and 2003-04
have been 40.7%, 39.0%, 34.9% and 31.5% respectively.
1.2 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis
1.2.1 Weaknesses Identified: Our ambition of India becoming a knowledge super power
by effectively utilizing her abundant human resource faces the following weaknesses:
1. Abundance of un-nurtured talent.
2. Lack of timely and easy availability of knowledge resources to all.
3. Opportunities lost because of difficult access to information and guidance.
4. Mismatch between demand and supply of knowledge and skills
5. Lack of collaborative learning
6. Questionable quality of teaching at various places
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7. Non-standardized testing
8. The lack of a legal framework that links the qualification and certification framework
to the prescribed requirements for the job and a regular performance appraisal of those
who prepare the content and of those who deliver and teach it.
9. The growing digital divide
10. A lack of personalized monitoring and long term tracking of growth and enhancement
in learning, skill and performance.
11. A very low percentage of digital literacy
12. Lack of encouragement to excel
13. Substantial duplication of efforts at various levels
14. Time mismatch between school hours and employment hours for those learners who
have to simultaneously earn the livelihood for their families.
15. a lack of access to institutions
16. a lack of access devices to digitally bypass shortcomings of Institutions and teachers
17. a lack of multi-layered networks for knowledge absorption and knowledge
propagation.
18. The lack of a strong contingent of motivated teachers.
19. Inefficient functioning of the knowledge delivery mechanism.
1.2.2 Inherent Strengths: On the other hand, we have the following inherent strengths:
• A large human resources of high intellectual caliber
• A large number of expert faculty in almost every field
• A growing middle class with a high priority for education
• A number of world class institutions of learning & research
• Technological and Communication backbone to take their advantage in the field of
knowledge empowerment of the mass of learners
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1.2.3 Opportunities on the horizon:
• Falling cost of hardware
• Falling cost of bandwidth
• A high growth in mobile density
• Availability of EduSAT
• Availability of infrastructure for narrowcasting using DD (Doordarshan) HPT
(High Power Transmitter) & LPT (Low Power Transmitter)
• Rapidly expanding Optical Fibre Cable network for terrestrial broadband
connectivity.
• The advent of very low power consumption connectivity & computing devices
• The abundance of knowledge on the internet
• Rapidly expanding network of cyber kiosks and cyber cafés
• Knowledge enhancement at any age, any place, any time, any direction.
• Participation of the private sector in providing computer education.
1.2.4 Threats looming large:
1. A growing knowledge divide may soon endanger the fabric of social harmony
2. Other countries, managing their educational infrastructure well, may provide initial
lead to their children which might get multiplied as the time progresses
3. If delayed, other countries may wrest the IT based initiatives from us.
With an ever expanding field of knowledge, the knowledge and skill sets required by an
individual to successfully lead life has also expanded, throwing up challenges of learning
more and more throughout one’s life. Add to that challenges of pedagogy being faced by
the teachers to package more and more for the uptake by the students within the same
amount of time available.
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2 Need for National Mission on Education through ICT
Fortunately, the ICT as a tool in education is available to us at this juncture and we wish to
fully utilize it to enhance the current enrollment rate in Higher Education from 10% at present
to 15 % by the end of the 11th Plan period. A budget allocation of Rs. 502 crores has been
made in 2008-09 for the National Mission on Education through ICT. It is a momentous
opportunity for all the teachers and experts in the country to pool their collective wisdom for
the benefit of every Indian learner and, thereby, reducing the digital divide. Under this
Mission, a proper balance between content generation, research in critical areas relating
to imparting of education and connectivity for integrating our knowledge with the
advancements in other countries is to be attempted. For this, what is needed is a critical
mass of experts in every field working in a networked manner with dedication. Although
disjointed efforts have been going on in this area by various institutions / organizations and
isolated success stories are also available, a holistic approach is the need of the hour. This
Mission seeks to support such initiatives and build upon the synergies between various
efforts by adopting a holistic approach.
It is obvious that emphasis on ICT is a crying need as it acts as a multiplier for capacity
building efforts of educational institutions without compromising the quality.
The Mission is also necessary to sustain a high growth rate of our economy through the
capacity building and knowledge empowerment of the people and for promoting new,
upcoming multi-disciplinary fields of knowledge.
2.1 Cardinal philosophy of the Mission
There are three guiding philosophies for this effort – [a] no talent of the country should be
allowed to go waste, [b] all the services available through the content delivery portal Sakshat
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should be free and [c] freely available material on the web should be used so as to avoid
reinventing the wheel.
2.2 Objectives of the Mission
The content portion of this Mission would have an ambitious vision of catering to the
learning needs of more than 50 crore Indians (working population) and of providing a one stop
solution to all the requirements of the learning community
In order to bolster our knowledge resources, to obtain and maintain the competitive edge in the
world, we require a system of identification and nurturing of talent and lifelong learning.
Knowledge modules based on the personalized needs of the learner would need to be
delivered to him /her at the right time with the right content interactively to take care of
his / her aspirations. In due course of time there would be a need to develop and maintain the
knowledge and capability profile of every individual learner / worker. Such a system would
have to be developed in a cost effective manner over a period of time, integrating, inter-alia
the following objectives:
1. Effective utilization of intellectual resources, minimizing wastage of time in
scouting for opportunities or desired items of knowledge appropriate to the
requirement,
2. Certification of attainments of any kind at any level acquired through formal or non
formal means in conventional or non conventional fields,
3. Any-time availability of desired knowledge at appropriate levels of comprehension
to all for self paced learning,
4. Platform for sharing of ideas and techniques and pooling of knowledge resources.
5. Systematically building a huge database of the capabilities of every individual
human resource over a period of time,
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6. Scholarship / Talent management including identification, nurturing and
disbursement electronically.
7. Nurturing of scholars and learners.
8. Support to all the learners / workers for any of their perceived learning needs,
9. Extensive leveraging of the advancements in the field of ICT for taking the
knowledge resources to the door steps of the learner,
10. Capability to handle the user base which would ultimately be expected to cross 50
crore in the long term.
11. Use e-learning as an effort multiplier for providing access, quality and equality in
the sphere of providing education to every learner in the country.
12. Provide for Connectivity & access devices, content generation, personalization &
mentoring, testing & certification and encouragement of talent.
13. Bringing efforts of different interested agencies working in the field of e-learning
under one umbrella and establishing logical linkages between various activities.
14. Capacity building in this sphere and utilizing dormant capacities of various
organizations. Creating infrastructural facilities for long term utilization and
making sustained efforts for content generation & connectivity including access
devices production.
15. Encouraging research in spheres covered by Mission activities. Creating a large
number of networks of experts in various fields to carry forward the gigantic
vision under this Mission.
16. Providing e-books & e-journals, utilizing the repository of contents generated so
far and the automation of evaluation processes. Creating a high impact brand for
e-Journals in leading disciplines with a provision for good incentive-based
payment to the researchers publishing their high quality papers in these e-
Journals.
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17. Spreading Digital Literacy for teacher empowerment and encouraging teachers to
be available on the net to guide the learners.
18. Multi-lingual content development for the learners more comfortable in those
languages.
19. Voice support for educational material delivery and interactivity for the content
on the portal.
20. Development of interfaces for other cognitive faculties which would also help
physically challenged learners. These efforts may cut across all the content
generation activities.
21. Conversion of existing educational tapes into indexed formats compliant with the
internationally accepted standards such as SCORM (Sharable Content Object
Reference Model).
22. Launching a national movement for content and question generation.
23. Development of GIS (Geographical Information System) based resource
inventory as a knowledge base (for subjects and skills where ever possible /
feasible) for educational and planning purposes.
24. Improving teachers’ training and course curriculum.
25. Providing Digital/Information Literacy for teacher empowerment.
26. Creating a clearinghouse cum rating agency for various web based learning
contents for guiding Indian learners.
27. Establishing a credible rating institution for knowledge content available on the
Internet utilizing the large expert base, which would get collaboratively
networked through one of the sub Missions of this National Mission.
28. Preparation of metadata and timed index preparation for educational video / audio
content on tape or other media.
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29. Credit based flexible module formulation for openness to qualifications and easy
transfer of credits from one programme / course to another.
30. ERP (Enterprise Resource Package) and e-Governance for education.
31. Development of pedagogical techniques based on edu-entertainment.
32. Customisation of Open Source Tools etc.
33. Development of robust models of networking to encourage community
participation at local levels.
34. Content delivery through EduSAT and narrowcasting of TV signals. Providing
1000 DTH (Direct to Home)channels on 40 transponders [to be availed through
the Department. of Space] so that a separate DTH channel is available for every
subject for every class in various languages to the extent possible.
35. Development of DTH platform for EduSAT and cheaper equipments for two way
connectivity through satellites.
36. Providing e-Learning support to every higher education institution for technology
assisted learning.
37. Setting up virtual labs and lab centers and finishing schools for quality
enhancement.
38. Development of cheap access devices to make them affordable for every
individual.
39. Making broadband affordable for every learner.
40. Developing reliable identification systems for learners and examiners and also
developing model testing centers to test the learners under controlled
environment.
41. Developing very low cost, low power consuming wireless mesh [Institution of
Electrical and Electronics Engineering (IEEE) 802.11 standard or better] or point
to point long range communication [IEEE 802.16 standard or better] capable
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robust video servers to act as communication and computational hubs at
educational institutions.
42. Development of devices for achieving convergence among connectivity
technologies.
43. Standardisation & Quality Assurance of e-Content.
44. Facilitating development and deployment of ultra low cost physical tool kits for
engineering and science students to encourage project and design based learning
complementary to the e-learning.
45. Deriving lessons from our ancient knowledge base.
46. Reducing ill-effects of internet / web based learning.
47. Guidance to learners through various psychological / personality tests.
48. Coordination and synergisation of knowledge related activities of different
Ministries and organizations.
The objectives of the National Mission on Education through ICT shall include ( a ) the
development of knowledge modules having the right content to take care of the aspirations and
to address to the personalized needs of the learners; (b) research in the field of pedagogy for
development of efficient learning modules for disparate groups of learners; (c) standardization
and quality assurance of contents to make them world class; (d) building connectivity and
knowledge network among and within institutions of higher learning in the country with a
view of achieving critical mass of researchers in any given field; (e ) availability of eknowledge
contents, free of cost to Indians; (f) spreading digital literacy for teacher
empowerment (g) experimentation and field trial in the area of performance optimization of
low cost access/devices for use of ICT in education; (h) providing support for the creation of
virtual technological universities; (i) identification and nurturing of talent; (j) certification of
competencies of the human resources acquired either through formal or non-formal means and
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the evolution of a legal framework for it; and (k) developing and maintaining the database
with the profiles of our human resources.
The Mission would also endeavour to blend soft skills with knowledge modules and inculcate
a discipline of holistic thinking in the learners so as to make them job creators rather than job
seekers.
2.3 Scope of work for the Mission:
1. The proposed Mission shall work for scaling up of the existing Education Help line –
‘One Stop Education Portal’- “SAKSHAT’. The helpline shall take care of all the
needs of the entire learning community including the students enrolled in various
educational institutions and lifelong learners by extensively utilizing e-learning
concepts and the ICT based methodology. “SAKSHAT” shall be fully equipped with
intelligent navigation techniques for easy and smooth browsing. The education portal
shall integrate the scholarship programme of the Ministry of Human Resource
Development and ensure disbursement of Scholarship electronically. In order to
achieve its objective, the proposed Mission shall encourage development of high
quality e-content, for loading on to ‘SAKSHAT’ in all disciplines and subjects, at
various levels using the best available authoring tools and making fullest use of
animation and multimedia technologies in order to make learning interesting and
facilitate clarity of concepts to the learners.
2. Continuing with the philosophy adopted for the construction of SAKSHAT, the
Mission shall encourage support and welcome every intellectual and agency, whether
Non-governmental or Governmental, to contribute for the growth and development of
the portal by way of development of e-content and the uploading of it on to the portal
or by contributing to the existing features or by adding new features to the portal. The
Mission shall devise a mechanism to evaluate the contents developed by the above said
intellectual or agency, before placing them on the portal, in order to ensure the
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authenticity, correctness and the quality of the contents. Since, running the portal is a
continuous, on-going, mammoth task, the Mission may entrust the responsibility for
development, maintaining and co-ordination of the portal related activities to a
governmental body identified by it. Such a governmental body shall work under the
guidance and supervision of the Mission, which shall also provide financial and
technical support to this designated agency for development, maintenance and up-keep
of the portal.
3. With the objective to make use of already generated high quality e-content available on
tapes, the Mission shall support the exercise of the digitization of such tapes and their
indexing for the convenience of users. The Mission shall also encourage the teachers
and intellectuals across the country to contribute to the national wealth of e-content in
their respective areas. For this purpose, they shall be provided with technical and
financial support. There is also a plan to develop a GIS (Geographical Information
System) based inventory of the above mentioned national resources of e-content for the
benefit of the users. This inventory shall .be in accordance with the various subjects
and the disciplines.
4. The Mission would also undertake the exercise, with the help of experts to evaluate the
knowledge e-content available on the web and those generated with in the country so
that a credible rating is available to the learners. The efforts shall also be made for the
incorporation of suitable index in the metadata and time-index for educational content
available on video or audiotapes or on other media so that an easy access to the content
of interest becomes possible.
5. The Mission would also undertake Quality assurance of e-learning content and evolve
standards required for content creation, delivery and management. It would also carry
out R&D (Research and Development) in specific important areas of content creation
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and management for enriching quality process. It would promote multi-institutional
involvement for research activities and dissemination of quality awareness.
6. Setting up of virtual laboratories, lab centers and finishing schools would be
encouraged and facilitated by the Mission, so that the learners in the distance education
system and those in remotely located educationally backward areas can reap the benefit
of quality and relevant education, through ICT. These laboratories shall provide a
platform for the students to conduct experiments in a virtual environment and enhance
their capabilities.
7. The Mission would work and extend support for building the knowledge network
among the institutions of higher education and seamlessly integrate with the integrated
National Knowledge Network in the country in order to ensure free availability of the
above mentioned knowledge – e-content to all users / learners through out the country
using all possible channels such as internet, intranet, EduSAT or narrow casting TV
signals, Direct to Home (DTH) platform. To ensure access of the knowledge ematerial
to students, the Mission shall work for providing access devices (computers)
and broadband connectivity to all educational institutions of higher learning. The
ultimate goal is to make broadband connectivity available to each citizen free of cost
for educational purpose.
8. In order to empower the teachers and learners, at a disadvantage on account of lack of
digital literacy, the Mission, would help Governmental and Non-Governmental
agencies launch a mass movement to spread digital literacy for teacher empowerment
so that they can use the computer and access e-devices, which are necessary to browse
through e-content and the world of knowledge available in cyber space and spread
education among the masses.
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9. In order to take the benefits of ICT enabled learning to the masses, the Mission would
encourage and support research for achieving technological breakthrough and
innovations for development of very low cost and low power consuming access
devices, authoring tools for contents, development of software, navigation tools, and
new technologies for creation of virtual laboratories and other electronic means for
facilitation of e-mode of distance education. The research areas would also include
IPTV(Internet Protocol Television), edu-entertainment, technology for education, life
long learning environment, digital library for e-books & e-journals and evaluation &
examination systems etc.
10. The Mission shall facilitate and support setting-up of a testing service for certifying
the skills acquired by the learners either through formal or non-formal means. The
Mission shall devise a reliable system for identification of learners / examinees and
examiners. It shall have testing centers for testing of the skills /competence/
capabilities of examinees under a controlled environment. There shall be a system of
ongoing development and enriching of the question banks, with the involvement of
experts and teachers from all over the country.
11. The Mission shall also facilitate sharing of high cost resources (software as well as
hardware) available at various institutions with a view to improving their capacity
utilization.
12. CONNECTIVITY RELATED SCOPE OF WORK: In order to provide unfettered
access to existing educational institutions, they all should be connected through MPLS
VPN (multi protocol label switching – virtual private network). In this VPN, hundred
premier institutes and universities should be connected via 1 Gbps access links
(equivalent to 2000 number of 512 kbps VPN endpoint). All other 18000 educational
institutions and colleges should be connected through 10 Mbps access links (equivalent
to 20 number of 512 kbps VPN endpoints). These access links will also provide
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internet access to the participating institutes. Also, 10 free DTH TV channels will be
setup for continuous broadcast of educational video content generated in the past and
during this Mission. Also, multicast based IPTV streaming of video content shall be
made through Edusat. For this purpose, SITs (Satellite Interactive Terminals) will be
placed at all the institutes. In order to enable the uplinking of the IPTV content to
satellite, there will be six uplinking hubs to six national beam transponders. In order to
make the effective utilization of all the above infrastructure, PCs need to be made
available at all the institutes. There will be upto 18,00,000 PCs provisioned with 50:50
cost sharing basis at all these institutes. As the uplinking hubs and SITs for Edusat will
be operational fully by the end of three years, one will use Ipstar type of satellite to
begin with. The Ipstar will be discontinued with full Edusat infrastructure in place with
45Gbps capacity. The terrestrial connectivity would be obtained on a rental model
from the Department of Telecommunications so as to ensure seamless integration as
and when iNKN expands and covers all the Higher Education Institutions.
3 Various components of the Mission
The components of this Mission would include:
3.1 The Sakshat Portal
The efforts of Ministry of Human Resource Development (MHRD) would be geared towards
creating an open house for knowledge. The approach would be to scrupulously avoid reinventing
the wheel. What would be attempted is harnessing a large number of knowledge
resources in a manner that adds value to them by making them more personalized and useful
to the lifelong learner / student. The effort would also involve content packaging and
integration to suit specific needs of the students at various levels or with different kinds of
talent / mental prowess.
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The portal would boldly seek to address many of the shortcomings in our education system by
bringing together the best experts in the country in their respective fields and best available
knowledge resources on the web in the public domain. It would seek to standardize the
curriculum and learning materials across the country and keep them in tune with the latest
trends world over so that Indian learners do not lag behind. Teacher- independent modules
could work wonders in remote areas where the learner does not have access to good quality
teachers or wants to study independently. Such a system could also enable a lot of community
learning and formation of groups of learners of a given caliber from diverse fields to enable
fusion of best practices of one field of knowledge with those of the other. It may also
galvanize rural communities who may share their problems with each other and find solutions
from the locally available knowledge and talent. In case, solutions to problems being faced by
a community are not forthcoming within a geographic locale, the horizon could be expanded
as the internet enables us to expand the boundaries to include even the entire world. Many
educational services like scholarships, testing and certification, student / scholar / teacher /
institution ratings, guiding demand and supply of talent through opportunity surveys and
forecasting etc. are also expected to be delivered through this portal.
3.1.1 Approach to Solution:
Reinventing the wheel is to be scrupulously avoided if a system of this magnitude is to be put
in place. The approach should be to get what ever has already been developed – by entering
into MOUs (Memorandum of Understanding) with the concerned IPR (Intellectual Property
Rights) holders, and then to further build the system, to add value for achieving the desired
goals. It will also be necessary to design the portal in such a way that it sustains the interest of
the learner and at the end of every web session, the learner logs out with the satisfaction of
having added to his/her knowledge in a way that he / she wanted.
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3.1.2 Existing Resources:
Fortunately, in this area, so much work has already been done that it should be possible to
collect those fragments and build the system very fast. Almost all the Institutions of repute
have hosted their web sites – many of them have been quite informative and interactive too. A
large number of software companies have also floated their products in the field of knowledge
for testing and certification. Many sites catering to the requirements of the school students
have also sprung up. Large ICT sector companies have their knowledge banks and evaluation
systems which cater to the needs of the student community. Harnessing them through
competitive procurement and integrating them into the overall concept of this portal can
provide a spring board for accelerated development of this system. Seeking collaboration with
various research labs and utilizing the available infrastructure in the country should also be
tried. Work being done in this area by various Indian Institutes of Technology (IITs) and
other technical institutions should also be integrated, seamlessly, to achieve synergy. It is with
this aim in mind that some of the IITs, multinational IT companies and the Ministry of
Information Technology have been involved in the process of consultation. The National
Project on Technology Enhanced Learning (NPTEL) is nearing completion and it would be
generating a vast pool of learning modules for various branches of Engineering / Technology.
