1. "SURAKSHIT SAMUDAYA II:
Building Disaster-Resilient Communities, Nepal"
TRAINING REPORT
REFLECT TRAINING OF TRAINERS (TOT)
8-15 August, 2009
VDRC Training Hall, Nawalparasi
Funded by: ECHO
Training organized by
Co-financed by: AusAID ACTIONAID NEPAL

2. TABLE OF CONTENTS
Part I: SUMMARY REPORT
Background
Training Objectives
Training Methodology
Training Evaluation
Conclusion & Recommendation
Part II: PROCEDURAL REPORT
Day 1: Introduction, Objectives, Development and DRR
Day 2: Review, Education, REFLECT, and Participatory Methods
Day 3: Power Relation, Power Mapping and RBA
Day 4: Social Justice, Context Mapping, and Disaster Ranking
Day 5: Problem & Issues, PRA tools, PWD Mainstreaming and AAN/
DIPECHO Project Overview
Day 6: Gender and Women's Right, Advocacy & Campaign, DM
Cycle and DMC
Day 7: Education right, Communication and Micro-teaching
Day 8: REFLECT Management Committee, Role of DMC and RF,
Training Evaluation and Work plan
Part III: ANNEXURE
Annex 1: Training final evaluation compiled
Annex 2: Participants list
Annex 3: Training schedule and contents
Annex 4: Training Handouts
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3. Part I: SUMMARY REPORT
BACKGROUND
ActionAid Nepal is implementing a project titled Surakshit Samudaya II, a DIPECHO
project in three disaster prone districts of Nepal, towards building safer
communities through disaster management. The objective of the project is to
strengthen capacities of community and local institutions for reducing impact of
disasters and ensuring rights of disaster vulnerable people. In the project, REFLECT
is being applied as the community mobilization and empowerment tool to generate
participation and grassroots ownership.
AAN has started applying REFLECT in disaster related issues, utilizing its inherent
strength to mobilize and empower and empower the vulnerable groups, linking their
struggle to cope with disasters to their ability to access and exercise their human
rights.
In order to initiate REFLECT in the field level, a training of trainers on REFLECT was
organized during 8-15 August, 2009 in VDRC Gaidakot, Nawalparasi to 22
participants, the REFLECT facilitators and other staffs of DIPECHO partner NGOs
and DIs. The number of female participants is 13.
Dhruba Thapaliya was the lead facilitator in the training. The inputs and support in
the training on Disaster Risk Reduction were provided by Shyam Sundar Jnavaly
and Ashok Raj Pokharel. Likewise sessions in Education rights and issues were
taken by Ram Sharan Sedhai ; campaign by Sona Lal Chaudhary, Women’ s rights
by Mona Sherpa and Mainstreaming PWD in DRR by representatives of Handicap
International. P.V. Krishnan introduced about overall project objectives, results and
strategies.
TRAINING OBJECTIVES
The objectives of the training were;
• Orient the participants on the Rights Based Approach to DRR/CBDP; enabling
and empowering the community to take action for the protection and security
needs of the vulnerable groups in the society
• Develop capable facilitators/activist by imparting the knowledge and
understanding on REFLECT: the concept, importance, learning process to take
catalysts role for the Surakshit Samudaya II in the area.
• Enable the participants to facilitate DRR focused REFLECT Circle and mobilize
community to lead the DRR led REFLECT and PVA process
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4. TRAINING METHODOLOGY
The training was organized in highly participatory method, encouraging each and
every participant in discussion, self-analysis, presentation and different roles &
responsibilities. The methodologies used were
presentation, brain storming, pair wise
discussion, group discussion, role plays, debate,
micro-teaching, songs, and games. The
documentaries regarding Disaster awareness,
PVA methods, Climate change, and Reflect
process were shown and discussed in the
evening and during the session.
The materials used during the training were
Meta card, newsprint, brown paper, LCD, Laptop, and documentary films. The
handouts of the each session were also provided to the participants. Some
reference books like Prakop Mala Series and Education Act were also distributed to
the Reflect Facilitators.