These resources would also be delivered through this portal.
3.1.3 Team building & Institutional support requirement:
This being a truly multi disciplinary effort, its success will entirely depend on good teams in
technological and knowledge content areas. For the technological part, NIC and its various
collaborators will have to come forward as a strong and committed team whereas for the
knowledge content part, various institutions under the Ministry of Human Resource
Development (MHRD) will have to rise to the occasion. So far, institutions like Central Board
of Secondary Education (CBSE), Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya
Samiti (NVS), National Institute of Open Schooling (NIOS), Indira Gandhi National Open
University (IGNOU), All India Council for Technical Education (AICTE) and National
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Council of Educational Research and Training (NCERT) have been actively participating. In
an endeavour of this magnitude, a directive will have to be issued to all the Institutions of
repute to collaborate whole heartedly in this effort.
Team building would also include start ups, small scale companies, research organizations and
individuals who have the capacity and capability to contribute to the goals of the Mission. The
objectives would include development, refinement, and distribution of knowledge products
through portals. Individuals, start ups and small companies would need to enter into a
partnership with educational institutions for the proper monitoring and testing of the products
developed. Private educational institutions may participate in the given project of the Mission
for specific deliverables. If required, international participation can also be sought, in
emerging areas or on the basis of need, so that the best education can be imparted.
Especially for VTU (Virtual Technological University) international faculty engagement may
be required to acquire specialty, e.g. the course on railway technology may need cooperation
with France. This would not only enhance quality standards but also promote international
acceptability of such new attempts.
There would be a team in place so that support for hardware, connectivity and software can be
provided on the continuous basis.
3.1.4 Community Participation
With the avenues of interaction between the haves and have-nots of knowledge in the
community, many problems will get solved by the community members themselves, also
enriching the knowledge database of the portal. A silent digital revolution aimed at the
upliftment of our rural masses is expected to ensue. With such bright prospects the
contribution made to the pool of knowledge by the individuals will not go un-rewarded.
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3.1.5 Human Resource Database
By ensuring a system of continuous updating of profiles of learners, teachers, institutions, test
questions and the knowledge modules, this portal is expected to bring about a qualitative
change in the paradigm of learning and talent nurturing. It will also emerge as a massive
database facilitating matching of talent with their requirement elsewhere, providing the
opportunity for placing the right talent at the right place at the right time for the right job.
The Mission shall evolve and establish a mechanism for the creation, development and
maintenance of a data-base of human resources, having details of the trained manpower in
different skills and professions in the country. Mechanisms would also be devised to know the
projected requirements of manpower in different trades and disciplines on the basis of
economic growth in various sectors. Such a data-base shall help the prospective policy makers
in formulating the policy for the development of human resources and for assessing the
training needs in different fields, as per the requirement according to the direction of the
economic growth of the country.
3.1.6 Finishing Touches to Quality
Over a period of time, as the portal evolves, it would also act as an enhancement tool for the
value and quality of the education of students who could not get admission into the country’s
highest institutions of learning.
3.2 Spreading Digital Literacy for teacher empowerment & bridging the Digital
Divide in teaching learning community in Higher Education
For bridging the digital divide and empowering teachers /learners to harness information and
communication technologies for their empowerment through knowledge, the need of the hour
is to provide digital literacy to teaching learning community in Higher Education. The aim
has to be that this community should be able to operate the computer or other devices and
connect to the knowledge network.. It should be for teacher / leaner to identify the content
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from its suitable pictorial representation and to play the audio-visual content to derive
knowledge from the relevant module of knowledge. Obviously, this digital literacy cannot be
spread through the computer networks since it aims to empower the teacher / learner to use the
network. Hence, digital literacy for teacher empowerment will have to be imparted through
other means relying heavily on audio-visual material, non-governmental organizations, change
agents and institutions established for them, and mass contact programmes. Basic flow chart
for steps for development for digital literacy is given below:
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FLOWCHART FOR TEACHER EMPOWERMENT THROUGH DIGITAL LITERACY
Learner
Classification
Streaming
Control
Monitoring &
Check
Pointing
Start Standardized
Identify contents
Define
Level
Define
Interface
Delivery
Models
Learning
Mechanism
Certification
Assessment of
Learner
Learner
Interface
Stop
Mentoring
1. Language
2. Multimedia
3. Special Effects
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The flow of knowledge has been clearly indicated in the flow chart. It is evident that
mentoring and monitoring play a key role for the project’s success. Since knowledge has
different levels of learning, therefore, an assessment of the learner is important to shorten the
learning curve of the learner. The level of the knowledge acquired shall become a basis and an
input for the certification program The certification process through proper testing, preferably
e-testing, shall examine and assess the level of proficiency of the learner.
Once a teacher / learner becomes digitally literate and understands the benefits that he could
reap from the network, there would be a need for computing and connecting devices, as well
as communication networks, for providing connectivity to the world of knowledge.
This requirement stems from the shortcomings of the current educational delivery model and
the explosive nature of the knowledge. Schools, Colleges and Universities have not been able
to keep up with the requirements for educating the Indian masses at the rate, level and quality
that is expected from an Indian citizen in the coming knowledge era. To bridge this gap, new
models of content creation, content delivery, learning, management and planning mechanisms
for creating cooperative and self-learning environment have to be developed. The content,
reportedly available in English, for different levels of various courses needs to be translated
into vernacular languages. There is also the need to modulate the translated versions to
accommodate the learning abilities of the target individuals in the e-learning domain. This
will mean that the content and its orientation to improve, grasp and enhance learning will have
to be ensured through:
a) Interactive and personalized content mechanism,
b) Multi dimensional content generation,
c) Learning evaluation and assessment techniques,
d) Supplementing of multi dimension contents with multimedia and other delivery
methods and for various end point devices.
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This middleware that shall evolve will impart learning in conjunction with standardized
available content that is formulated at a level of abstraction, so as to address the generic nature
of learning and keep in mind the individual’s capacity, capability and aptitude.
3.2.1 Objectives
1. (a) Identify the issues related to Digital Literacy
(b) Identify Delivery Models with reference to Learner-Centric Goals
(c) Establishment of a Data Centre for Learning Technology Assessment
(d) Creating Coherence in Collective Efforts of participating agencies
(e) Partitioning of expertise based tasks among the participants for
accelerated goal achievement
2. Hierarchical Levels of knowledge empowerment through Digital Techniques.
3. Using generic content and creating methodology for any target, any audience
and incorporating evaluation and assessment based alternative for multi
learning modes with multimedia support.
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The summary of the methodology to be adopted is briefed in the following diagram.
Interfacing
Delivery
Models and
Methodologies
Learning
Outcomes
Testing,
Evaluation &
Monitoring
Problems &
Benchmark
Certification
Standardization
Identification
of Bottlenecks
Classification of
Changes
&Transformation
Content
Generation &
Creation
Specifications
& Standards
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3.2.2 Support to Non-Governmental Organizations (NGOs) and Governmental
Organizations for teacher empowerment through digital literacy
The Mission shall provide financial, technical and logistic support to the Governmental and
Non-Governmental Organizations engaged or intending to be engaged in the task of teacher
empowerment . It shall be open to the NGOs and Governmental Organizations to devise their
own strategy for educating the teachers about the use of computer and access devices in order
to empower themselves for making the best use of ICT to meet their educational and training
needs. The formulation of new strategies for the teaching-learning community is essential
because the people in different conditions and states of mind may require them for developing
the competence for using the e-devices and using ICT for learning.
3.3 Provision of e-books and e-journals free to the learners
Overall education can be divided in two parts i.e. formal education and informal education.
Both forms of education require text books, reading material, journals and magazines. Access
to different forms of learning material can be provided through digital libraries which would
substitute comprehensive brick-and-mortar libraries. Since everything in the library would be
available online with concurrent access to multiple sites for a large number of students, good
bandwidth around the year would be the key.
In the present times, for most of the students and learners, the library culture has gone missing
either because of inadequate library facilities or because of a paucity of time with the students
or due to the procedural hassles and availability of fewer copies of books to be issued or non
issuance of reference books. What ever be the reason, the readership has certainly gone down
today. This has deprived our students and learners in various ways. The problem is further
compounded for those who do not have access to good libraries for any reason. A much more
efficient way in terms of time and effort would be to make the digital libraries available on the
net. These digital libraries could remain up-to-date and have much wider reach. If premium ebooks
and e-journals are made available over the net through ‘Sakshat’, it would serve the
students and learners in a highly cost and time efficient manner. Such an arrangement will
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empower the students to access the concepts on a given topic across a large number of world
class reference books and journals at the click of the mouse. The enhanced accessibility could
be used in conjunction with the knowledge modules developed by experts and made available
on ‘Sakshat’. It would be possible for the students / learners to get the material relevant to
their desired level of understanding and requirement using the metadata for the available
material graded suitably by the group of experts in the country working on-line.
The need having been established, the problem is of having a good business model to achieve
this, so as to get the best books with their latest editions and most recent journals of repute
including the back volumes and archives. One such model is Information & Library Network
Centre [INFLIBNET] and All India Council for Technical Education – Indian National Digital
Library in Engineering Sciences & Technology [AICTE- INDEST] consortium model which
is working well for the e-journals. National licencing model or pay per use kind of model
along with concessions available under the fair use clause of the Copyright Acts would need to
be developed. The present level of payment to International publishers and aggregators of ejournal
databases through INFLIBNET / INDEST and other participating institutions is in the
vicinity of Rs. 100 crores per annum. Effort would be made to include renowned books of
high quality reference value into this kind of arrangement so that learners in the country have
easy access to relevant books in any subject, at any time they like. Availability of good quality
e-books would also reduce our efforts in re-writing the books. The time thus saved would free
the experts to devote more time to value addition to the content and enhancing the pedagogic
efficiency of the final knowledge modules on Sakshat.
The Mission shall evolve a permanent mechanism to enter into dialogue with reputed
publishers of textbooks, reference books, research journals, learning material and software that
may be used for educational and training purpose etc. to ensure availability of high quality
reading material, reference material, research papers as well as needed educational software
for use of Indian learners, free of cost, in digitized form through above said One-Stop
Education Portal. This mechanism may involve setting up of a Standing Committee of the
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Mission to negotiate on the prices and terms and conditions and making recommendations to
the Mission.
3.4 Support for Generation of e-content and digitization and indexing of
existing e-content
It shall be the endeavor of the Mission to continuously work for enriching the repository of econtents
of the nation. For the purpose it shall encourage the academicians, scholars and
institutions to contribute to the world of knowledge in cyber space by creating e-knowledge
content. The Mission shall also evolve a mechanism to rate the quality of the e-content
generated before admitting it to the national repository. As a custodian of the national
repository of e-content, the Mission shall undertake an exercise for indexing the available econtent,
for its easier retrieval and access by the learners.
The Mission shall work on the philosophy of encouraging all the scholars and academicians to
generate e-content. This may even result in generation of more than one set of e-content on
one topic in any given discipline. This philosophy has been adopted because of pedagogical
considerations and the fact that different kinds of learners have different learning aptitude,
therefore, one kind of e-content can be appreciated in a better way by one set of learners and
the other kind of e-content by other sets of learners.
3.5 Video Content Indexing & Chunking
15000 beta tapes of various video lectures are available with the University Grants
Commission- Consortium for Educational Communication [UGC-CEC], a similar number of
tapes are with Indira Gandhi National Open University (IGNOU). Central Institute of
Educational Technology (CIET) and State Institutes of Educational Technology (SIETs) have
also produced similarly voluminous video lectures and so has National Institute of Open
Schooling [NIOS]. Thus, we may assume, at least, 60,000 hours of video content availability
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which has neither been indexed nor chunked. Their digitization also needs to be done so as to
make them web enabled.
Automatic indexing and chunking not being possible, it might have to be done manually in
real time where the media expert and the subject matter expert would have to sit together in a
lab facility and go through the tapes one by one.
It is also important to develop indexing tools in house to meet the requirement of various
languages in the country .The access to metadata and data mining should be provided to save
time wasted while looking for correct and focused contents. This also provides user
friendliness. In the present scenario, a lot of research is required in the field of audio and video
indexing where as the text tools are easily available, at least in English. Ultimately, the
indexing tools would be integrated in contents so that the authors can also use these tools for
proper organization of content.
3.6 Evaluation of e-content
Benchmarking learning content would ensure quality which is central to the philosophy of the
Mission. As content generation shall take place at various places, by different sets of experts,
the development of quality assurance procedures and testing mechanisms is essential. These
tools shall be deployed on the Mission website so that any body developing content can
routinely use these to get proper feedback.
A large quantity of e-learning material, in digital form, is already available. Therefore, the
Mission shall undertake an exercise to evaluate the already available e-learning material, as
well as the one which is being or is to be generated, and grade them for the benefit of learners.
The Mission shall also attempt to provide guidance to them in order to facilitate their search
for quality material.
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3.7 Financial Assistance to Institutions of Higher Learning for Procurement of
Hardware / Replacement of Obsolete Hardware
In order to accomplish its major objective of utilizing latest technologies to make higher
education easily accessible, the Mission shall provide financial assistance to all the institutions
of higher learning for the procurement of hardware or replacement of the obsolete hardware
essential for accessing to the world of knowledge in cyber space. Institutions of higher
education shall be encouraged to have, at least, the same number of computers as the number
of the faculty members with them. Half of the number of the computers shall have to be
arranged by the institutions by themselves, through their own resources or through grants from
other sources whereas the remaining 50% may be purchased out of the financial grant
provided by the Mission directly or through any other designated Government agency.
In order to maximize efficiency and effectiveness of the video recordings of the content, eclass
room infrastructure will be provided on case to case basis. It is envisaged that, at least,
10-15 e-class rooms be created in each region so that quality video lectures may be delivered
online as well as through streaming servers. Therefore, the hardware required for a total of 50-
75 e-classrooms will be acquired.
3.8 Financial Assistance to Research Projects
Since ICT is fast growing area of technology and new research and innovations are changing
the complexion very rapidly, the Mission shall encourage individuals as well as institutions to
undertake research projects for the development of new technologies and innovations. Such
technologies can support the Mission’s goals and help in achieving its objectives. These
research projects may include:
1. Development of low-cost access devices
2. Development of authoring tool for e-content
3. Development of new technologies for enhanced use of ICT in education
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4. Development of ERP system for institutions of higher learning
5. Development of Edu-entertainment and gaming for knowledge enhancement
6. Development on-demand examination system
7. Development of tools for maximization of Bandwidth usage
8. Development of hardware technologies like routers and switches
This is an illustrative list and cannot be treated as a final. New areas may emerge with the
passage of time and the Mission shall consider providing financial assistance for undertaking
research in the areas of interest on case to case basis.
3.9 National Testing Service
The Mission shall provide financial and technical support to a designated Government agency
for establishment of a National Testing Service (NTS). The Mission shall be free to move for
the establishment of a separate body to act as a National Testing Service in order to fulfill its
objective to certify the competence and skills acquired by the individual through formal or
non-formal means of education and/or training in different disciplines/professions. This shall
help them in gaining employment as also to continue their higher studies/training
3.10 CONTENT GENERATION
The indicative requirement of work / goals / deliverables could be as follows:
3.10.1 NPTEL (National Programme in Technology Enhanced Learning) phase II / III
3.10.1.1 Partner Institutions: Seven IITs and IISc Bangalore and other competent faculty and
institutions.
3.10.1.2 The Number of faculty likely to participate: 500 or more.
3.10.1.3 Beneficiaries: All Engineering and physical sciences undergraduates/postgraduates in
the country; all teachers /faculties in science and engineering Universities in India.
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3.10.1.4 Project goal:
To build on the programme launched previously in NPTEL Phase I by the Ministry for Human
Resource Development, Government of India on September 03, 2006 and create online course content
and interactions between faculty members in science and engineering using the best academicians in
India.
3.10.1.5 Project Deliverables:
1. Conversion of NPTEL phase I video courses, in streaming video lecture format and setting up
a distributed national video server for delivering lectures on demand.
2. Creation of l 500 additional web and video courses in all major branches of engineering,
physical sciences at the undergraduate and postgraduate levels and in the management courses
at the postgraduate level.
3. Integration of College curricula in engineering education with NPTEL content through a large
number of course specific workshops and interaction with Colleges in India for improving
TEL (Technology Enhanced Learning) infrastructure.
4. Creation of discussion forum for each course created under the NPTEL using a grid of
computer servers and setting up FAQ’s for each course.
5. Indexing of all video and web courses and setting up powerful search engines to enable content
and keyword search on all topics in science and engineering developed under NPTEL.
6. Major outcome of a project of this dimension would be formation of teams, groups, and
institutes that would continue to contribute to the knowledge economy of our education
system
7. Interconnectivity among the universities and colleges will not only facilitate exchange of
courses, seminar, conferences and specialized lectures by national and international experts but
also enable resource sharing
8. Knowledge available around the country and internationally would be available as usable
packages
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9. Enabling tools and technology development for e-learning
10. Virtual Institute/university would be a reality at the end of the Mission
11. Trained manpower in the emerging areas
12. Single window for primary to post-graduate education
13. Business model for a successful Institute- Industry partnership for education
3.10.2 Content for Post Graduate Classes:
There are a number of specializations for the Masters programs offered in the university
system. However, very few universities offer state of art and relevant courses. Hence, it is
important to develop courses which would add value to individuals and assist them in getting
integrated knowledge and in expanding their horizons. For this purpose we need courses like
project management, case studies, policy level debates, and economics for non-art students
etc.
Post-graduation forms the base for research; therefore, courses like research methodology,
data handling and management, technical paper writing and presentation skills, research
processes should also find place in the content creation.
PG courses in science, language, psychology and computing would need strong laboratory
support and, therefore, the development of virtual laboratories shall be a necessary activity.
The following rough calculation would provide a general idea of the quantum of work and the
funding requirements that could be anticipated:
There would be a 100 disciplines to begin with. As knowledge expands, many more
disciplines may get added. We have 2 year programme for PG in each of these disciplines.
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For every discipline, 8 papers per year equivalent to 2*8*2 = 32 Courses (Semester level)
NPTEL approved norm is Rs. 7 lacs per Course (Semester Level)
Hence, per Subject cost of content creation = 32*7 lacs = Rs. 2.24 crores
For 100 Disciplines, 100*2.24 crores = Rs. 224 crores.
During the 11th Plan if only 50 disciplines are attempted, the cost would be Rs. 112 crores.
3.10.3 Content for Undergraduate Courses:
The course contents .tutorials and virtual labs would be created to support bachelor’s degree in
science, art, commerce and special topics like music around the world, Indian culture, Indian
Heritage, soft skills and physical education. These would complement and supplement
university education.
There is a possibility to develop interactive courses for zoology, geography etc, to enable
multi-media enabled walk-through programs of various monuments to demonstrate the
transitions of Indian history.
A selection of the courses which are of great importance for competitive examination like the
IAS qualifying exam is important, such courses are selected by a large section of students and
would also form the core of content creation.
Courses like computational math which are rarely offered in the university system shall also
be considered for content creation.
The following rough calculation would provide a general idea of quantum of work and
funding requirements that could be anticipated:
Say there are 80 different Subjects for UG Classes.
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Each Subject has 12 papers in an annual format equivalent to 12*2 = 24 Courses in a Semester
System.
The explanations in this case would have to be more as these are the formative years of higher
education. Hence, assuming the NPTEL standard of Rs. 7 lacs per semester course, for 1
Subject, 24*7 = Rs. 168 lacs would be required.
For 80 Subjects, the requirement would be 80*1.68 crores = Rs. 134.40 crores.
It is proposed to spend Rs. 35 crores during the first year covering nearly 20 subjects and the
e-content generation for the rest of the subjects would be spread over the other 4 years of the
11th Plan. In case a number of subjects still remain uncovered, then they could spill over to the
12th Plan period.
3.11 Standardization and quality assurance of contents & certification /
automation of certification
3.11.1 Objectives of Standardisation and Quality Assurance
• To evolve Quality Assurance (QA) Process for E-learning Content.
• To create an environment for Quality Audit of Content.
• To evolve standards for Content creation, delivery and management.
• To carry out R&D in specific important areas of content creation and management for
enriching the QA process.
• To promote multi-institutional involvement for definition of quality and dissemination of
Quality awareness.
3.11.2 Outcomes expected
• Establishment of Three National Resource Centres on Standardization and Quality Assurance
for E-learning Content [NRC (Std & QA)] for three sectors of education such as (a) non
formal, school and High School sector; (b) College & University Education Sector; and (c)
Engineering & Technology Education Sector.
• Development of Quality Assurance Manual for different categories of users.
• Development of a E-Content QA Portal
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o Development of required specification.
o Development of portal.
o Integration with Sakshat & NPTEL
• Development of process for Collaborative Content Creation and QA.
• Manpower Training for different categories of E-content developers and experts.
• Organise Seminars, Workshops for QA.
• Development of Templates for cost effective, educationally rich, quality
E-Content.
• Creation of Resource person database (subject expert, QA expert and Education Technology
expert).
• Development of Standards for
o Life Cycle standardization & Role definition.
o Content delivery mechanism.
o Content Structure.
o Video & Audio Compression.
o Video & Audio Streaming.
o Content in Regional Language.
o Tools for development of content.
o Learning Management System.
o Reformatting of content.
• Development of methodology for managing Intellectual Property Rights (IPRs) issues
• Networking with International Institutions carrying out research in the area of Quality
Assurance for E-learning content.
• R & D in
o Evolution of templates for content creation.
o Techniques for automatic indexing of audio & video object.
o Development of Multimedia Database with low level as well as high-level feature
extraction.
o Multilingual Content development.
o Content in Regional Language.
o Intelligent navigation technique.
o Identification of Quality attributes in E-learning.
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o Process for content QA and Quality audit IPR Audit and management.
o Automation of Examination / Certification.
3.12 Developing Suitable Pedagogical Methods for Various Classes and
intellectual calibers and research in e-learning
Web enabled learning modules suffer from absence of teacher and peer interaction/pressure.
Many a times, the content developers develop the modules keeping in mind their own clientele
of students or their own impressions of the students’ caliber, receptivity, etc. This may result
in a “one shoe fit all” syndrome. It is well known that any given class would have very bright
students, mediocre students and weak students. Even among them, the grasping power of
concepts would vary based on their surroundings and the perceptions that the students have
derived over a period of time. The most efficient pedagogical method would also depend on
the extent of knowledge that the student has in that area. Thus, it presents a continuum of
challenge to develop content that is pedagogically the most suitable for any given learner.
We all know that learning by a postgraduate student is entirely different from learning by a
nursery student. Thus, it is imperative that increased research is made in this area to derive
new pedagogic techniques for enhancing the effectiveness of the content being developed.
Simultaneously, we would also have to keep in mind the content delivery style for enhancing
the attractiveness of the content, as well as its retention by the students. It would imply that
the same topic may have different ways of presentation, for students at different intellectual
levels and a suitable mix of presenting them in an appropriate manner akin to those suggested
by proponents of adaptive learning.
A major problem that the students face is the lack of guidance in the projects that form a part
of College curricula. Web based advising systems, capable of bringing in mentors and students
together, possibly from different parts of the Country, are a solution, which would have to be
attempted.
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3.13 Development of language converter tool kit
The focus of the National Mission on Education through ICT would be on content for all
classes starting from nursery level to research level. It is well known that even up to
graduation level, in some subjects the medium of instruction is the regional language spoken
in that state. Presently, the content being developed for Sakshat under this Mission is in
English. English content also makes it possible for us to tap into the convenient, open access
educational resources available on the internet, be they in text, audio, visual, simulation,
animation, question answer or in any other form. This abundant resource, however, cannot be
tapped in regional languages because of IPR restrictions. Hence, we would not only need to
convert knowledge modules developed by us into various regional languages but would also
need to, subsequently, launch a movement for creating the above types of content in the
regional languages de-novo. This might imply a huge repetition of efforts and the
requirements of time and money. A better way could be to mount research to develop
language converter tool kits so as to convert the content developed by us in one language into
other languages.
3.14 Development and realization of Virtual Reality Laboratories and
supporting facilities for e-learning
3.14.1 Objectives
1. To crystallize the concept of a Virtual Lab, which will essentially comprise of a userfriendly
graphical front-end, working in synchronization with a backend, possibly
consisting of a simulation-engine running on a server or actual measurement data or a real
experiment.
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2. To identify the suitable topics, where Virtual Labs will provide maximum benefit to the
students using them.
3. To develop these Virtual Labs so that they work in a complementary fashion to NPTEL in
the sense that they teach the student the basic concepts, as well as trigger their imagination
and inquisitiveness.
3.14.2 Observations
1. Virtual Labs will be effective as an instructional tool as well as a self-learning tool.
However, Virtual Labs can never truly replace an actual laboratory or the ‘touch and feel’
of actual lab experiments.
2. Virtual Labs will provide to the students the result of an experiment by one of the
following methods (or possibly a combination):
(i) Modeling the physical phenomenon by a set of equations and carrying out simulations
to yield the result of the particular experiment. This can, at-best, provide an
approximate version of the ‘real-world’ experiment.
(ii) Providing a corresponding measurement data for the Virtual Lab experiment based
previously carried out measurements on an actual system. This will be closer to the
‘real-world’ experiment.
(iii)Remotely triggering an experiment in an actual lab and providing the student the result
of the experiment through the computer interface. This would entail carrying out the
actual lab experiment remotely.
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3. Virtual Labs can be made more effective and realistic by providing additional inputs to the
students like accompanying audio and video streaming of an actual lab experiment and
equipment.
4. For the ‘touch and feel’ part, the students can possibly visit an actual laboratory for a short
duration.
5. The conceptualization and development of Virtual Labs would require more effort,
planning and coordination than the NPTEL project.
3.14.3 Approach to the problem
1. Identify the institutes who would be interested in participating and developing one or more
Virtual Labs.
2. Identify one Institute Coordinator within the participating institute who will coordinate the
efforts at his/her institute. It would be desirable to also identify one additional person
within the institute who has some expertise in developing 3D Graphical User Interface.
3. The Institute Coordinator will identify at least 2 – 4 interested faculty members within the
participating institute who will undertake the development of Virtual Labs in their areas of
interest. A Virtual Lab would essentially consist of a set of 8 – 10 experiments in the
chosen topic. The Institute Coordinators will also finalize the hardware platform,
operating system and development software that will be uniformly used for the Virtual
Labs project.
4. Each participating institute will suggest 2 – 4 Virtual Lab Topics (with approximately 8 –
10 experiments and related write-up). The choice of the specific topics for the Virtual
Labs may come as a proposal from the participating institute. Alternately, the
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participating institutes may choose from a list of ‘suggested Virtual Lab Topics’. The
proposed topics will be discussed among the various Institute Coordinators to ensure no
overlaps and proper coverage of the important disciplines. In case of overlaps, a
collaborative effort may be envisaged.
5. Based on the projected number and type of Virtual Labs, a participating institute will put
forth a proposal for funding.
6. The participating institutes will present the status of work and share their experiences
during a Seminar on Virtual Labs, which will be held in 2007. The difficulties and
bottlenecks will also be discussed.
7. The development of Virtual Labs will be carried out in two phases.
(i) In the first phase, the participating institutes would be identified and the modus
operandi will be finalized. The purchase of equipment, software and hardware will
be carried out in order to set up the infrastructure for developing the Virtual Labs.
Hiring of manpower with relevant domain expertise will also take place.
Approximately 10 Virtual Labs sites will be developed in the first phase. Each
Virtual Lab will consist of approximately 8 – 10 experiments and related write-up.
Once developed, the Virtual Labs will undergo beta testing. The duration of the
first phase will be two years.
(ii) In the second phase, 10 more Virtual Labs sites will be developed with
approximately 8 – 10 experiments and related write-ups. Additional experiments
will be designed for the Phase one Virtual Labs. Virtual Lab development in the
second phase will also benefit from the feedback received from the trials of the
Virtual Labs developed during phase one. The duration of the second phase will be
three years.
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3.15 Development of Certification & Testing Modules for Virtual
Technological Universities & creation of VTU, multi media research and
international Programmes
The proposed Virtual Technical University (VTU) shall serve as a nodal agency for imparting
training to the undergraduate and postgraduate students as well as the newly recruited teachers
in the fields of science, technology, management, architecture, pharmacy and other applied
areas. The University will provide flexible, credit based courses to all registered participants
using modern technology. The modern technology will involve (i) Video courses (ii) Webbased
learning material and (iii) live lectures using satellite and Internet based technologies.
The aim of the VTU is to serve as an agency to impart training to a large section of students
who are keen to receive instruction in an ambience close to the Indian Institutes of Technology
(IITs) and Indian Institute of Science (IISc.). VTU will help them in updating their knowledge
and advancing their career objectives.
VTU will endeavor to be a world class institution for providing undergraduate and
postgraduate technological education, in distance learning mode, to a large number of regular
students, young teachers at various engineering colleges and professionals in an industry.
Needless to say, it would offer a modular approach to education, permit horizontal transition
and provide honorable exits at appropriate stages for the students.
It is envisaged that the post-graduate program of VTU would begin in the first phase. All postgraduate
programs of the VTU will be administered using (i) a repository of Video courses
created by very well-known experts in their field (ii) a website that will host the web-based
learning material and (iii) the live lectures delivered in distance learning mode based on
satellite and Internet technologies. The primary responsibility of the VTU will be the
management of these courses and maintaining the infrastructure with a high level of reliability.
In the subsequent phase, the VTU will offer flexible, credit based academic program to the
undergraduate students.
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The VTU will develop course material, using the expertise available in the country as well as
in partnership with the national programs, such as NPTEL. The course material will be in the
form of video tapes, web based learning information as well as course ware in the form of
reference material. For the creation of all the course ware, the VTU will engage a large pool of
talented faculty members from IITs, NITs, IISc and other national technological institutions,
including the superannuated faculty. As such the huge reserve of well known superannuated
faculty members from the IIT system, and IISc will play a vital role in content creation.
The VTU will also focus on general engineering, system engineering, holistic approach to
education, integration of curriculum from class VI onwards with high level education in the
fields of science, social science, engineering & technology etc. offering specialized / nonspecialized
degrees with flexible, credit based modules, incubation and innovation, web based
dynamic system of examination and evaluation, best practices in e-education administration
for courses, homeworks, assignments, marksheets / certificates issuing etc. It would also strive
for setting up internal infrastructure, in each IIT, for implementing virtual online certification
programmes in science and engineering.
VTU would also set up a super computing facility to carve a niche for itself in the world for
research facilitation and for fulfilling its objective of capacity building for students and
researchers in frontier areas of science & technology.
3.16 Experimentation and development of ultra low cost low power consuming
access devices/ laptops for a wider coverage of learners & their field trials
Even the best e-content can not have any significant impact unless it reaches the vast majority
of learners with ease, as and when they demand it. With very low levels of computer
ownership and broadband connectivity in the country, it would be well nigh impossible to reap
the benefits of ICT in the field of education for all learners, including KG-20 students, life
long learners, learners in need of vocational skills and those in need of livelihood or life skills.
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Our target has to be to make the access to computer and broadband so easy that even the havenots
get encouraged and empowered.
Fortunately, the prices of the computer hardware and bandwidth charges are continuously
falling at a substantial rate and if efforts are mounted in this direction by synergizing the
expertise available in the country, it should be possible to develop ultra low cost access
devices / laptops having very low power consumption within next 2 ½ years or so.
If it becomes possible for every learner to have a laptop at a price equal to the cost of books
for one year of studies, and the course content is made available to the learner free of cost on
his / her laptop, it would bring about a revolution. The gateway to networked e-learning would
be thrown open for every learner in the country with the place, time and curriculum of his / her
liking. It would be possible to access immense volumes of open access content on the internet
in addition to the specifically designed content for them on Sakshat.
It is easy to find out that a very large portion of the cost of hardware is on account of the R&D
costs and IPR cost. A given popular processor may cost thousands of dollars in the
international market at the time of its launch but once superseded, its price falls to a few
dollars only. This means that the real cost of manufacturing it would be very small if the
R&D, IPR and fabrication facilities are owned by the country.
Laptop prices have fallen to nearly $100 per laptop level already with the development of One
Laptop per Child (OLPC) machines at Media Labs MIT, USA. But considering the very large
magnitude of the problem and meager resources in our country, if such laptops are to be
provided to 500 million learners in the country, it would require a whopping $50 billion for us
which we would not be able to afford. Having these machines would also have related
problems of maintenance etc. Our requirements could perhaps be served if the prices were to
fall to a level of $10 per laptop because, in that case, the total cost of such laptops would be
just $5 billion which the learners could easily bear. For those who may not be in a position to
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afford it even at that price level (economically weaker classes), the Government may step in to
provide it to them either at subsidized rates or totally free of cost.
Thus, it makes a strong sense to provide money for research in this area. Indian institutions of
higher learning such as IISc and IITs etc. do have the expertise to take up research in this
challenging area and if facilities are needed for further research and fabrication, they could be
created within the fundings available with various Ministries working in the field of
Electronics, Communication and IT. The vast pool of B.Tech and M.Tech students could also
be encouraged to take up projects in this area as their final Project / Dissertation with suitable
guidance from the Professors in this field. Some of the Indian Companies in the private sector
who are already selling similar products, at nearly $150 per laptop, could also be encouraged
or provided incentives to focus their attention in this area.
In order to galvanise the potential available in the country to make such access devices a
reality and to ensure that the developed e-content are seamlessly delivered to the learners
requiring them, the National Mission needs to assume the responsibility for field
experimentation of low cost devices and their development and even for the steps to ensure
their production.
3.17 Talk to a teacher to provide a substitute for coaching for the economically
poor students
The facility of Talk To A Teacher online for interacting with him / her off-line has been active
on SAKSHAT: One Stop Education Portal w.e.f. 26th January, 2007. This feature ensures
that students are able to clarify their doubts and are not left at the mercy of the e-content alone.
It is possible for a teacher in a studio to multi-cast the doubt clearing session if many students
have similar doubts. Alternatively, asynchronous mode could be used for individual queries.
This feature compensates for absence of teacher in a distance learning environment. Regular
availability of an expert teacher helps students clarify their doubts as and when they arise. It
has been found that during the examinations this feature has been very much appreciated by
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the students. This feature would become more popular as more and more students take to web
learning. Through this facility it is possible to make available services of excellent teachers
on the web and students both rich and poor alike can make use of this facility without
spending any money. The expenditure on this account, however, would have to be borne by
the Government. It is expected that by employing excellent teachers, the handicap of poor
students in joining costly coaching institutions could be mitigated. The focus of students may
also shift from being coaching oriented to being knowledge oriented over a period of time.
Every expert teacher may have an individual chat room so that students of a particular class
are able to interact with him / her.
If the number of students using this facility grows, the number of teachers to guide
them and clear their doubts would also have to be proportionately increased. This would mean
that teachers would have to have a computer, a web camera, microphone, speakers, and a
broadband connection at home, so as to respond to the queries of students at specified points
of time. Depending on the requirement during a specific period it is also possible to depute
renowned teachers to the studios to cater to the requirements of the students.
Teachers would also need to be compensated for their time which they would be giving
to the students at large. It is well known that many good teachers take to the highly lucrative
world of coaching. The remuneration to be paid to them under the National Mission may not
match what they could earn through coaching but it could be in the form of a token, along with
recognition of their efforts in the endeavor of building the knowledge base of students.
During the initial phases the scheme may require some adjustments within the
projected budgetary requirements. The scheme may require adjustments in a number of
subjects, number of chapters, number of hours for which the facility would be made available,
and the number of expert teachers per chapter.
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Such a free facility of expert teachers would go a long way in helping poor students
gain a level playing field with those who could afford costly tuitions / coaching. In the long
run it would also be highly beneficial for the knowledge economy which the country is
ushering in.
3.18 Development of software controlled hardware programming for robotics
& other crucial areas
In order to retain its leading edge in this knowledge world, India needs to think of the
technological areas that might emerge in the coming 5-10 years. We need to gear up facilities
in research and to prepare manpower well trained in those areas to capture technological
initiatives. We need to build up a critical mass of intellectual properties for a head start in
those directions. We also need to keep an eye over the core competencies being built up by
technological leaders and our competitors and to continuously fine tune our strategies in
response to their moves. Such areas could be innumerable such as Information Sciences,
electronic hardware, manufacturing, robotics, bio technology, bio informatics, nanotechnology,
energy sources and energy systems etc. We need to allocate resources for
spurring research and educational activities in these areas. We also need to develop and
manufacture educational products through which our students in even 2nd an 3rd tier colleges
could also gain, immensely, and become effective members of our knowledge workforce.
One such initiative has been conceptualized by IIT Bombay in the field of robotics and
hardware designing / programming through software.
A major shortcoming of Indian science and technical education is the lack of “hands-on”
approach. A good way to tackle this lacuna is to promote project-based learning and
innovative systems building through readily available off the shelf components or specifically
designed ultra low cost kits.
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Other initiatives could be ultra low cost design and simulation kits for students of science and
engineering which could help them conduct experiments and enhance their design skills in the
relevant field after going through the e-learning modules.
3.19 Adaptation & deployment of open source simulation packages like
ORCAD, Silab etc.
For most of the students of Science, Social Science, Engineering, Management and related
disciplines, many simulation software packages such as MATLAB, ORCAD, AUTOCAD,
CIRCUIT SIMULATORS, FINANCIAL & STATISTICAL ANALYSIS PACKAGES etc.
have become an essential part of their curricula. To survive in the world of knowledge and
remain productive, it is almost imperative to be well versed in them. This scenario is likely to
expand further. Many of these are quite costly and most of our institutions of higher education
may either not be able to afford them or may not have expertise on campus to teach students
how to use them. This could also have an impact on the employability of our students.
Fortunately, many open source software with look alike features and similar educational value
are increasingly becoming available. But we need dedicated teams to make them user friendly
and properly documented and to create adequate manpower to teach students to use those
packages. Such packages, tailored to suit the needs of our students should also be made
available on Sakshat for being made freely available to any student, teacher or institution
willing to make use of them. Small groups of experts in each of these areas could be set up and
entrusted with the responsibility of performing the tasks mentioned above and always keeping
the packages up to date.
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3.20 Development of unified Enterprise Resource Package (ERP) system for
Educational Institutions
Education sector in India is moving towards an expenditure level of 6% of GDP. Education
being in the concurrent list, both the Central and the State Govts spend a sizeable portion of
their resources on Education. With a scattering of resources, often it becomes very difficult to
comprehend as to what are the overall initiatives and the pace at which we are moving towards
them. Dovetailing with initiatives launched by other agencies, synergizing and strict
monitoring of deliverables and cost effectiveness of the interventions could be better achieved
if there is a comprehensive ERP system for the Educational Institutions as a whole which
could also establish linkages and aggregate micro parameters to indicate overall progress
patterns and areas of weakness.
The ERP system being visualized should be integrated, inclusive and networked so as to, interalia,
provide all kinds of feedback on progress of students, quality, absenteeism, vacancies,
infrastructural facilities, information about access and equity issues, community participation,
exchange of learning materials, library utilization, research activities, academic activities,
seminars / symposia, funds utilization, sharing of innovation and good practices, students
health monitoring, teachers and institutions grading to spot excellence, monitoring of
scholarship delivery and financial hardships of students and any other matter of concern. It
may also attempt to monitor capabilities of students and teachers and effectiveness of various
interventions being made for improvement.
With the networking of all the institutions of higher learning, it would be possible to
implement such an ERP system for the Colleges and Universities in the first phase, which
could be expanded to cover secondary schools in the second phase and primary schools in the
third phase.
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3.21 Publicity & training of motivators to ensure full utilisation of the systems
by institutions & students
No amount of hardware, software, e-content, access devices and connectivity networks is
going to help unless the real user is able to derive benefit from the opportunities being
presented to him / her through application of ICT to education. The need of dedicated change