Methods Used in Trainings
Self Analysis Pain and Pleasure in individual Life, Three self-characterstics (Merit
and Demerit)
Name of the Documentary shown
Prakopko Pida, AAN-30 mins, Disaster Management in nepal /AAN-30 mins,
Emergency Response to Nepal Flood/ AustCare-15 mins, PVA Process in
DRR/AAN-20 mins, Asahaj Kampan/Kantipur-15 mins, Chetana/ECO Nepal-
15 mins, Climate Change/REUKYI-15 mins and Paribartan Ka Pailaharu-30
mins
Games Disaster & DRR Game, Name Game, DM Management Cycle, and Group
Division Game
Role Play Practise of conducting REFLECT center, Demanding relief with CDO,
Unsuccessful attempt to gain political interest in relief distribution
Song Gaun Gaun Bata Utha, Reflect Ka Dip Jalana Hey, Hami pugne thaun
Debate Disaster and Development, Educated and Literate person
Micro-teaching
REFLECT Tools introduced
Social Map, Resource Map, Vulnerability Map, Role Play, Discussion, Problem Tree, Game,
Self analysis, Documentary, Posters, Flip Chart, Problem Ranking, Seasonal Calender,
Venn Diagram, Context Analysis, Power Analysis, Self-study (Related Laws, Policies)
4

5. TRAINING EVALUATION
The training was evaluated in two ways-group presentation and individual
evalutaion format. At the last day, last session, the participants were divided in two
group and evaluated the strength and area of improvement of the 8 days long
training and enlisted below.
Strength of training Area of improvement
• Training methods were clear and well managed • Time was Insufficient to cover
the proposed topics in detail
• Simple and precise facilitation
• Training manual should be
• Topics were relevant provided to the participants
• Discussion method, practical exercise, role play • Would be effective if bags, caps,
and documentary display method were good t-shirt was provided with
introduction of DIPECHO V
• Good arrangement of food and accommodation
• Would be good if provided
• Clear vision about related topics with support opportunity of visiting places in
of trainer /DIPECHO team one/half day during training
period
• Sharing and participatory learning
• Simple language used in training
• The concept on PWDs and handicapped was
cleared
• Participants had good participation
• Closeness between participants and facilitators
• Well informed about DIPECHO V project
• Effective training for personal development
• Opportunity to sight-seeing
CONCLUSION & RECOMMENDATION
Training is said to be successful and effective when its learning are practised in
ground realities. Training helps to reveal bitter realities and sufferings of
community, helps to achieve specific goals and reach to set destination.
As participants are representing right holders, issues raised by them will contribute
greatly for achieving desired goals. The change in attitude and behaviour of
participants was also remarkable. According to reflect and popular education
concept for gearing up people's standard of living and livelihood and to carry out
the campaign on disaster affected community, strong determination of partner
organization is a must. Likewise, continual co-working and regular monitoring is
also required. Participatory vulnerability Analysis training will more focus on
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6. participatory tools and procedure and its practical exercise. It is believed that the
practice of participatory tools and procedure help to raise reality based issues.
It is expected that partner organizations will help to make available resource
materials like books, audio-visuals, posters, pamphlets, international treaties,
declarations, constitution, rules and regulations in regards to disaster management
to use as reference materials while facilitating reflect centres. Similarly,
environment will be created to make aware about citizens' rights. It is also believed
all partner organizations will pay special attention on regular monitoring,
disseminating information which help to make the reflect effective and solving
problems tactful.
For operating campaign only training is not effective but the continual comments
and complements on the issues raised to boost self confidence and spirit of disaster
affected and suffered people. Therefore, monthly interaction between support
organization and facilitator is to be managed for better activation. It will be more
effective and helpful to raise issues by organizing regular meeting and interactions
with facilitators, reflect circle support committees. After the interval of 4-6months,
refresher training if organized will be fruitful.
Finally, training was able to incorporate disaster issues along with conceptual
framework of REFLECT. Expectations and curiosities of participants were given
priorities. All facilitators had played vital role in order to make the training effective
and successful. In totality, training was found to be effective and fruitful.