agents, motivators, guides, trouble-shooters and independent referees has to be much higher if
the programme is to transform into a mass movement. They could also serve as our eyes and
ears for various segments of our National Mission such as imparting Digital Literacy to the
masses through Non-Governmental Organizations (NGOs) or volunteers.
A reasonably good structure could be evolved if, at least, two such motivators are in position
in every district, working almost full time. For 600 districts in the country, there would be
requirement of 1200 such motivators. At the rate of Rs. 100000 per motivator per annum, it
would require Rs. 12 crores, annually, for a few years till the programme becomes popular and
starts spreading by itself and through positive publicity by its satisfied users.
In the initial phase, a proper awareness campaign would also have to be launched through TV,
radio and print media so that the target groups of learners are sensitized and empowered to use
the facilities.
Our efforts in these directions could be spearheaded by a group of say 50 retired eminent
Professors of the country who could dedicate their time, energy and intellectual prowess for
this cause. Even at the rate of Rs. 4 lacs per Professor, it would require Rs. 2 crores per
annum.
3.22 Conversion of available content in various regional languages
Even though good knowledge of English language may help a person avail of the
opportunities existing globally, there is no denying the fact that mother tongue still remains
the best language of understanding and articulation, especially in the lower classes. In most of
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the School Boards, regional languages do have a prominence as a medium of instruction.
Hence, the e-content being developed for learners from classes KG – 20 would also need to be
made available in various regional languages. This could be done either through translation of
the text or audio based material developed in English or any other language or a de-novo
development of the content in the regional language but closely following the content,
pedagogy and manner of presentation of the original. In doing so, we need to ensure that the
nuances of the explanations of a topic do not get lost in translation. Subject experts who know
the regional languages well would be required for the translation of certain topics . However,
the enormity of e-content available on the web would propel us to move in the direction of
machine translation of content, which, perhaps, the National Translation Mission may try to
develop. The additional challenge in this activity is that many of the e-learning modules
available in the public domain over the internet are in English which would either need to be
dubbed / sub-titled or re-done in the regional languages.
3.23 Development of Vocational Educational modules and use of haptic
devices or education & training
The modernization of skills is most demanding because of development of new areas of
engineering and service sector. This needs ‘hands’ on and onsite training. It is also well known
that establishing the infrastructure to meet the numbers required is an impossible task.
Therefore, extending online training through video transmission becomes the key.
A number of industries in the manufacturing and service sector (like electricity) face severe
shortage of manpower. Hence, it is urgently required to build education systems which are
based on connectivity, so that local mentors can explain about transmitted knowledge.
Setting up labs around India, at one go, for all training institutes, is not only impossible
(because shortage of manpower who can train students) but also an expensive task. Major
issues related to the unemployed youth in rural India can be addressed through e-learning
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system for training. Not only the youth, but interested person could learn the skills available
to qualify and seek employment.
Vocational Education is mostly connected with development of skill based knowledge which
could empower the learner to perform economic activities and help earn a livelihood. In the
distance learning mode, imparting of knowledge through various techniques is easily possible
but the real challenge is providing ‘hands on’ experience and a feel of performing the task.
Simulators and virtual reality experiences provided through the computers do bridge the gap to
some extent but they are still short of providing the training in a hand holding manner – a
manner in which new apprentices learn at the workshops. Motions of limbs in a coordinated
fashion to perform a given task is what often builds the specific skill. This is often not possible
through the simulators but with the help of haptic devices. A pre-programmed instruction set
on a computer can impart skills even through training of physical movement of the limbs and
the force which is required to perform that activity etc. Such a mode of learning would provide
a thorough grounding to the learners in the areas of vocational education and drastically
reduce the time required by the trainees to grasp the real world feelings in an actual workshop
in a much shorter time. It may also help in high quality training and testing and assessment of
the learners in those areas by measuring the physical stimulus and effort applied by the
examinee in performing a given sequence of activities.
Once developed, this technique is expected to remove many of the weaknesses of the present
vocational education system and provide a way of taking vocational education to the masses
while bringing some glory and prestige to it.
3.24 Connectivity and Bandwidth Issues:
The back bone of e-learning/education is connectivity because all learning material in the form
of text, audio and video can be made available to all, at cheapest and most effective fashion,
through good bandwidth and its connectivity. Whether it is the synchronous mode or
asynchronous mode of e-education it would not be possible without 24*7 connectivity with a
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good bandwidth. The quality of transmission of lecture and labs is directly affected by the
availability of bandwidth.
An integrated model for connectivity based on satellite, terrestrial [OFC / Copper], wireless
would need to be developed for connecting every educational institution to begin with and
then to every Indian, subsequently. The bandwidth provisioning would have to be considered
as an educational infrastructure and bandwidth for educational purposes would have to be
made free from the user’s point of view.
3.24.1 Components of CONNECTIVITY
1. Communication & bulk storage servers at 100 institutions
2. EduSAT teaching hub at each of the 100 Central Institutions
3. 2000 nodes for 1 Gbps connectivity, at each of the 100 Central Institutions, to
be connected through BSNL Internet + VPN Plan
4. EduSAT Satellite Interactive Terminal at each of the 18000 Institutions of
Higher Learning
5. 15-20 nodes for 7.5-10 Mbps connectivity at each of the 18000 Institutions of
Higher Learning connected through BSNL Internet + VPN
6. 6 uplinking hubs for 6 National Beam transponders of EduSAT Plan
7. Provision of 1000 DTH Channels for Eklavya & other video based programmes
including iPTV for e-learning
8. Provision of 100 PC in 18000 Institutions of Higher Learning @ 1 per faculty
member on 50:50 cost sharing
9. iPStar satellite access device @ $250 per device for 100*300+18000*5 =
120000 terminals but limited to 1/10th of this number for North-East only.
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10. Bandwidth Charges for ipStar
Establishing a strong communication network between institutions of Higher Learning is
imperative for the spread of the best practices and the best knowledge modules, encouraging
shared learning from the experts in the country. With links to the internet, it would be possible
to keep abreast of fast expanding knowledge universe and to avoid the possibility of
reinventing the wheel, at least in those spheres in which the knowledge modules are available
in the public domain. However, it must be kept in mind that what is available today in public
domain may very well be shifted to priced domain by its author at any point of time, in the
future. Hence, there is no easy escape from becoming a net donor of knowledge modules on
the internet which could be exchanged with other organizations for an equivalent worth of
intellectual property.
We also know that research in a particular area moves rapidly only when there is a critical
mass of Professors, researchers and students in that area working in close coordination, even
though physically not very proximate. Such groups act as research output multipliers when
one path breaking research encourages the other researchers in that area to join hands with the
spearheading group. Given the current state of scattering of resources and experts among
various institutions of higher learning in the country, a strong communication network would
be able to forge a strong bond between various groups working in similar areas. However, it
must be borne in mind that the communication highway should not outgrow the demand of
traffic of knowledge modules and information exchange, so that it does not become obsolete
by the time traffic volumes on this information highway grow, to even partially utilize the
capacities provided by it.
It is with these considerations in mind that within the contours sketched by the Oversight
Committee, equal emphasis has been given on content generation, very strong connectivity
between 100 Central Institutions (a few more than the 84 enunciated by the Oversight
Committee), connectivity for all Institutions for Higher Education in the country and gradual
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movement towards covering all educational institutions in the country. With this philosophy, it
is proposed to transform the 100 Central Educational & Research Institutions into hubs for the
creation and dissemination of knowledge for every learner in the country. They have also been
visualized as the repositories of knowledge generated / acquired either in text, audio-visual or
any other form and to serve as models of National Classrooms, in their respective areas of
excellence.
Yet another philosophy adopted in the area of Connectivity is that instead of purchasing costly
LAN / WAN [Local Area Network/Wide Area Network] equipments for each of the
institutions, this entire activity is proposed to be outsourced to the network provider such as
Bharat Sanchar Nigam Limited (BSNL) etc. The recent statement of the Minister for
Communication & IT indicating that State owned companies like BSNL etc. would enter into
content hosting themselves and then the country would be moving towards free broadband for
all – a demand articulated by us for sometime now, after H.E., the President of India voiced
his dream of free connectivity for all at the time of launching of Sakshat: A One Stop
Education Portal of the MHRD.
There is a possibility of having a plan which could give Internet upto 2 Mbps speed with 4 GB
free download per month and 512 Kbps unlimited bandwidth in MPLS VPN at a cost of Rs.
12000 per year. If this comes through, the infrastructure of routers, switches, servers and
cables etc. could all get outsourced to BSNL or any other bandwidth provider who could be at
least equally competitive. This would obviate the need for creating LAN infrastructure in
Central Educational Institutions campuses as the large number of nodes (2000 for each Central
Institution) with 2 Mbps internet connection speed (4GB free download per month per
connection) and 512 Kbps (uncompressed) MPLS Virtual Private Network (unlimited usage)
would effectively double up for LAN in the campus and WAN for any other node on this VPN
in the country (i.e., any educational institution for higher learning). The money so saved (as
compared to the estimates in the Oversight Committee report) could be utilized for connecting
all 18000 colleges in the country and on an average, 10 departments of every University in the
Country. Obviously, 2000*100+20*18000+20*10*360 = 632000 such connections would
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make available 512*632000 Kbps= 323 Gbps of effective domestic bandwidth shared by all
the Institutes, with which even lectures could be transmitted or video conferencing could be
done in multicast or unicast mode among all the institutions of higher learning in the country.
In addition, if we assume an over subscription or concurrency factor of 50 by BSNL, an
international internet bandwidth of 2*632000/50 Mbps= 25.28 Gbps could be made available
to these institutions, all at a total annual cost of Rs. 12000*632000 = Rs. 758 crores when the
system is fully utilized i.e., each of the 100 Central Institutions are fully utilizing 1 Gbps
bandwidth and each of the University Departments and each of the 18000 colleges in the
country are fully utilizing 10 Mbps of uncompressed national bandwidth. Obviously, this
capacity utilization would not take place in the first year itself as the bandwidth utilization is
nearly one tenth of this planned capacity at present and hence, the funds required would be
lower in the initial phases as only that much bandwidth would be taken as is required.
Proper utilization of existing capabilities of EduSAT has also been factored in and recent
advances in the communication technology area have also been kept in mind while visualizing
the national network. Utilisation of DTH for beaming various educational lectures has been
visualized. The soon to come initiatives of ISRO have also been factored in to provide a triad
of connectivity architecture. It is envisaged to have about 40 – 50 transponders from Indian
satellites to enable telecast of 1000 DTH channels simultaneously. This would enable
availability of one DTH channel for every subject for every class and in many of the regional
languages. This would reduce the waiting time for watching the next lecture on that subject /
topic or for repeat telecast based on demand. These channels would also help reduce load on
the intranet VPN through reduction in the number of repetitive downloads of the same video
content by various students.
It has also been presumed that for most of the colleges in the country, the number of PCs
available would not be large enough to provide facilities to students and academic staff for
some considerable time every day. UGC has decided to provide internet connectivity at the
residences of each of the nearly 5 lacs teachers in the country. But the ICT assisted learning
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would not take off and make a major dent on the prevailing situation unless computers are
available in each of the colleges at the rate of at least 1 computer per academic staff. Some
colleges may find it to be an extra burden, but it is a fact that learners of our country are being
educated there and if their standard is low, we, as a country, stand to lose. Hence, it has been
considered prudent to share the cost of providing PCs in the ratio of 50:50. The maintenance
and updating responsibilities would have to be assumed by the colleges themselves. Some
pressure could also be built on them by providing the norm for minimum number of
computers to be held by these institutions in the University Grants Commission/All India
Council for Technical Education/Distance Education Council (UGC/AICTE /DEC) guidelines.
In computing the cost of PCs, an upper limit of Rs.20,000/- has been presumed but it is
common knowledge that the cost of hardware has been falling very rapidly and PCs would be
available at much cheaper costs. Simultaneously, efforts are on to develop a very low cost
computing-cum-access devices. Such devices are expected to be available at a cost of around
Rs.4,000/- at present and the prices are further expected to go down. Since provision of
computers is going to be quite cost-intensive, at least for the private educational institutions,
50% sharing of cost of computers would be considered in the context of very low cost
computing-cum-access devices as and when they become available.
Since State Government educational institutions and private educational institutions
would be contributing 50% of the cost of hardware and 25% of the cost of
connectivity/bandwidth charges, the availability of funds for competing these activities would
be as follows:
(Rupees in Crores)
Activity Provision under the
Mission from
Central Government
Contribution of the
State Government
or private
institutions
Total availablity
Hardware 700 700 1400
Connectivity 1000 300 1300
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The above figures are based on the presumption that the opportunities provided to the
State Government educational institutions and private educational institutions are utilized to
the fullest possible extent by them. In case they do not utilize the opportunities fully, the
expenditure on these items would be lower from the Central funding also.
Notwithstanding anything mentioned above, the approach would be to seamlessly integrate
with the Integrated National Knowledge Network (iNKN) in order to avoid duplication and
attain synergy.
Under the National Mission on Education through ICT, provision of connectivity is basically through
rental payment to the Service Provider(s) like Department of Telecommunications/Bharat Sanchar
Nigam Limited (DOT/BSNL) and there is no provision for creation of any permanent communication
related infrastructure (except last mile connectivity) in the Institutions. As soon as connectivity to the
extent of 1 Gbps is provided to the identified 100 premier Institutions under the NKN, the rental
payments to the Service Provider, would be got stopped by the MHRD. In the future, when NKN
expands and takes over connectivity provisioning for other Institutions even beyond the first phase 100
premier institutions, rental payment to the Service Provider for those Institutions would be stopped
from this Mission, thereby avoiding any possibility of duplication with the NKN or any wasteful
expenditure.
4 Projected outcomes
Following are envisaged as outcome of the proposed Mission:
1. Achieving cost effectiveness of approach, enriched experience of learning, enhanced
access and suitability of educational resources, flexible timing, and quality,
accountability & relevance of learning modules etc. for a paradigm shift in our
approach to education and learning in all areas.
2. Creating a platform for sharing of ideas and techniques and pooling of knowledge
resources,
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3. Making use of already available large volumes of video content, generated over the
years.
4. Making available high quality e-text books, e-reference books, e-research papers and
e-content in different languages and also the software required/used for learning, free
of cost to the genuine learners.
5. Providing opportunities to teachers and intellectuals for contributing to the world of eknowledge.
6. Ensuring access to high quality higher education and thereby ensuring that
financial/economic considerations are not a barrier for serious and committed learners.
7. Leveraging e-learning as an effort multiplier for providing access, quality and equality
in the sphere of providing education to every learner in the country.
8. Bringing efforts of different interested agencies working in the field of e-learning
under one umbrella and establishing logical linkages between various activities.
9. Encouraging multi-lingual content development for the learners more comfortable in
those languages.
10. Promoting development of interfaces for other cognitive faculties (such as voice
support for educational material delivery and interactivity for the content on the portal)
which would also help physically challenged learners. These efforts may cut across all
the content generation activities.
11. Setting up virtual labs and lab centers and finishing schools for quality enhancement.
12. Optimising content delivery through EduSAT and narrowcasting of TV signals.
Providing 1000 DTH channels on 40 transponders [to be availed through Deptt. of
Space] so that a separate DTH channel is available for every subject, for every class, in
various languages to the extent possible.
13. Providing 1 Giga bits per second bandwidth for 100 Central / premier Institutions of
excellence and 10 Mega bits per second bandwidth for each of the University
Departments and each of the 18000 institutions in the country including university
departments through terrestrial means and satellites for establishing a Knowledge
Network.
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14. Spreading Digital Literacy and encouraging teachers to be available on the net to guide
the learners.
15. Creating opportunities for those people who are interested in life long learning
16. Evolving ERP and e-Governance for education.
17. Meeting targets of required manpower for supporting growth rate of 9-10%.
18. Bridging the gap of digital divide, knowledge divide, and financial divide among the
learners and making every citizen capable of using ICT for education and training.
19. Creating opportunities for those people who are interested in life long learning
20. Ensuring that the connectivity shall also provide benefits to programs like
telemedicine, kisan kiosks and overall and all round development of personnel and the
country.
21. Facilitating those who want to do research in education and are keen to develop
educational technologies for all.
5 Implementation Strategies
1. The proposed Mission shall, broadly, have a three tier strategy to achieve its
objectives. It shall work for ensuring connectivity to all institutions of higher learning
with a speed of 1 Giga bits per second for 100 Central Educational Institutions of
excellence, 10 Mbps for 10 departments of each of the 360 Universities of the Country
and 10 Mbps for 18000 colleges in the country using all possible means such as
EDUSAT, Broadband satellites including those to be launched by ISRO in 2008 and
subsequent years, terrestrial Broadband network of existing service providers, use of
Radio and TV transmission towers and with the use of appropriate wireless
technology.
2. The second tier of the strategy would be the standardization and formatting of the
content already available and generation of new high quality contents with
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appropriate pedagogical inputs. The e-content shall be incorporated with suitability
index in the meta data to facilitate personalization of the baskets of learning for
students with varying scholastic capabilities. There is also a proposal for creation of
virtual laboratories for giving practical exposure to the students.
3. The Mission shall work for empowerment of those learners who are not familiar with
the use of computer devices. The digital learning modules shall be prepared for the
said class of learners to enable them to use the computers for the purpose of e-learning
and making use of ICT to address their learning needs.
4. While doing so, one of our focus areas would also be the creation of a repository of
traditional knowledge so that we can combine the best from both the spheres of
knowledge, traditional as well as modern.
5. Such a vast network would also present to us an opportunity of ERP packages for
integration, networking, synergization, monitoring and control of various activities.
Such a system would, inter-alia, provide all kinds of feedback on progress of student
quality, absenteeism, vacancies, infrastructural facilities, information about access and
equity issues, community participation, exchange of learning materials, laboratory
utilization, research activities, funds utilization, sharing of innovation and good
practices, student health monitoring, teachers and institutions grading to spot
excellence, monitoring scholarship delivery and financial hardships of students and
any other matters of concern. Such a system is expected to contain scattering of
resources and enable the Mission to dovetail with initiatives launched by other
agencies, synergising with them, strict monitoring of deliverables, and ensuring cost
effectiveness of interventions.
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6. Through such a system we intend to do a continuous monitoring and also
give support to the learners. When such a scenario unfolds we would like to make a
paradigm shift from scholarship to talentship. At present we provide scholarship to
meritorious and needy students. With the identification of talent in every field, be it in
academics, vocational, art or any other field, we should be in a position to identify the
talent and nurture it for its fullest contribution to the effort of national development.
While doing so, we intend to ensure that no talent in the country should be allowed to
go waste.
5.1 Implementation Guidelines:
1. The scheme would provide grant-in-aid to various projects in the identified areas and
ensure their dovetailing to achieve the objectives within the optimum cost and time. It
would have a rigorous peer review of the activities supported under the scheme so as to
keep the projects on track and derive maximum mileage from them in realization of the
vision for the National Mission.
2. At the apex level, there would be a National Committee chaired by the Minister of
Human Resource Development [HRM] with Secretaries of Expenditure, Department
of Information Technology (DIT), Department of Telecommunications (DOT),
Department of Higher Education (HE), Department of School Education and Literacy
(SE&L), Planning Commission, representatives of University Grants Commission
(UGC), All India Council for Technical Education (AICTE), National Council for
Teacher Education (NCTE), Distance Education Council (DEC), IGNOU (Indira
Gandhi National Open University), Central Board of Secondary Education (CBSE),
National Council of Educational Research and Training (NCERT) and Directors of all
Indian Institutes of Technology (IITs), Indian Institutes of Information Technollogy
(IIITs), Indian Institutes of Management (IIMs), Indian Institute of Science (IISc),
Vice Chancellors of Central Universities, Directors of anchor institutions as members.
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3. At the next level would be an Empowered Committee of Experts (to be known as
Project Approval Board) that would be sanctioning individual projects and monitoring
the overall progress through various peer reviews and concurrent evaluations.
4. There would be specific, area-wise core committees having the responsibility of
ensuring success through synergized efforts of various experts / institutions in that
area. They would be identifying various project activities and relevant experts /
institutions who could accomplish the task. They would get projects prepared and
sanctioned, in case the voluntary momentum and thrust in those areas is not sufficient
and forthcoming from those who are capable of doing it. They would also focus their
attention on capacity building in deficient areas and collaborate with world leaders in
those areas internationally. They could also set up in-house teams for delivering the
results and creating the spin-offs needed.
5. Funds should be given in a non-lapsable manner for the first year (because of delays in
getting the scheme sanctioned) but with a rigid time frame for completion. There
should be a separate earmarking of funds for convening meetings of experts and
covering administrative expenses.
6. After the provision of a maximum of 30% of project cost for starting up a project, the
rest of the release of funds should be strictly linked to deliverables and time frame.
7. Funds would be provided to institutions only and not to any individual. The institutions
of repute could be in private sector also. Funds could also be provided for tie-ups and
joint ventures in research areas with specialist national/ multinational companies or
even highly capable start-up companies.
8. As far as possible, the norms would be evolved and dynamically updated to ensure
uniformity of funding to various project agencies for similar types of activities.
9. Infrastructure created as part of this Mission would be a national property, usable by
any of the projects undertaken under this Mission or any other specified Mission /
project.
10. In case the Empowered Committee of Experts [to be known as Project Approval
Board] finds it prudent to buy the Intellectual Property Rights of any software,
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hardware or e-content etc., it would be possible to do so with a view to avoiding
reinventing the wheel and to compress the time frame for achieving the results.
11. Remuneration received by any expert under any project of this Mission would be in
addition to his / her salary, from his / her organization. The expert’s contribution to
successful completion of the project would be duly acknowledged.
12. Institutions of excellence, whether in public or private sector, could be identified as
“Anchor Institutions” for carrying forward the thrust areas assigned to them. They will
nucleate and expand the sphere of activities by bringing together experts and
institutions in the country or abroad with a view to achieving the entrusted goals within
the agreed timeframe.
13. Subject specific responsibilities would be entrusted to various identified institutions to
maintain and constantly update / upgrade the e-content, conforming to the
standardization and quality assurance norms evolved under the Mission. They would
also ensure proper functioning of web sites for establishing active networks of experts
in that subject area and take steps to integrate with the “Sakshat” web based portal
strengthening their segments for ensuring that their e-content reach every nook and
corner where ever and whenever a learner requires them to.
14. Knowledge modules in the form of e-content would be made available, free of cost, to
every Indian learner. The State Governments., and other Institutions in the public or
private domain would be encouraged to contribute their knowledge / expertise /
available e-content, free of cost, for the use of learners in India.
15. Open access would be the key philosophy and collaborations with other similar efforts
of high quality elsewhere in the world would also be explored.
16. To ensure proper roll out of connectivity for every institution of higher learning in the
shortest possible time frame and in a cost effective manner, a group of experts from
Ministry of Human Resource Development (MHRD), Department of
Telecommunications (DOT), Department of Information Technology (DIT),
Department of Space (DOS) headed by the Secretary (HE) would be the prime mover.
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17. To get more value for money and for ensuring proper deployment of resources in the
field of education, a comprehensively integrated ERP system for Education would be
developed which would have interfaces with other segments of economy, making
available the Human Resource database to them and obtaining Opportunities databases
from them.
18. Efforts would be made for achieving the convergence of different systems of education
and quality and access enhancements through available e-content so as to enable each
of the educational institutions to move up the value chain.
19. Using EduSAT and other satellite transponders, e-content would be telecast over 1000
DTH channels on a 24X7 basis so as to provide dedicated channels for most of the
subjects for most of the classes.
20. Through a combination of terrestrial and satellite based bandwidth, internet and
intranet connectivity of 1 Gbps for 100 Institutions of excellence under the Central
Govt., and 7.5 – 10 Mbps connectivity for each of the departments of 367 Universities
and each of the 18000 colleges / institutions of higher learning in the country
(irrespective of their being in public or private sector) would be provided free of cost
to them on a continuing basis.
21. A one time grant, subject to a maximum of 50% of the cost of access devices procured
by an educational institution, would be provided under this scheme such that the
institution (whether public or private) achieves a level of having one access device per
faculty member. The responsibility of maintenance and upkeep of these devices would
be that of the institution.
22. The scheme would provide access devices to those students who are from extremely
poor economic backgrounds and are unable to afford these devices for e-learning, in
spite of the very low cost devices developed under this mission. Such students/groups
of students would be given access devices, centrally, so that the digital divide does not
get further accentuated. Taking over of supply chain costs for such access devices for
certain identified regions or segments of society could also be considered.
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23. For Mission roll out and activities relating to acquisition/procurement hardware, etc. in
order to reap benefits of centralized procedure in terms of bargaining power and
knowledge and distributed or localized procedure having benefit of greater control
over the supplier and maintenance aspects, clusters of educational institutions would be
assigned to mentor institutions. These mentor institutions would be reputed Central or
State educational institutions, geographically distributed. They would provide the
leadership initiative for the institutions in roll out activities and also in procurement
activities. They would additionally discharge the functions of a control point for
entering into agreements with the State Government educational institutions and
private educational institutions for realizing 50% contribution from them for hardware
procurement and 25% contribution from them in respect of activity/bandwidth charges.
Authorization for connectivity would be issued only to those institutions which have
entered into the agreements with their mentoring institutions. The procurement of
hardware would be the responsibility of such mentoring institutions for the combined
requirement of institutions being mentored by them. These mentoring institutions
would have the additional responsibility of remitting to the Central Government the
contributions recovered by them from the institutions being mentored by them.
6 Mission Structure
6.1 Committees, Management Structures & Organograms:
At the apex level, there would be an empowered group of experts which would have the power
to sanction various projects based on the Detailed Project Reports (DPRs). Under the apex
group, there would be activity groups – one for each type of activity of the National Mission.
These groups would also have the stakeholders. At least one member of each of these activity
groups would be represented on the apex empowered group of experts. These activity groups
would be located in the anchor institutions entrusted with the responsibility of completing the
activity in time with high quality.
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This structure has been created to ease the administrative and management structure to
maintain smooth flow of resources as well as to achieve efficiency and effectiveness. The
following four layers shall be responsible for the administrative and financial approval for the
strategy, planning and resources.
• Apex Committee
• Mission Secretariat
• Empowered Committee of Experts [to be known as Project Approval Board]
• Domain Experts Committee
• Program Advisory and Management Team
6.1.1 Apex Committee: Constitution : Chaired by the Minister of Human Resource
Development (HRM) with Secretaries of Expenditure, DIT, DOT, HE, SE&L, Planning
Commission, representatives of UGC, AICTE, NCTE, DEC, IGNOU, CBSE, NCERT and
Directors of all IITs, IIITs, IIMs, IISc, Vice Chancellors of Central Universities, Directors of
anchor institutions as members. This body shall play the pivotal role in policy making and
provide overarching principles for the success of the mission. The role of the apex committee
is to guide and mentor the activities of the mission. This body can suggest high impact ideas,
formation of groups/networks/communities, projects and outcome usages. The apex
committee shall create and identify major empowered committee of experts, domain experts
committee and program advisory committee. There shall be the project advisory and
management teams proposed by domain experts committee and programme advisory and
management team for fulfilling the objectives of the mission.
6.1.1.1 Powers & functions of Apex Committee:
􀀹 Over-all policy making and direction for the Mission.
􀀹 Framing of guidelines.
􀀹 Nomination of members & experts on the Project Approval Board
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􀀹 Strategy formulation & mid course corrections.
􀀹 Periodic review of outcomes and general monitoring of the Mission as a whole.
􀀹 Coordination between various Central Ministries and between Centre, States and
NGOs etc.
􀀹 Addition / alteration of powers and functions of any committee or authority under this
Mission.
􀀹 Decisions regarding delegation of powers (financial or otherwise) to various
committees / authorities / functionaries involved in the Mission or its projects
6.1.2 Empowered Experts Committee [To be designated as Project Approval Board] :
Constitution : The Project Approval Board shall be chaired by the Secretary [Higher
Education], MHRD and apart from renowned experts from Academia and Industry, shall have
representatives from Department of Expenditure, Planning Commission, Department of
Telecommunication, Department of Information Technology, Department of Space and
Department of Science & Technology. This committee shall be responsible for ensuring
implementation of the mission objectives by various committees and teams in the best possible
manner. This committee shall comprise of eminent experts in the area of e-education. The
powers and function of the committee are listed as follows but are not limited to these. The
committee in consultation with apex committee can take decisions for the mission, in keeping
with spirit of the objectives to be achieved.
6.1.2.1 Powers and Functions of Empowered Experts Committee [to be known as Project
Approval Board]
Critical appraisal and Sanctioning of various project proposals under the Mission based
on the DPRs (Detailed Project Reports).
Making recommendations to the apex committee on matters of importance
Final negotiations / deliberations on IPR related issues.
Selection of domain experts committee and program advisory committee of the
Mission
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Promotion of any activity interest of the spirit of mission
Management & funding
Network of experts/institutes/industry-institute/any network useful for the Mission
in various fields
Deliberating on powers & functions of various committees
6.1.3 Domain Experts Committee: The committee shall be acting as a backbone, providing
technical support. This committee shall be responsible for review of projects on a continuous
basis. The mechanisms for streamlining projects and the integration of outcomes of projects
shall fall in the jurisdiction of the committee. Broadly, the powers and function of the
committee are suggested below.
6.1.3.1 Power and Functions Domain Experts Committee for Mission
Review of progress and decision to release installments of grants for specific projects.
Approval of milestones for deliverables of the project.
Project monitoring at regular intervals
Peer-review meetings for monitoring of progress and dovetailing with other projects in
the same broad area of activity.
Evaluation & testing of milestones and intermediate outcomes of projects in their
domain.
Assessing the utilization certificates submitted by Project Implementing Institutions.
Primary negotiations on IPR related matters.
6.1.4 Mission Secretariat: These three committees i.e. apex committee, empowered expert
committee and domain expert committee will be serviced by the Mission Secretariat. All the
documentation, coordination and day to day support to all these committees shall be extended
by the Mission Secretariat. This office shall play an important role as an interface between
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various committees and MHRD. The office also coordinates with mini secretariat in anchor
institutes
6.1.5 Program Advisory and Management Team: Major programs of mission shall be
administered and managed under the supervision the committee. Interaction among different
teams, groups and experts shall be assisted by the committee. The identification of all possible
programs shall be done by the team so that outcomes of the mission become achievable. The
overall integration across different major programs shall be supervised and evaluated by the
team.
6.1.5.1 Power and Functions of the Program Advisory and Management Team
• Selection of project advisory and management committee
• Evaluation of Project progress
• Coordination to ensure smooth flow of resources
• Enabling execution and integration of deliverables
• Resolving IPR, copy rights and any other legal issues
• Flexible structuring of groups and sub groups
• Identifying feedback system and ensure that feedback reaches at appropriate group/sub
group
• Restructuring and reorganization for timely completion of objectives
The above mentioned committees and teams would interact with
organization/institutes/research labs. Anchor institutes and participating institutes shall
be suggested to broadly create the following structure.
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6.2 Structure in Anchor Institutions
Every anchor institution would have a mini secretariat for servicing the Mission-related
activities being anchored or participated in by the institution. Head of the Institution assisted
by a few departmental heads / Professors / Experts would oversee the progress related to this
Mission. They would be adequately compensated for their time and effort in this direction, in
addition to their normal salaries. In view of heavier load of Mission related activities, it would
be possible for the faculty members / experts to devote themselves full-time for the Mission by
opting to be on deputation to the Mission.
6.3 Structure in participating Institutions
Since requirements would vary from project to project, participating institutions in the Mission
would suggest their administrative structure and delivery mechanism while preparing their
DPR and would allocate reasonable funding towards this activity.
6.4 Research to field roll out structure
Since research in the field and extension activities require a different variety of professionals,
each DPR would also suggest as to how the final outcome of the project would be delivered to
the masses or how the production or operationalization would take place. It may require
associating many start-up companies under the influence of the participating institution –
something similar to Technology Information, Forecasting and Assessment Council (TIFAC)
or those in the Industry Incubation centres of the institute. Entrepreneurs from such companies
/ outfits would be associated with the project activities from the beginning itself so that the
thinking on bringing the results on the ground progresses side by side
6.5 Organogram depicting the various aspects of the organization
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Mission
Secretariat
Empowered Committee of
Experts [to be known as
PAB
Domain Experts
Committee (1)
Connectivity
Domain Experts
Committee ….
(n)
Programme
Advisory &
Management
Team at
Anchor
Institute
Programme
Advisory &
Management
Team
Apex Committee
7-10 Programmes
30-35 Projects
(Activities in the
Tabular statement)
Connectivity
Automation
Content Creation
Constant Delivery
VTU std.
Pedagogy
Education. &
Training.
R & D Access
Devices
Scholarship
Administrator
Certification/Testin
Project (1) Project (n) g Digital Literacy
Project(1) Project (n)
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Project (n) Advisory and Management Team
Project (n)
Project Director
Supervisory Team
Logistics & Flow
Management
Financial Flow &
coordinating subteam
User
Feedback
Expert
Feedback
Advertisement &
Management Team
Feedback, Performance
Evaluation & Quality
A
Project advisory Management Team
Group of Experts for
sub project.
Cluster of Individuals/
Specialists/ Experts for Tasks
Individuals/
Specialists/ Experts
Project (n) Management Team
Sub Project (1) Sub Project (m)
Sub-Group for
Activities
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The structure of project advisory and management team and its interaction with other groups
and subgroups is shown above. This team facilitates fruitful and healthy interaction among all
stake holders of a project team.
All teams under the project advisory and management team shall be supporting and
coordinating the groups of experts and the sub-groups of experts based on the needs and
necessity. An example is shown below the group of experts.
The sub group activities are well defined by group of experts for example:
Each of the major projects shall comprise smaller projects and each individual smaller project
shall be executed by group consisting of faculty/researcher/developer/expert. Every group may
have subgroups depending upon the scope of small project.
Integration
Sub-Group
Coordination Portal Management IPR and Copy Right
Verification
Testing and Validation
Groups
Of
Experts
User Interface
and Productisation
Dissemination
Workshops and
Conference
Training and
Education
Quality assurance
and
Benchmarking
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Several possible teams have been representing in the above diagrams. These teams shall be
responsibility to run groups/sub groups whose objectives in terms tasks and activities would
be jointly agreed upon for meeting dead lines and delivering outputs so that other teams can
integrate and validate.
Additional small teams can be created by each major project advisory and management team
for the purpose of smooth running and achieving objectives in time. Since all major projects
shall be divided into small deliverable projects for various groups of experts. For example the
integration sub group shall be performing tasks across different groups therefore it is natural
for them to be part of activities like coordination, portal management, IPR related activities,
and testing validation. Another example may be activity like quality assurance can effectively
and efficiently implemented across the set of projects and their activities. Since there would be
a team for each project headed by team leader for example faculty member shall be focussing
on the project therefore his/her team would focus on the limited objectives. Therefore
coordination needs to be done by management team.
Summary of responsibilities and interaction among various levels of hierarchy is
illustrated as follows:
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7 Funding & payment norms for various activities
These norms would be suitably determined on the advice of the expert committees of domain
experts by the Empowered Committee of Experts (to be known as Project Approval Board).
However, the broad principle would be to release up to 30% of the project cost as
‘mobilization advance’ and link the release of the rest of the installments to the deliverables.
MHRD shall be fully responsible for releasing funds in time on recommendation of a
competent committee. The Project Approval Board shall evaluate the feedback on the
detailed project, with at least three national and international domain experts. The
Project Approval Board in its recommendations shall clearly mention the timings and
amount for the release. Criterion for recommending the project for funding shall be used
Mission objectives
Project
Sub-project
Activities
Tasks
Components Components
Tasks Tasks
Activities Activities
Sub-Project Sub- project
Project Project
Execution of
sub -groups
/Individual
objectives
Objectives
for Group
of Experts
Project
advisory
Management
Committee
Program
Advisory
Committee
Components
Domain Expert Committee
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and would be mentioned along with request for release of funds. The funds once
approved shall directly be released to competitive authority in organization/institutions.
The funds to private institutes and start ups can be released only through educational
institutes like IITs. These institutes shall be responsible for delivery of outcomes stated
against the release of funds.
In exceptional cases, the project approving committee can recommend direct release of
funds to private industry/start ups and private educational institutes.
Fund release against the deliverable shall clearly be uploaded on the website of the
project and also on the website of the Mission along with summary of project, for
scrutiny by the stakeholders at all the times.
8 Intellectual Property Rights Management
These issues would be addressed to by a separate group of Domain Experts who would be
assisted by the peer groups in that specialization and the members of the content advisory
committee, in case it is regarding any learning object.
The content Advisory committee would identify the existing content and evaluate the content
for quality. If required, it is proposed to enter into a Memorandum of Understanding with third
party content providers. It is also proposed to provide a link to the existing content online after
obtaining the IPR clearances. There will be a committee of experts-instructors, subject experts
and instructional designers who would undertake an analysis of needs to determine the
learning objectives required to make the targeted audience competent in the subject matter.
This group would also include curriculum developers who would consider the target
consumers and then specifically define the content required for them. The group will
constantly assess the content and the updating it in the context of the feed back received by all
the stake holders.
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9. Activities that could be funded
1. Any research, development or extension activity leading to or assisting in fulfillment
of the goals envisaged for any of the key components of the Mission. The
expenditures, inter-alia, would also cover costs of manpower, equipments,
contingencies and travels.
2. Setting up of any centralized infrastructural facilities for achieving any of the activities
mentioned above.
3. Popularizing the facilities / functionalities of the Mission with a view to achieving their
greater utilization by the people at large.
4. Engagement of experts, change agents, motivators.
5. Purchase of e-books, e-journals, IPRs etc. necessary for accomplishing activities of the
Mission.
6. Setting up and up-scaling of web based portals for various crucial activities under the
Mission.
7. Organizing workshops, conferences (both national and international) for deliberations
and content generation under this Mission.
8. Organizing lectures of world renowned scholars with a view to making them available
for Indian learners through the web based portals.
9. Bandwidth charges for providing connectivity to Institutions and learners.
10. Cost of access devices for accessing the e-content to be made available over the
internet, intranet etc.
11. Cost of computer software, hardware etc., as required in connection with the Mission.
12. Leasing charges for satellite transponders, DTH platforms, FM channels, dedicated
circuits / communication channels and related equipments for them.
13. Cost of kits for providing digital literacy.
14. MOU based collaborations with renowned Indian / multinational companies for
achieving specific research activities under the Mission or for undertaking production
and roll out of the achievements in the research labs.
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15. Procurement of stocks & services necessary for any Mission component.
16. No permanent construction and no permanent creation of posts except in case of VTU.
However, it would be possible to create posts in regular pay-scales purely on contract
basis to attract best possible talent.
17. Faculty members willing to devote themselves full time for the project, can have their
salary charged to the project.
18. Retired faculty members / experts could also be hired as experts for the project.
19. The Institution implementing the project, could, depending on the requirement and
necessity, engage start-up companies existing on their campus.
20. Any other activity authorized by the National Committee for the furtherance of the
objectives of this Mission.
21. Salary, up to 3 months, as a consulting fee can be charged to the research project.
22. Project activities for collaboration with international expertise may have been incurred
in the past, which may be reimbursed from the project.
23. International co-operation from different partners for project activities may be funded
so that the required deliverables are achieved in time.
24. International content generation and customization to our needs may be funded.
25. Joint proposals from international partners can be formulated to achieve research
objectives of the Mission.
26. Proposals with the international partners can be formulated and clear cut
responsibilities may be defined so that the funding pattern can be generated for the
faculty and research staff.
27. Summer term support for students [national and international, visiting India or abroad]
may be provided in case this manpower is working towards research objectives of the
Mission.
28. Efforts to locate examine and extract relevant knowledge inputs from our ancient
knowledge base.
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29. Devising methods to at least reduce the ill-effects of internet so that distractions and
pitfalls for the learners are avoided and web based learning approach is able to retain
its sanctity and credibility.
30. Evolving psychological and personality tests with high confidence levels.
31. Any other activity approved by the Apex Board.
10 Eligibility Criteria for Institutions to be funded under the
Mission
1. Central Govt institutions of excellence / national importance.
2. Central Universities
3. Central Govt research institutions
4. Central / State Govt institutions
5. Renowned institutions (whether in public or private sector) in the specific project area
6. Renowned NGOs
7. Any registered outfit established and managed by an eminent expert in a subject area,
who may not be working in any of the institutions mentioned above.
8. Any other type of Institution approved by the Apex Board.
11 Submission of proposals
1. Initial proposals will be submitted online and will be circulated on the portal among
various known experts who can provide their valuable inputs / comments on the
proposal or appraise it apriori.
2. Once the initial proposal meets certain benchmarks, a revised, documented proposal