Understanding of participants on the contents of discussion was changed
throughout the training period. Their confidence in later presentations was
encouraging.
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7. Part II: PROCEDURAL REPORT
DAY 1
OPENING AND OBJECTIVES
The training program started by Ashok R. Pokharel, Project Officer, DIPECHO
welcoming the participants, giving details of participants, knowhow about funding
agency and implementing agencies, and finally wishing everyone a great learning
event. Then Shyam Sundar Jnavaly, Assistant Project Manager shared the objective
of the training and its linkage with DRR (Disaster Risk Reduction). He stressed that
REFLECT is being applied as the community mobilization and empowerment tool to
generate participation and grassroots ownership.
The objectives of the training were presented and discussed. They were:
• Orient the participants on the Rights Based Approach to DRR/CBDP; enabling
and empowering the community to take action for the protection and security
needs of the vulnerable groups in the society
• Develop capable facilitators/activist by imparting the knowledge and
understanding on REFLECT: the concept, importance, learning process to take
catalysts role for the Surakshit Samudaya II in the area
• Enable the participants to facilitate DRR focused REFLECT Circle and mobilize
community to lead the DRR led REFLECT and PVA process
PARTICIPANTS' INTRODUCTION
The training started with the introduction between the participants and facilitators.
The participants were requested to give short information on the following aspects:
Name and role of participants with their area of work
Name of their organization
Define poor and excluded (oppressed) people based on their
understanding
TIME AND MANAGEMENT TEAM
For the smooth operation of training
some rules and regulations were set Lunch
up in a participatory way. At the same
time the day leader, reporter,
Tea /
evaluator and entertaining team for
break
the day were agreed to select in a
participatory way before the session Tea /
starts. The participants also agreed to break
start the session at 8 AM and end at 6
PM. Start
Snacks /
End break
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8. EXPECTATION COLLECTION
Expectations were collected from individual basis using meta-cards and presented
in a plenary. The expectation was basically on getting skill to conduct Reflect
center, knowing about disaster preparedness, concept of poverty and development,
Right based approach, child labor and so on. The facilitators clearly mentioned
about contents of the training, and expressing inability to discuss on child labor
issue separately.
SELF ANALYSIS
Individual self-analysis was done focusing on the happiness and sorrowful
events/moments of the participant's life. The analysis was done using the tool
'Jeevan Ganga' (life-river). 11 participants shared their experience on joy and pain.
The facilitator described that this is very useful tool in the REFLECT to open up the
participants and finding the issues.
BRAIN STORMING
A silhouette of two human head was shown and the participants
were asked to give their views on it – what they had seen – 11
types of objectives were identified by the participants – it was
symbolized how things can be analyzed and interpreted.
UNDERSTANDING DEVELOPMENT
Participants were asked to give their opinion or ideas on improving the lives
development of the poor and excluded (oppressed) people. They were divided into
5 groups and work on the topic then they presented their views. Interaction was
held among them on the issues raised by the participants. After the group
presentation a concept of development and development approaches; Relief-;
reform- and rights-oriented was presented (by the facilitator) and discussed.
DRR AND DEVELOPMENT
• Interaction on Disaster, Hazard, Risk, and Vulnerability was done. An
example of old bus and passengers sitting in the roof was taken as
illustration for the disaster, hazard, risk and vulnerability.
Disaster- The serious disruption of functioning of society, causing
widespread human, material or environmental losses, which exceed the
ability of the affected communities to cope using their own resources.
Disaster occurs when the negative effects of hazards are not well managed.
Hazard- An event or occurrence that has the potential for causing injuries to
life and damaging property and the environment
Risk-The probability that negative consequences may arise when hazards
interact with the vulnerable areas, people, property and environment
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9. Vulnerability- A concept which describes factors or constraints of an
economic, social, physical or geographic nature, which reduce the ability of a
community to prepare for and cope with the impact of hazards
• A game was exercised on how disaster affects development
• The realm of Development and disaster – if not planned properly,
development can invite disaster or increases vulnerability and disaster also
results in development in its aftermath
• Stop, stem, resist and flee – preventive measures and minimization
DAY REVIEW
The whole day was Participants' Reflection (Day 1)
reviewed focusing on
the contents, Realized suffering and experiences are key to success
tools/methods used, The detail study of subject matter is far more better than
participation and surface study as it leads towards the reality
areas for Information on development and its concept were given
improvement for the Development and disasters are found to be interrelated.
following day. The Development decreases the vulnerability and its effect only
session was ended when it is properly carried out and if proper care is not
given while the implementation of development it can even
with the remarks of
increase the potential of disaster
the day leader.