will be submitted in print form with signatures on proposal and undertaking etc., and in
electronic form with appropriate digital signatures.
3. The proposal, both initial and final, should contain the objective, justification &
relevance, approach & methodology, time bound outcome based action plan with
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PERT chart, stage / phase wise, activity wise and outcome wise requirement of funds,
project staff requirements, proposed networking with other institutions to attain
synergy and avoid duplication, facilities required from other institutions,
administrative structure & norms adopted for various sub-activities, social cost benefit
analysis of the proposal, list of experts who will be working on the project, their biodata
etc., list of experts who could be used for peer review of the quality and pace of
work, current status of research in that area etc..
12 Screening of proposals
The project proposals would be first screened by the peer groups formed by the Domain
Experts Committee for specific activities and after incorporating its suggestions, if any, they
would be placed before the Empowered Experts Committee [to be known as Project Approval
Board] for a final decision regarding approval and sanction.
13 Pattern & extent of assistance
Assistance for the projects under this Mission would be upto 100% of the estimated cost as
assessed by the Domain Experts Committee and the Empowered Expert Committee [to be
known as Project Approval Board]. Funds could be released either in one installment or in
several installments as decided by the Empowered Experts Committee (to be known as Project
Approval Board). Facilities created out of the assistance received under this Mission would be
a national resource and would be sharable by other project implementing institutions / experts
/ students in that order of priority after fulfilling the main project requirements under the
Mission, for which they were set up.
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14 Release of grants
1. The start-up grant will be released immediately, after the sanction for the project is
issued after obtaining the prescribed approvals. The start-up grant will not be more
than 50% of the project cost.
2. The release of funds will be done electronically to the specified bank account.
3. After initial start-up grant, it would be outcome linked release and for the service
providers, it would be in accordance with the Service Level Agreement.
15 Withholding of grants
The grants could be withheld if the peer review finds that the outcome based progress of the
project is not satisfactory and / or the project is getting inordinately delayed so as to make it
lose its relevance.
16 Disbursement conditions
1. Organization/NGOs/Societies not wholly or substantially funded by the Govt.
of India shall have to sign and execute a bond “in advance” in the prescribed
proforma (Annexure-I) in favour of Union Ministry of Human Resource
Development. The bond should be submitted along with the original proposal.
2. In place of the Pre Stamped Receipt (PSR), the grantee body shall have to give
“authorization letter for sending grants-in-aid, directly, into the bank account of
the Organisation / NGOs/Societies etc. The authorization letter should be
submitted along with the original proposal. A Format of the authorization letter
is at Annexure-II.
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3. The Status of the utilization of funds released earlier and the utilization
certificates due shall be submitted by the grantee institution before the actual
release of funds / installment.
17 Extension of the project
Due to unforeseen circumstances or due to enhancement of the scope of activity in the light of
new experiences gained or research results obtained, it would be possible for the Empowered
Committee of Experts (to be known as Project Approval Board) to grant extension to the
specific project(s) on the basis of the recommendation of the Domain Expert Committee for
that specific group of activity. This would, however, be done only under exceptional
circumstances.
18 TERMS AND CONDITIONS
The following general conditions will be complied with by any institution / organization
receiving assistance under the scheme –
i. The institution / organization will maintain the account and get the final account /
accounts for the year audited by Govt. auditors, in case of institutes whose accounts are
audited by Govt. auditors or by a Chartered Accountant, as the case may be, and
submit these in the original to the Ministry / State Level Monitoring Agency (SLMA),
along with the utilization certificate on completion of the project or within 6 months
from the close of the financial year, whichever is earlier.
ii. The institution / organization will not accept or apply for any financial aid from any
other source towards the projects approved under this scheme, except with prior
approval of the Ministry.
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iii. The final progress report in respect of complete project should be sent along with the
final audited accounts. Audited accounts should always be prepared item-wise,
according to the sanction.
iv. The grantee agency will be required to prepare quarterly progress report on the project
or as prescribed and submit it to the Ministry / State Level Monitoring Agency
(SLMA), along with a statement of expenditure actually incurred during the quarter. It
will also be required to record a certificate to the effect that the expenditure has been
incurred in accordance with sanctioned grant.
v. Separate account will be kept of the project / seminar receipts and expenses even
though some of the terms of expenditure may be common with those incurred by the
institution in accordance with sanctioned grant.
vi. The accounts of equipment etc. related to the projects for which assistance is received
under this scheme will be made available for inspection by an officer authorized by the
Ministry / State Level Monitoring Agency (SLMA). The accounts relating to the
project shall be open to check also by the Comptroller and Auditor General of India or
his nominees at his discretion.
vii. The institution / organization shall prepare and maintain a record of all assets acquired
wholly or substantially out of grants received under the scheme. Such assets shall not
be disposed of, encumbered or utilized for other purpose without prior sanction of the
Ministry.
viii. The grantee agency will be required to complete the study and submit the final report
to the Ministry / State Level Monitoring Agency (SLMA) within the stipulated
duration of the projects.
ix. The projects may be externally evaluated after completion by an agency nominated by
the Ministry / State Level Monitoring Agency (SLMA)
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x. In the case of the grantee being private self financing educational institutions, the
institution concerned shall give an affidavit, stating, inter alia, that it shall abide by all
the terms and conditions laid down by the Mission for receiving assistance.
xi. The grantee shall be liable to refund the entire grant amount together with damages &
interest thereon @ 10% p. a. for any violation of the terms and conditions mentioned in
the scheme / Govt. sanction from the date of encashment of the cheque / bank draft for
the amount sanctioned for the project, provided that the Govt. in its discretion may
relax the date for the purpose of calculation of interest to provide for such interest to be
charged from a subsequent date.
xii. The decision of the Secretary to the Government of India in the Ministry of HRD,
Department of Higher Education or the Head of the Department administratively
concerned with the matter on question whether there has been breach or violation of
any of the terms and conditions mentioned in the sanction letter shall be final and
binding on the grantee.
19 Calendar of events
The calendar of events shall be approved by apex board. The calendar would clearly indicate
starting and end date along with the deliverable. The major milestones achieved would be
mentioned, along with the name of the project and the institute.
20 Phasing of activities
Phasing and timelines would be worked out along with the project execution committee and
project monitoring committee. Each project would have its timelines and PERT chart. There
will also be integration at the end of each phase. The deliverable at end of phase after
integration shall also be identified.
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21 Monitoring & Supervision
There would be several committees to monitor and supervise the set of projects to ensure
timely progress of the projects and the quality assurance of the outcome of the projects.
Monitoring feedback from all the committees would be sent to a coordination committee so
that appropriate decisions could be taken to make sure that the overall progress of the Mission
in terms of objectives and deliverables is achieved. The project monitoring shall be carried
along with the user group so that proper feedback for project investigators could be generated.
It shall be the responsibility of these committees to make sure that the feedback provided by
the users reaches in a format which could be implemented by project investigators. Such
feedback can be generated every six months or earlier through conducting workshops.
22 Reports & returns
All principal investigators shall electronically submit / update the progress report every week.
These reports shall be available on the mission website so that progress project outcomes are
known to system integrators. System integrators can give their feedback to the project
monitoring and supervisory committee and the project investigators through the website. Once
a year, the whole community involved in the mission should meet so that thoughts can be
exchanged to add value to project. Report of such workshops can also be uploaded to website.
E-reporting system can be developed to provide scope for fruitful interaction among different
stakeholders.
Such evaluation may take place twice during the project period, one for mid-term correction
and one after final submission. The best projects delivered can be awarded. The format for
final report can be prepared by the project evaluation committee. This committee would have
members from user group, industry, and institutes amongst others.
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23 Evaluation
Project evaluation criterion shall be developed by a group of experts so that the outcome of all
the projects can be quantified. Even negative results would be encouraged for documentations
so that repetition of some exercises can be avoided in the future. Final report can be evaluated
nationally and internationally so that the quality of work can be evaluated at the highest
possible standards. This group shall interact with the project development team so that clarity
in thought process can be achieved.
There can be number evaluation committees to examine project details and possible outcomes
of the projects. Since these outcomes are required to be integrated, this group of evaluation
committees shall invite proposals or suggest institutes/individuals that would assist in
achieving the mission goals.
The evaluation committees shall conduct workshops so that understanding of evaluation
process and the needs of various projects are understood by various stakeholders.
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24 Physical Activities, Financial Requirements and phasing
ANNEXURE – A
24.1 Financial Requirements and Phasing
NATIONAL MISSION IN EDUCATION THROUGH INFORMATION
AND COMMUNICATION TECHNOLOGY (ICT)
(Rs. In Crores)
ITEMS Financial
Projections
* Phase-I
2008-09 2009-10 2010-11 2011-
12
CONTENT GENERATION
NPTEL phase II / III 96.00 10.00 20.00 20.00 46.00
PG Classes 100.00 10.00 20.00 20.00 50.00
UG Classes 100.00 10.00 20.00 20.00 50.00
NCERT for VI to XII & NIOS 0.00 0.00 0.00 0.00 0.00
Video content digitization, conversion, chunking and
dubbing CEC / IGNOU / NCERT / SIET / OTHERS 50.00 5.00 10.00 10.00 25.00
Provision of e-books and e-journals free to the learners 100.00 20.00 40.00 40.00 0.00
Standardisation of quality assurance of contents &
certification / automation of certification 95.00 10.00 20.00 20.00 45.00
Developing suitable pedagogical methods for various classes,
intellectual calibers and research in e-learning 150.00 20.00 40.00 40.00 50.00
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GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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Development of language converter and translation tool kit 25.00 5.00 10.00 10.00 0.00
Development and realization of Virtual Reality Laboratories
and supporting facilities for e-learning 200.00 20.00 40.00 40.00 100.00
Spread Digital Literacy for Teacher Empowerment ‘A’ 200.00 20.00 40.00 40.00 100.00
Development of Certification & Testing Modules for Virtual
Technological Universities & creation of VTU, multi media
research and international programmes 100.00 10.00 20.00 20.00 50.00
Experimentation and Development of ultra low cost access
devices for wider coverage of learners & their field trials 25.00 10.00 15.00 0.00 0.00
Talk to a teacher to provide a substitute for coaching for the
economically poor students 100.00 20.00 40.00 40.00 0.00
Development of software controlled hardware programming
for robotics & other crucial areas 50.00 10.00 20.00 20.00 0.00
Adaptation & deployment of open source simulation
packages equivalent to MATLAB, ORCAD etc. 50.00 10.00 20.00 20.00 0.00
Development of unified ERP system for Educational
Institutions 20.00 5.00 10.00 5.00 0.00
Publicity & training of motivators & trainers to ensure full
utilization of the systems by institutions & students. Teacher
Empowerment ‘B’ 50.00 10.00 20.00 20.00 0.00
Conversion of available content in various regional
languages 200.00 10.00 20.00 20.00 150.00
Development of Vocational Educational modules and use of
haptic devices for education & training 100.00 15.00 30.00 30.00 25.00
Sub Total 1811.00 230.00 460.00 460.00 661.00
CONNECTIVITY
Communication & bulk storage servers at 100 premier
institutions 200.00 14.00 28.00 28.00 130.00
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1 EduSAT teaching hub at each of the 100 Central
Institutions / premier institutions 60.00 0.00 20.00 20.00 20.00
20 EduSAT Satellite Interactive Terminals at each of the 100
Central Institutions /premier institutions 12.00 0.00 5.00 5.00 2.00
2000 nodes for 1 Gbps connectivity at each of the 100
Central Institutions / premier institutions to be connected
through BSNL Internet + VPN Plan 500.00 20.00 40.00 40.00 400.00
1 EduSAT Satellite Interactive Terminal at each of the
18000 Institutions of Higher Learning 108.00 0.00 30.00 30.00 48.00
15-20 nodes for 7.5-10 Mbps connectivity at each of the
18000 Institutions of Higher Learning connected through
BSNL Internet + VPN Plan 1000.00 200.00 400.00 400.00 0.00
6 uplinking hubs for 6 National Beam transponders of
EduSAT 24.00 0.00 10.00 10.00 4.00
Provision of 1000 DTH Channels for Eklavya & other video
based programmes including iPTV for e-learning 120.00 20.00 40.00 40.00 20.00
Provision of 100 PC in 18000 Institutions of Higher
Learning @ 1 per faculty member on 50:50 cost sharing 700.00 20.00 200.00 200.00 280.00
iPStar satellite access device @ $250 per device for
100*300+18000*5 = 120000 terminals @ one tenth 12.00 0.00 5.00 5.00 2.00
Bandwidth charges for iPStar terminals 100cr + 200 cr + 200
cr + 100 cr + 50 cr till our satellite has 45 Gbps capacity @
one tenth 65.00 0.00 10.00 10.00 45.00
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Sub Total 2801.00 274.00 788.00 788.00 951.00
Grand Total 4612.00 504.00 1243.00 1223.00 1612.00
* 3% of the above mentioned costs would be utilized towards recurring administrative
expenses with the approval of the Empowered Committee of Experts.
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ANNEXURE – B
24.2 Physical Targets and
Phasing
ITEMS Total Physical
Projections *
1st
Year %
2nd
Year %
3rd
Year %
4th
Year %
CONTENT
GENERATION
NPTEL phase II / III Creation of 500
web and video
courses in 15
disciplines;
enabling streaming
format for all video
courses
developed; web
support services 10
20 20 50
PG Classes 50 disciplines; 32
papers per
discipline 10 20 20 50
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(semester level);
1600 courses in all
UG Classes 80 Subjects; 24
courses (semester
level) per subject;
1920 courses in all 10 20 20 50
NCERT for VI to XII
& NIOS 0.00 0.00 0.00 0.00
Video content
digitization,
conversion, chunking
and dubbing CEC /
IGNOU / NCERT /
SIET / OTHERS
100,000 video
programmes
developed over a
period of time to
be digitised, repurposed
etc. 10 20 20 50
Provision of e-books
and e-journals free to
the learners
6000 e-books &
40000 e-journals 20 40 40 0
Standardisation of
quality assurance of
contents &
certification /
automation of
certification
Development &
Research activity 10 20 20 50
Developing suitable
pedagogical methods
for various classes,
intellectual calibers
Research &
knowledge
dissemination
activity 15 25 35 35
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and research in elearning
Development of
language converter
and translation tool
kit
Technology
development &
research activities 20 40 40 0
Development and
realization of Virtual
Reality Laboratories
and supporting
facilities for elearning
100 virtual labs;
each lab having at
least 10
experiments 10 20 20 50
Spread Digital
Literacy for Teacher
Empowerment ‘A’
All teachers in the
Higher Education
Institutions would
be motivated and
trained to use ICT
tools effectively for
imparting elearning
10 20 20 50
Development of
Certification &
Testing Modules for
Virtual Technological
Universities &
creation of VTU,
multi media research
and international
Development &
Research activity
and deployment in
5 VTUs and 100
universities 10 20 20 50
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programmes
Experimentation and
Development of ultra
low cost access
devices for wider
coverage of learners
& their field trials
Research &
Development
activities 40 60 0 0
Talk to a teacher to
provide a substitute
for coaching for the
economically poor
students
60 Subjects; 10
chapters for each
subject; 2 experts
for each chapter;
24*7*365 for 5
years 20 40 40 0
Development of
software controlled
hardware
programming for
robotics & other
crucial areas
Research &
Development
activities and
Technology
development 20 40 40 0
Adaptation &
deployment of open
source simulation
packages equivalent
to MATLAB,
ORCAD etc.
Research &
Development and
Knowledge
dissemination
activities 20 40 40 0
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Development of
unified ERP system
for Educational
Institutions
Examination,
Registration and
Result
declarationetc.
Modules to be
deployed in 100
premier
institutions. 25 50 25 0
Publicity & training
of motivators &
trainers to ensure full
utilization of the
systems by
institutions &
students. Teacher
Empowerment ‘B’
100,000 teachers
covering 600
districts 20 40 40 0
Conversion of
available content in
various regional
languages
6000 e-courses
and 100,000 video
programmes into
15 languages 5 10 10 75
Development of
Vocational
Educational modules
and use of haptic
devices for education
& training
1000 modules
covering 100
disciplines 15 30 30 25
Sub Total
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CONNECTIVITY
Communication &
bulk storage servers
at 100 premier
institutions
100 sets of
Communication &
bulk storage
servers 7 14 14 65
1 EduSAT teaching
hub at each of the 100
Central Institutions /
premier institutions 100 EduSAT hubs 0 30 35 35
20 EduSAT Satellite
Interactive Terminals
at each of the 100
Central Institutions
/premier institutions 2000 SITs 0 40 40 20
2000 nodes for 1
Gbps connectivity at
each of the 100
Central Institutions /
premier institutions
to be connected
through BSNL
Internet + VPN Plan
1 Gbps
connectivity to 100
premier institutions 4 8 8 80
1 EduSAT Satellite
Interactive Terminal
at each of the 18000
Institutions of Higher
Learning 18000 SITs 0 30 30 40
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15-20 nodes for 7.5-10
Mbps connectivity at
each of the 18000
Institutions of Higher
Learning connected
through BSNL
Internet + VPN Plan
10 Mbps
connectivity to
18000 Colleges 20 40 40 0
6 uplinking hubs for
6 National Beam
transponders of
EduSAT 36 uplinking hubs 0 40 40 20
Provision of 1000
DTH Channels for
Eklavya & other
video based
programmes
including iPTV for elearning
1000 DTH
Channels 20 30 30 20
Provision of 100 PC in
18000 Institutions of
Higher Learning @ 1
per faculty member on
50:50 cost sharing 18 lac PCs 5 25 25 45
iPStar satellite access
device @ $250 per
device for
100*300+18000*5 =
120000 terminals @
12000 Satellite
terminals 0 40 40 20
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one tenth
Bandwidth charges
for iPStar terminals
100cr + 200 cr + 200
cr + 100 cr + 50 cr till
our satellite has 45
Gbps capacity @ one
tenth
Satellite bandwidth
charges gradually
tapering off 0 15 15 70
Sub Total
Grand Total
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ANNEXURE – I
(To be furnished on Rs.20/- Stamp Paper)
BOND
KNOW ALL MEN BY THESE PRESENTS THAT we the ——-ABC ————
———————————————————-(name of the organization as in
Registration Certificates) an association registered under the Societies Registration
Act, 1860 having been registered by the office of —————— (Name and full
address of Registering Authority), vide Registration Number ————- dated —
—- office at ———–in the State of ———— (herein after called the
obligor/obligors) are held and firmly bound to the President of India (hereinafter
called the Government) in the sum of Rs. —————(in words Rs——————-
– only)with interest therein @ 10% per annum well and truly to be paid to the
President on demand and without demur, for which payment we bind ourselves
and our successors and assigns by these presents.
2. SIGNED this —– day of ——– in the year Two thousand and ——–.
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3. WHEREAS the obligors has sent a request proposal to Government,
through the Union Ministry of ———————- for Grants of Rs.————
Vide his Letter number ————Dated ——–; the obligor has agreed to execute
this bond in advance, in favor of Union Ministry of —————————– for
entire amount of Rs———-as requested in the proposal sent to the Government.
The obligor is willing to accept the proposed amount or any other amount
approved / sanctioned by the Government. The obligor is willingly executing this
bond of proposed amount with the stipulation that obligor will be bond upto this
amount or by the actual amount approved/ sanctioned by the Government,
whichever is less. The obligor is also willing to accept all terms and conditions
mentioned in the “Letter of Sanction” to be issued by the Government.
4, Now the condition of the above written obligation is such that if the
obligors duly fulfill and comply with all the conditions mentioned in the letter of
sanction, then above written bond or obligation shall be void and of no effect. But
otherwise it shall remain in full force and virtue. If a part of the grant is left
unspent after the expiry of the period within which it is required to be spent, the
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obligors agree to refund the unspent balance along with interest at the rate of 10%
(ten percent) per annum unless it is agreed by the sanctioning authority to be
carried over to the next financial year. The amount of grant shall be refunded
along with interest earn thereon.
5. The Society/Trust agrees and undertakes to surrender/pay to Government
the monetary value of all such pecuniary or other benefits which it may receive or
derive/have received or derived through/upon unauthorized use (such as letting out
premises for adequate or less than adequate consideration or use of the premises
for any purpose other than that for which the grant was intended) of the
property/building or other assets created/acquired/constructed largely from out of
Government grant. The decision of the Secretary to the Government of India in
the Ministry of ————————————-Department of————————-
or the administrative Head of the Department concerned shall be final and binding
on the Society/Trust, in respect of all matter relating to the monetary value
mentioned above to be surrendered/paid to the Government.
6- The member of the executive committee of the grantee will
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(a) abide by the conditions of the grants in aid by the target dates, specified in
the letter of sanction and
(b) not divert the grants or entrust execution of the scheme or work concerned
to other institution (s) or organisation(s) ; and
(c) abide by any other conditions specified in the agreement governing the
grants in aid.
In the events of grantee failing to comply with the conditions or committing
breach of the conditions of the bonds, the signatories to the bonds shall be
jointly and severally liable to refund to the President of India, the whole or a
part amount of the grant with interest @ 10% per annum thereon. The stamp
duty for this bond shall be born by the Government.
7-AND THESE PRESENTS ALSO WITNESS THAT
(i) The decision of the Secretary to the Government of India in the
Ministry of ————— Department of———————- on the
question whether there has been breach or violation of any of the
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terms and conditions mentioned in the sanction letter shall be final
and binding on the obligors; and
(ii) The Government shall bear the stamp duty payable on these
presents.
In witness whereof these presents have been executed as under on behalf of
the obligors and day herein above written in pursuance of the Resolution
NO.——– Dated _________ passed by the Governing Body /Executive
Committee of the obligors, a copy whereof is annexed hereto as Annexure
B,.
( )
Signed for an on behalf of
Signature of the grantee.
(Name of the Obligor Association, as registered.)
Full Mailing Address————————-
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Telephone Number/ Mobile NO. ————————–
E mail address (if available )
Fax Number:
(in the presence of) Witness name, address and signature
(i)
(ii)
(Sign)
Accepted for an on behalf of the
President of India
Designation
Date
Name & Address
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ANNEXURE – II
Authorisation Letter for sending Grants –in – aid /funds through e-payment
directly into the Bank Accounts of the organization.
I /WE ——————————(name of the entity /Society/ organization)
Would like to receive the grants in aid disbursed by the , Union Ministry of
——————-directly into the bank Account of the society/ institution/
organisation etc. through electronic mode of transfer .The particular are as
under
1.Name of the payee (as in the bank accounts )
2.Name of the Bank—
3.Bank Branch (full address) —–State ——-District——-Pin——-
4. Branch Code number
5. Bank Account Number ———————-(in words———————)
6.Type of bank Account—Saving/ Current
7.MI CR code of the Bank——————
8.Mode of Electronic transfer Available in the Bank -ECS/RTGS/NEFT
/CBS/code number (if any);-
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Place: New Delhi Signature of grantee
Date: ————— Name of Grantee:
Designation/ Rubber stamp
Full Address of the institute/NGO/Society ( village / sub division/ district/
Pin/ state)
Telephone number/ Fax number/Mobile number—-
Email ( if any)

http://www.sakshat.ac.in/frmIndex.aspx

Central Institute Of Educational Technology(CIET), a consitituent unit of NCERT, came into existence in the year 1984 with the merger of Center for Educational Technology and Department of Teaching Aids.CIET is a premiere national institute of educational technology.Its major aim is to promote utilization of educational technologies viz. radio,TV, films, Satellite communications and cyber media either separately or in combinations. The institute undertakes activities to widen educational opportunities, promote equity and improve quality of educational processes at school level.

http://www.ciet.nic.in/index.php#

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eBasta eBasta

About eBasta

In line with the government’s Digital India initiative, this project has created a framework to make school books accessible in digital form as e-books to be read and used on tablets and laptops. The main idea is to bring various publishers (free as well as commercial) and schools together on one platform. In addition to the portal, a back-end framework to facilitate the organization and easy management of such resources has also been made, along with the web based applications that can be installed on tablets for navigating the framework.

The framework, implemented as a portal, brings together three categories of stakeholders: the publisher, the school and the student. It provides them with the following primary functionalities:

Stakeholders

Students Identify bastas of interest and download

School/Teachers Browse content, pick what suits, organise into bastas

Publishers upload & manage content in the portal

The eBasta App, downloadable from the portal, runs on any Android smart device

eBasta application!

The eBasta Application can access the basta created using the portal framework, and renders it for easy navigation by the student. The eBasta App, freely downloadable from the portal, runs on any Android/Windows Device.

Download Now !

Students

Easy access to interactive and dynamic content augmented with text, charts, graphics, videos and auxiliary resource. eBastas are delivered through the internet no packaging no shipping and hence NO WAIT. eBasta’s are portable. Carry eBasta’s in any storage medium without worrying about their weight and start reading them ANY WHERE ANY TIME.

School/Teachers

The eBooks and other contents in the eBasta can be logically organised by the school / Teacher while creating the eBasta. Teachers can choose and bundle content according to their teaching methods. Access to variety of resources – text, simulation, animations, audio books, videos, etc – to choose from. Review, Comment, Rate on eContents. Help schools with lesser teaching resources to gain from the resources of better schools. Provide teachers who contribute content / generate more relevant collections nation-wide visibility.

Publishers

Single point interface for reaching out to multiples of schools, across the country
Convenience to register, sell and distribute ebooks & related interactive econtents online
Overcome the logistical problems of book printing, transport and delivery, especially at remote locations
Significantly shortens the cycle of content editing /changes and facilitates faster release of updates
Support for DRM from the pioneers in the Industry wherever required
Get direct feedback from teachers and students regarding eContents

https://www.ebasta.in/appdownloads

Overview

orgnisation structure NBB With 30 crore school-age children, India’s future as a global knowledge leader by the mid 2020’s, is secure only when we nurture the creativity and potential of every child. The Founder Father of National Bal Bhavan Shri. Jawaharlal Nehru felt that the Bal Bhavan movement is the best national option to ensure this. He felt that the formal education system left little scope for the overall development of the child’s personality. He envisioned National Bal Bhavan as a place which would fill this gap. Since 1956, Bal Bhavan have brought in children across gender class caste divides to nurture their curiosity and imagination, helping them to enjoy childhood and learn joyfully. The Bal Bhavan movement today continues to help children become future creative thinkers, designers,scientists,leaders, compassionate and responsible citizens who contribute to the society.

Our Roles :

National Bal Bhavan has multidimensional role to play such as.

a) A Prototype children’s Institute for free learning experiences

• Supplement schools system by providing children with free environment conductive to creative expression and activity.

• Helps in preparing children for vocational streams

• Provides opportunities to children to realize their hidden potential.

• Provides opportunities to researchers in areas of creativity.

• Identifies creative talent and honours them through ‘The Bal Shree Scheme’ in the fields of Creative Arts, Creative Performance, Creative Writing and Creative Scientific Innovation.

• The National Children’s Museum of Bal Bhavan is the only Children’s Museum in the country which is of a National status.

• Creates awareness through mass activities involving children and community on various issues and themes.

• Acts as an effective non-formal learning centre where philosophy of learning by doing and play way methods are adopted.

b) A Creative Resource Centre

• Provides training facility for creative education. The Integrated training programme of National Training Resource Centre imparts training in Creative Arts, Performing Art, Science Education, Physical Education and Literary appreciation. The visual art workshop provides a common platform to subject teachers, art & Craft and performing art teachers in devising innovative teaching strategies.

• Offers guidelines and learning facilities for teachers and teacher trainers for integrated learning of children.