The reflection was collected in Meta cards. The participants reflected on most
striking portion of the day or learning. Participants were impressed on the Life River
and Development and DRR nexus.
DAY 2
REVIEW OF PREVIOUS DAY
The second day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants. The report contained key
learnings.
EDUCATION AND LITERACY
An understanding on the education and literacy was developed from the discussion
with the participants based on the Paulo Frere's definition of literacy and education.
The difference between education and literacy was largely discussed. A debate
between two groups about literate and educated person made clarity on literacy
and education.
TYPES OF EDUCATION
A discussion was held to aware the participants on formal, informal and non-formal
education. The group expressed their views that learning is the lifelong process and
gained from formal, informal and non-formal education. The formal education is
more structured and valuable whereas the informal is based on the
nevents/experiences. The third one is gained through the non-formal setting where
9

10. people are free to set time, subject for discussion, facilitator and place according to
their circumstances.
POPULAR EDUCATION CONCEPT AND PRACTICES
An understanding on the popular education; concept and practice was developed
from the presentation and discussion with the participants. Jaya prithvi bahadur
Singh, Yogmaya, Gautam Budda, Paulo Freire and Mahatma Gandhi are
encouraging personality of popular education. In Nepal Popular education was
initiated by Actionaid Nepal in 2006.
REFLECT INTRODUCTION AND HISTORY
REFLECT is a method to community empowerment, issues movements and literacy
where:
RE = Regenerated
F = Frerian
L = Literacy
E = Empowering
C = Community
T = Techniques
REFLECT = Regenerated Frerian Literacy through Empowering Community
Techniques'
Late Paulo Frery in Brazil first used the method in 1950s. In Nepal Reflect was
initiated by Actionaid Nepal in 1994. Since Reflect approach focuses on the
empowerment of the community this approach has been adopted by many I/NGOs
in the country.
PARTICIPATORY METHODS AND TECHNIQUES
An understanding on the participatory method and techniques and its importance,
use of social map, resource map and vulnerability map were discussed. Then the
discussion lead to issues identifying, rise and action process through mapping in
REFLECT centre.
DAY REVIEW
The whole day was reviewed Participants' Reflection (Day 2)
focusing on the contents,
tools/methods used, PRA was introduced which helped in making the
participation and area for use of maps in the reflect procedure.
improvement for the Documentary based on vulnerability mapping
following day. helped to explain mapping in community.
Concept of education and literacy and Frerian
thoughts are even useful
Concept on popular education was made clear
10

11. The session was ended with the remarks of the day leader. The participants'
reflection contained impression made by tools on Participatory Vulnerability Analysis
and the documentary shown about the process. Participants were able to
distinguish about literacy and education with the help of debate game.
DAY 3
RECAPPING OF PREVIOUS DAY
The third day started at 8 AM as usual with report presentation by the reporter and
evaluator and roles transferred to new participants.
POWER, POWER RELATION AND POWER MAPPING
An understanding on the power, power relation, types
of power and empowerment from the presentation and
discussion with the participants. Use of Venn diagram
(chapati/roti chitra) for analyzing the power relation of
a person in a village was discussed, demonstrated and
practiced. Participants are made aware on the
importance of power analysis before starting rights
based campaigning. The demonstration exercise was
done.
RIGHT BASED APPROACH
An understanding on the rights based approach was formed through presentation
and discussion with the participants. The presentation included poverty, causes of
poverty, rights, access, and control and use of public resources. The five causes of
poverty-patriarchy, globalization/privatization, neo-liberalism, conflict and disaster,
and ineffective governance, were discussed in detail to make understanding about
citizen rights.
RIGHTS AND DRR
• Human Rights, Disaster Victims Right, and
Government’s Relief Provision were presented
• In DRR, government works through legal
provision and as a duty; UN organizations/ICRC
work as their mandate, whereas the NGOs work
through their code of conduct. It is right of
citizen to exercise their human rights in any
situation.
• Three groups were given three different themes
basically on demanding compensation from the
government to disaster victims. Very good role
plays were done, and feedbacks provided.
11

12. DAY REVIEW
The day ended as Participants' reflection Day 3
usual giving remarks
Change is not possible without social movement
by day leader.
Known about state provision for disaster victims
Clear about empowerment and rights; added energy to
empowerment; strong organization of right holders is
essential to lead right campaign.
It was relevant how to analyze power relation
Role play for disaster victims claiming rights was
effective
DAY 4
RECAPPING OF PREVIOUS DAY
The fourth day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
SOCIAL JUSTICE AND INJUSTICE
Participants divided in 5 groups, discussion in social justice, injustice and
presentation.
Presentation and interaction with participants on social justice, injustice
DOCUMENTARY SHOW
Documentry shown on Prakopko Pida and Disaster Management in Nepal.
Interaction on documentry
CONTEXT MAPPING
Participants work on groups to map context
relating to disaster – divided into three
groups. Participants presented more on the
information of the community. The
facilitators tried to push participants further
to think and analyze in depth with causes
and consequences.
Discussion on Identifying Problems was
followed
DISASTER AND PROBLEM RANKING
A PRA (Participatory Rural Appraisal) tool – 'Pair wise ranking' for analysing
and ranking the problem was discussed. The facilitator demonstrated one
example of disaster ranking to make clear on the process.
Discussed on Importance and use of DRR ranking in the REFLECT centre.
12

13. DAY REVIEW
The whole day was reviewed Participants' Reflection (Day 4)
and ended with the remarks
Understing about social justice and injustice
of the day leader.
Context mapping exercise increased our
confidence to analyze our context.
We have to focus marginalized community i.e.
poor, dalits, janajatis, women and children in our
program.
DAY 5
RECAPPING OF PREVIOUS DAY
The fifth day started at 9 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
PROBLEMS AND ISSUES
Understanding developed about problem and issues and their between
difference. An example was presented to distinguish problem and issues. It
was understood that the REFLECT facilitator should focus their work on
identifying issues that has influence in the larger mass rather than individual
problems.
TIME LINE
Discussed on importance and use of time line in the REFLECT centre. Time
line in disaster management is basically used in understanding the history of
disaster, types of disaster, and frequency of disaster. It helps in planning,
and prioritizing the interventions.
SEASONAL CALENDER
Discussed on Importance and use of seasonal calendar in the REFLECT
centre. It was discussed that there are number of uses of seasonal calendar.
In disaster management, it could be used in tabulating seasonal disasters,
and preparedness measures taken prior to the particular season.
PROBLEM TREE
Discussed on Importance and use of problem tree in the REFLECT centre. It
was discussed that problem tree always gives the causes and effects of any
problem, which is helpful in devising solution. An example of problem tree
was shown to make clarity on making problem tree and use of it.
PWD MAINSTREAMING IN DEVELOPMENT
Brief introduction of Handicap International and its works
Introduce of DRR project objectives and working modalities of HI
A discussion was held to aware the participants on disability
Orientation to use of IEC materials and fill in the forms for collecting data on
disabled people in the project implemented areas disability is a state but not
13

14. the condition of a person i.e. missing of some limbs or dysfunction of some
organs
BRIEF INTRODUCTION OF DIPECHO V
Project Manager PV Krishnan introduced DIPECHO project objectives and
working modalities. The desired project achievement as he explained were,
forming strong DMC networking with government, trained volunteers in all
areas, changed mindset of people, aware people on their rights, and small
scale model mitigation works with maximum local resource mobilization. He
stressed that REFLECT facilitators should have combined characterstics of
motivator, teacher, enabler and activist.