• Helps in developing creative teaching techniques and educational kits in Arts, Science and museum techniques.

c) An Apex Body

• Works as a nodal agency for all affiliated Bal Bhavans.

• Provides guidelines, and support, know – How to affiliated State Bal Bhavan and desiring educational institutions.

• Helps in establishing new Bal Bhavans.

• Coordinates with affiliated Bal Bhavans in organizing national level workshops, seminars and conferences.

• Provides financial assistance to affiliated State Bal Bhavans for specific projects like developing science corners, science parks, astronomical units, museum corners, computer labs, adventure parks etc.

• Provides opportunities to participate in national level programs to children of all affiliated Bal Bhavans.

d) An Institution of National / International Status

• National Bal Bhavan stands as a unique, exemplary institute in the International arena of children’s non-formal education institutes.

• Conducts Cultural Exchange Programmes with other countries.

• Organizes Children Assemblies, International Integration Camps, where children of other countries also participate.

Our Clientele :

The National Bhavan and affiliated Bal Bhavans facilitate all children by adopting equal opportunities with no discrimination based on individual differences. Bal Bhavan pays special attention to children with special/diverse needs in urban and rural India. We believe it is important to reach out to the whole cross section of society so that human resource is identified and nurtured from early childhood. Bal Bhavan engages children in different activities for individual development as also by inclusion into the society by facilitating value added activities like – Mass Singing, Mass Painting, Mass Rallies, Mass Discussions, Mass Creative Writing and organises Creativity Fairs, Science Fairs, Integration-Camps , concern for environment activities such as Mass Tree Plantation, Social awareness to enhance social responsibility/ Children Camps to inculcate socio-inclusion of children from different strata of society. Also teachers/teacher trainees are given training integrated learning / teaching and innovative teaching strategies.

It was during early fifties when the first Prime Minister of India, Pandit Jawahar Lal Nehru, visited the famous “Empiere’s Place” in Earstuhile, USSR and was moved to find hundreds of children, immersed in the world of fantasy and creativity, unaffected by barriers of caste, class, religion and place, The idea of a similar institute , solely for the children cropped up in his mind. Later on in 1956 Pt. Nehru founded Bal Bhavan in a tin shed at Turkman Gate, Delhi giving a start to a nationwide mission for creative enhancement of children through playing and doing different activities in a child friendly environment. Since its inception in 1956, the Bal Bhavan movement has grown by leaps and bounds throughout the length and breadth of the country covering 104 districts with affiliated Bal Bhavans and Bal Kendras. National Bal Bhavan is an autonomous institution under the Ministry of Human Resource Development (HRD) and is fully funded by it.

Smt. Indira Gandhi was the Chairperson of Bal Bhavan for two terms 10.03.1955 to March 1966 and 25.09.1974 to 1976. As the founder Chairperson of Bal Bhavan she spearheaded the movement to provide millions of children all over the country an opportunity for self-expression. She was intimately connected with the activities of children and found the time from her busy schedule to come over, talk to them, encourage them and share with them her ideas. Her succesors like Dr. Karan Singh, Smt. Pupul Jaykar, Smt. Mekhla Jha, Begum Bilkees Latif, Ms Geetha Dharamrajan are to name a few who were keen to develop National Bal Bhavan as a Children’s paradise where they learn through informal activities. Smt. Shallu Jindal continues to take this movement forward as the current Chairperson.

http://nationalbalbhavan.nic.in/index.html

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प्रेरणादायक हिंदी कहानियाँ

प्रेरणादायक हिंदी कहानियां

यहाँ आपको मिलेगा दुनिया की सबसे अच्छी 250+ प्रेरक कहानियों का सबसे बड़ा संग्रह. ऐसी हिंदी कहानियाँ जो मनोरंजन के साथ-साथ आपको बड़ी सीख देने का भी काम करती हैं. हम उम्मीद करते हैं कि ये कहानियाँ आपके जीवन में सकारात्मक बदलाव ला पाएंगी. Enjoy the huge collection of Hindi Story on almost any subject for students of all classes and adults.

प्रेरणादायक हिंदी कहानियाँ

PRIMARY SECTION ACTIVITIES

KoT.L.M. EXHIBTION OF PRIMARY SECTION

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PLANTATIONS

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OUR FIRST DAY IN VIDYALAYA CLASS – 1 ON 09/04/2018.

COMMUNICATIVE ENGLISH PROJECT

COMMUNICATIVE ENGLISH PROJECT IS BEING SUCCESSFULLY CARRIED OUT IN KENDRIYA VIDYALAYA LAKHIMPUR KHERI. THE TEACHERS AND THE STUDENTS ARE ENTHUSIASTICALLY PARTICIPATING IN IT AND A GOOD ENVIRONMENT OF ENGLISH COMMUNICATION IS BEING BUILD UP. WE LOOK FORWARD FOR ITS GRAND SUCCESS.

THANKS TO ALL OUR PATRONS.

PROJECT UNDERTAKEN BY –

MRS. ALPANA SHARMA (TGT, ENGLISH) / MONITOR

MASTER TRAINERS

MR. A.K. DIXIT ( TGT, SOCIAL STUDIES)
MRS. R. MALPANI ( PRT )

IMG-20170731-WA0006 (1)

PRACTICE SESSION : – MRS. ALPANA SHARMA WITH MADHUSUDAN SHARMA ( TGT – MATHEMATICS )

IMG-20170731-WA0005 (1)

PRACTICE SESSION : – MRS. ALPANA SHARMA WITH MADHUSUDAN SHARMA ( TGT – MATHEMATICS )

PRACTICE SESSION WITH MR.A K DIXIT(TGT, SST) AND MR. MADHUSUDAN SHARMA (TGT,MATHS)

PRACTICE SESSION WITH MR.CHANDRAPRAKSH (AE) AND RAJENDRA KUMAR (PHE)

PRACTICE SESSION WITH MR. DEVENDRA ( PRT ) AND HIMANSHU GUPTA(PRT).

विद्यालय पुस्तकालय की वेबसाइट

केंद्रीय विद्यालय लखीमपुर के पुस्तकालय की सिंपल वेबसाइट कॉम पर वेबसाइट का निर्माण किया गया है, जो निरंतर संशोधन एवम् परिवर्धनशील है

ज्ञान – गंगा

सरस्वती का सपावन मन्दिर,

सुख- समृद्धि हमारी है I

हममें से हर एक प्राणी,

रक्षक और पुजारी है II

Maa Saraswati Goddess HD Wallpapers

THIS WEBSITE IS A TINY TRIBUTE AND DEDICATED TO THE FOUNDER OF BANARAS HINDU UNIVERSITY BHARAT RATNA MAHAMANA MADAN MOHAN MAVIYA AND INDIAN FATHER OF LIBRARY SCIENCE PADMSHREE SIYALI RAMAMRIT RANGANATHAN. WE THE LIBRARY AND INFORMATION PROFESSIONALS ARE THE CREATIONS OF THOSE GREAT SOULS . OUR EXISTENCE CAN NOT BE IMAGINATED WITHOUT THEIR GREAT CONTRIBUTIONS. THEY HAD BRAUGHT THE EDUCATION FOR ALL IRRESPECTIVE OF CASTE, CREED AND RELIGION BY SELFLESS BUILDING UP A MILESTONE OF THE EDUCATION ERA.

HENCE, IT IS OUR MORAL DUTIES TOWARDS THESE IMMEMORIAL PERSONALITES TO CATRE AND FOSTER THE EDUCATIONAL AND INFORMATIVE ASPECTS OF THE RIGHT RECEPIENTS OF AT THE RIGHT TIME IN THE COURSE OF GETTING THEIR ULTIMATE GOALS SO THAT THEY CAN BUILD A HEALTHY, EDUCATED, EMPLOYED, PROSPEROUS AND HAPPY NATION. EDUCATIONAL MEDIA REGARDLESS OF THEIR PHYSICAL FORMATS ARE THE GREAT SOURCES KNOWLEDGE AND INFORMATION. EACH SOURCE OF KNOWLEDGE AND INFORMATION ARE THE FLOWING STREAMS OF KNOWLEDGE RIVER.

HENCE, IT IS NOT ONLY THE HOPE BUT, OUR FIRM BELIEF THAT EACH DROP OF KOWLEDGE AND INFORMATION WILL SATISFY THEIR VARIENT EDUCATIONAL THIRSTS.

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Madan Mohan Malaviya was the freedom fighter credited with popularizing the slogan Satyameva Jayate (the truth alone shall triumph).

‘

Madan Mohan Malviya’ was born on December 25, 1861 in Allahabad. His grandfather Pt Premdhar and father Pt Baijnath were Sanskrit scholars. His father, Pt Baijnath, was also an excellent Kathavachak (narrator of the stories from Bhagawat). Madan Mohan was married in 1878 to Kumari Devi of Mirzapur.

Madan Mohan’s education began at the age of five. He was a diligent boy. He matriculated in 1879 and joined the Muir Central College and graduated from the Calcutta University in 1884. He wished to devote himself entirely to the service of the nation. Though he studied law and passed the LL.B. examination in 1891 yet he was not interested in legal profession. He was given the title of ‘Mahamana’. He is most remembered as the founder of Banaras Hindu University (BHU) at Varanasi.

Madan Mohan Malviya was a great Scholar, educationist, man of action and a leader of tile national liberational movement. He became popular for his outspoken views about media as a subject of the British, the abject poverty of the masses and the indifference of the British towards them. He was duly appointed member of the Indian Industrial Commission in 1916. On account of his services to the Congress he was elected its President in 1909,1918,1932 and 1933.

Madan Mohan Malviya was a strong supporter of the Congress. He founded the Hindu Mahasabha in 1906. He became a High Court Vakil in 1893. He always preferred to public work over his legal work. He started many daily, weekly and monthly newspapers and magazines. He was the Chairman of the Board of Directors of the Hindustan Times from 1924 to 1946.

Madan Mohan Malviya was a conservative in social matters. He believed in the ‘Vamashrama Dharma ‘ (caste system). He was known for his gentleness and humility. It will be true to say that he considered responsive co-operation a better policy than civil disobedience. He died on November 12, 1946 at the age of 85. He was posthumously conferred with Bharat Ratna, India’s highest civilian award, on 24 December 2014, a day before his 153rd Birth Anniversary. Madan Mohan Malviya occupied a very high position in Indian public life and his public activities were numerous.

SIYALI RAMAMRIT RANGANTYHAN

INDIAN FATHER OF LIBRARY SCIENCE

INDIAN FATHER OF LIBRARY AND INFORMATION SCIENCE AND THE FOUNDER OF DEPARTMENT OF LIBRARY SCIENCE OF BANARAS HINDU UNIVERSITY PADMSHREE SIYALI RAMAMRIT RANGNATHYAN.

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BIOGRAPHICAL INFORMATION OF

DR. SIYALI RAMAMRIT RANGANATHAN

Father of Library Science

Libraries play a vital role in the development of our country. S. R. Ranganathan, who is known as “Father of Library Science in India”, was the first person one who identified the real need of libraries and library science education in our country.

India celebrates August 12 as Librarians Day in his honour.

Dr S.R.R. was born on August 9, 1892, to Ramamirtam Iyer and Sita Lakshmi Ammal at Shiyali (present Sirkazhi). His primary education started at Sabhanayaka Mudaliar’s Hindu High School in Shiyali. He took up his B.A. in 1913 at Madras Christian College and later M.A. (Mathematics) at Presidency College, Madras in 1916. His teaching career started with the Government Arts College, Mangalore in 1917 and then he joined Presidency College in 1921. He taught Mathematics and Physics.

In January 1924, Dr S.R.R. left Presidency College and took charge of the Madras University Library as University Librarian. He left for England in September 1925, to get trained in librarianship and completed a six month certificate course in library science. During this time, he visited many libraries and he found that the system of classification, cataloguing etc., was not scientific and there was a tremendous scope for the improvement in Library Science.

On his return from London in 1925, he took immediate steps to reorganize the University Library to attract more readers and classified its contents on scientific basis. Dr S.R.R. has written on almost all aspects of Library Science, such as Library Administration, Classification, Cataloguing etc., He published Colon Classification in the year 1933, which is based on Hindu Philosophy. He developed the concept of Librametry that is application of statistics to Library Science.

He started the Library Science Department in the year 1931 at Madras University. Because of Dr S.R.R’s interest, Madras became the first state in our country to enact the Madras Public Library Act (1957) and he persuaded the UNESCO to establish the Documentation Centre in New Delhi.

Dr S.R.R. was later invited to Banaras University and Delhi University. He was a Professor of Library Science in Delhi University from 1947 to 1955. He was Chairman of the UGC Library Commission and started DRTC (Documentation Research and Training Centre) at Bangalore to promote the research activities in the field of Library and Information Science. He died on Sept. 28, 1972. The best way to remember Dr S.R. Ranganathan is to publish good books, start well-equipped libraries in schools and also popularise the library movement in rural areas.

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कविता

शिक्षा

बहुत जरूरी होती शिक्षा,

सारे अवगुण धोती शिक्षा I

चाहे जितना पढ़ लें हम पर,

कभी न होती पूरी शिक्षा II

शिक्षा पा कर ही बनते हैं,

नेता, अफसर और शिक्षक I

वैज्ञानिक, मन्त्री, व्यापारी,

और सीमा के रक्षक I

कर्तव्यों का बोध करती,

अधिकारों का ज्ञान I

शिक्षा से ही मिल सकता है,

सचमुच का सम्मान I

बुद्धिमान को बुद्धि देती,

और ज्ञानी को ज्ञान I

शिक्षा से ही बन सकता है,

भारत देश महान I

कविता संकलित करने वाली,

शगुन शर्मा को मेरा सलाम I

रचती रहना प्यारी बेटी,

रचना सुबहो – शाम I

संकलनकर्त्री : शगुन शर्मा

WORLD OF TIGERS

Community cover photo

Image: Siberian Tiger Face To Face Photograph by Jerry Fornarotto

Image: Siberian Tiger Stretching Royalty Free Stock Photography - Image ...

Animated Photo

Siberian tiger Images Collection (Beautiful)

artsonearth.com/www/images/uploads/blogger/_Xb5mh5BjcAo/SYo1mlUf-5I/AAAAAAAACmg/Rq0d-TmjKeA/s1600/Siberian-tiger-Berlin-7.jpg

Siberian Tigers at the YWP - Digital Images

Image: Siberian Tiger: an Endangered Species

आदित्य सिंह की अपनी पूजनीय माताजी पर कविता

माँ का उपकार

खुद को त्याग कर , मान लिया मुझे अपना भविष्य I

मैं तुझे भविष्य देने से , विवश हो कर कतराता हूँ II

छोड़ दूंगा दुनियाँ को , पर माँ तुझे न छोडूंगा I

जीवन भर माँ मैं , तेरे ही गुण गाऊंगा I

वृद्धाश्रम का नाम नहीं , दूंगा तुमको जन्नत का , मैं सारा आराम II

जब तक मैं यह कर न सकूँ , तब तक न लूंगा मैं विश्राम II

त्याग कर खुद को जलती है , पर मुझे आँच न आने देती है I

थोड़ा मारती , थोड़ा समझाती , पर मेरा जीवन सँवारती है II

जब मैं रोता हूँ , तब तूँ रोती I

पर मुझे आभास न होने देती II

भूखे हो कर भी खुद , मेरे पेट को भरती है I

पलभर भी आँखों से अपने , दूर नहीं होने देती II

दूर हूँ तुमसे , पर दिल से मैं दूर नहीं I

जल्दी ही आऊंगा , मैं तेरे सब काम I

हे माँ , तुझे मेरा प्रणाम II

माँ के श्री चरणों में सादर समर्पित : – आदित्य सिंह

LIBRARY JOURNEY OF SHRI C.N. PRASAD

IMG_20170412_091344 SHRI PRASAD JI STARTED HIS LIBRARY AND INFORMATION CAREER AS JUNIOR LIBRARY ASSISTANT IN PARLIAMENT LIBRARY FROM 1 4/12/1990 TILL 31/01/1992. LATER ON HE ACQUITTED THE SAME AND JOINED IN KENDRIYA VIDYALAYA SANGATHAN FROM 01/02/1992 AND SERVING VARIOUS DUTIES ALONG WITH LIBRARY AND INFORMATION SERVICES. HIS PERFECT AND MARVELLEOUS DUTIES WERE HIGHLY APPRECIATED BY THE AUTHORITIES. IT MY HUMBLE PREY THE ALMIGHTY TO SOWER HIS BLESSINGS TO TAKE THE LIBRARY AND INFORMATION SERVICES IN NEW HEIGHTS.

INFORMATION COLLECTED BY –

RAJESH KUMAR SINGH

LIBRARIAN

CODE NO.1023

दयनीय भारत के दर्द भरे गीत

त्रेता युग भगवान श्री राम चन्द्र जी माता सीताजी से कहा था कि कलियुग में भारत में भ्रष्टाचार अपने चरम पर रहेगा I कालाधन , कालाव्यापार और रिश्वत बाज़ार भी गरम रहेगा I जिसके हाथ में लाठी होगी भैंस वही ले जायेगा . यही अनैतिकता भी अपने चरमोत्कर्ष पर होगी . माता – पिता भी अपने जिगर टुकड़ों द्वारा अपमानित एवम् अपने ही बेघर किये जायेगे I जो होंगे ढोंगी और भोगी सन्त वही कहलायेंगे I

ऐसे लोगों से ३६ का आँकड़ा बनाकर ही रहना ठीक होगा जिनकी फितरत छिपी रहती है , नकली चेहरा सामने रहता है और असली सूरत छिपी रहती है I जिनके दान के चर्चे घर – घर फैले रहते हैं और लूट की दौलत छिपी रहती है I आईये ! इनको गौर से पहचान लीजिये I इन विषधर नागों को समय रहते पहचान लीजिये क्योंकि इनका कटा हुआ पानी भी नहीं माँग पाता I क्योंकि इस अंजुमन में आपको आना है बार – बार I फिर मत कहियेगा कि :

हम थे जिनके सहारे , वो हुए ना हमारे I

डूबी जब दिल नईया , सामने थे किनारे II

इनकी पहचान के लिये ये गीत पर्याप्त है : –

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ज्ञान के चमत्कार को नमस्कार

ज्ञान का प्रकाश

अज्ञानता का नाश

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केंद्रीय विद्यालय लखीमपुर – खीरी

पुस्तकालय एवम् सूचना विज्ञान में सेवा के अवसर

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