DAY REVIEW
The whole day was
Participants Learning (Day 5)
reviewed-making head,
hand, heart and leg We have to give more priority on issue based
feeling of the day. It was discussions while facilitating reflects circles.
ended with the remarks Problem ranking exercise helped to know the steps
of the day leader. of discussion on problems.
Subject matter on disability helped to be sensitized
From participants on people with disability.
reflections, they were More clarity about DIPECHO and its program
more concerned about It was interesting the use of IEC.
raising issues that
captures problems of many rather than individual problems. They were clearer
about DIPECHO project strategies and working modalities. The use of IEC was
clearly practiced.
DAY 6
RECAPPING OF PREVIOUS DAY
The sixth day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
GENDER AND WOMEN'S RIGHTS
Mona Sherpa took session on Gender, Women's
Rights and DRR
Discussed about women's rights
Linkage between disaster and women violence
Case study interaction within group and
presentation.
Presentation on legal provision against women
violence
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15. ADVOCACY
Plenary discussed about advocacy
Presentation on advocacy and discussion on it
Discussed of area of advocacy and issues analysis process
DISASTER MAANGEMENT CYCLE, DMC FORMATION AND ROLES
Presentation on disaster management cycle and DMC formation process
Role play of DMC members by participants and discussed
CAMPAIGN AND ACTIVISM
Presentation on Campaign and activism
Understanding developed about campaign and activism by group exercise
and plenary discussion.
DAY REVIEW
The whole day was
Participants' reflection (Day 6)
reviewed and ended with
the remarks of the day Clarity on advocacy and its procedures
leader. Discussion on role of DMC and its formation process
raised our confidence level so that we can facilitate
According to participants this process in our community.
reflection written in Meta Prevailing laws against women and women rights
card; they were confident were discussed.
in procedures of DMC Clarity on role of reflect facilitators in community
formation. Prevailing laws Community lead campaign for ensuring human
rights of all is a most.
on women and women
rights were touchy to the
participants. The role of Reflect Facilitators was made clear through presentation
and discussion.
DAY 7
RECAPPING OF PREVIOUS DAY
The seventh day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
EDUCATION RIGHT
Sharing on education strategy of Actionaid, Nepal
was carried out by Ram Sharan Sedhai. Focused
in quality, universal, basic rights in education.
Discussed on Education Policies and Act
Distributed education policy and Act and
discussion with group. The major articles and
clause of the Act were made clear to the
participants
15

16. COMMUNICATION AND PRESS RELEASE
Discussed on objective of communication advocacy
Understanding developed on mass communication
Group exercise on Press Release - four groups made presentation on the press
release mainly related to the disasters happening in the community.
Tips on Press Release
• Press should be written in the letter head for
eligibility
• Date, Press Release Title
• Date line (Place and Date)
• Objectives of the event, contents, conclusion
• For contact: Name, Phone, Email
• Sentence should be short, and precise
METHODS OF PARTICIPATORY DISCUSSION
Techniques of questioning was discussed focusing on 'What', 'Why' and
"How'.
Practice on open ended and closed questions was done.
The practice was done focusing on 'Five Finger Principal' – What (Subject),
Why (Reason/objectives), Experience, Realization and Evaluation (what
next?)
MICRO-TEACHING
Participants were divided in three groups –first group[s role was feed back
team, Second group's role was Participants of REFLECT center, third group
member was facilitator.
Four participants were role play on facilitators of REFLECT centre.
DAY REVIEW
The whole day was reviewed Participants' Reflection (Day 7)
and ended with the remarks of
Model exercise enriched facilitation skill of
the day leader.
participants
Acquired skill to prepare press release.
Micro-teaching exercise was Informed about information communication
fascinated by all participants act
which boosted confidence for Conceptual clarity on village education
running REFLECT centers. The committee and mobile school.
skill on press release was Informed about school fees.
provided by the facilitator and Learnt process and procedures to facilitate
exercised on it made
participants somehow clarity in writing the press release.
16

17. DAY 8
RECAPPING OF PREVIOUS DAY
The eighth day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
Reading and writing Practice
Interaction about reading and writing method of the REFLECT centre
OTHER PARTICIPATORY TECHNIQUES
Understanding developed on the case study, group songs, poem,
documentary show, poster and pamphlets show and discussion techniques
which is uses in REFLECT centre that carries message for the improvement of
the vulnerable poor people.
Apart from these techniques, the immediate problems faced by the
participants and observation could also be a discussion topic in the centre.
MICRO-TEACHING
Participants were divided in three groups –first group[s role was feed back
team, Second group's role was Participants of REFLECT center, third group
member was facilitator.
Documentary shown of Climate Change
Three participants were role play on facilitators of REFLECT centre basis on
documentary.
ADULT LEARNING PRINCIPLES
Presentation and discussed on adult learning principle. In the session, the
basic discussion was on the characterstics of adults and things to be
remember in learning process with adults.
VARIOUS NAME OF REFLECT CENTERS
Participants come out with the name of
Participants' Reflection (Day 8)
Reflect Center with meanings.
Samana Reflect Kendra, Sunaulo Reflect Learnt process and procedures to
use audio-visuals in reflect circle.
Kendra, Parbati Chhalfal Kendra, Prakop
Discussion based on real event will
Pidit Chhalfal Kendra, Sahabhagimulak be more effective to draw attention
Sikai kendra, Samuhik Chhalfal Kendra, of participants in reflect circle.
Samaj Kalayan Reflect Kendra, Prakop Prepared action plan make easy to
Sachetana Bahas kendra, Samuhik motivate for community action.
Janchetan Kendra, Samudayako Prakop
Samana Kendra, Prakop Bal Kendra
(Prabal), Bipad Samana Sachetana Kendra, Prakop Byabasthapanka lagi Lagansil
Kendra (Prabal, Kendra), Janudaya Kendra, Pragati Chhalfal Kendra, & Samudayik
Milan Kendra
17

18. REFLECT CENTER MANAGEMENT COMMITTEE
Importance and organizing process of the reflect centre management
committee was presented and discussed
ROLE OF FACILITATORS
The role of the REFLECT facilitators was presented and discussed. The major
roles of REFLECT facilitators presented were to conduct Reflect center
meeting at least twice a week in different issues through different
methodologies; make door to door visit for awareness raising along with Field
mobilizer; facilitate in local naming the REFLECT center; support in PVA
process; keep record of the decisions; make monthly plan and progress
reports; prepare case studies etc.
PLANNING AND REPORTING DIARY FOR REFLECT FACILITATORS
The techniques to prepare work plan and reporting format for REFLECT facilitators
was discussed. A sample format that was discussed is given below:
A. Monthly Work Plan Format
Name of the VDC:
Ward Number:
Tole: Month:
Date/ week/ Subjects Issue for discussion Materials Remarks
Day required
B. Monthly Progress Format
Name of the VDC:
Ward Number:
Tole: Month:
Date/ week/ Subjects Activity/ Progress/achievements Remarks
Day of work process
plan
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19. TRAINING EVALUATION
The training was evaluated by participants on individual basis and compiled. From
the evaluation, the training objectives of making capable facilitators were fulfilled
along with disaster centric discussions. The training materials provided was not
sufficient however 25% participants were satisfied with it. Participants were happy
with facilitation style of the trainers. Participants found almost all (21 topics) useful.
They were suggesting to adding livelihood issues, and present some government
officials during the training. The role play method was liked by many followed by
group discussion and documentary show during the training.
19

20. ANNEX 1: TRAINING FINAL EVALUATION COMPILED
1. The main objectives of training was "to develop capable facilitators for
running REFLECT circle in community". How far did it make you capable?
Somehow Confident Boosted confident
- 16 21
Note: 15 participants ticked both option
2. Did you gain necessary knowledge method and materials to conduct REFLECT
focusing disaster issues?
Somehow Confident Boosted
confident
3 13 14
Note: 8 participants ticked both option.
3. Was the book and training materials distributed sufficiently in training?
Insufficient Sufficient
17 5
4. How would you like about facilitator's teaching style and behavior?
Very
Bad General Good
good
Style - - 9 13
Behavior - - 3 12
5. How would you like the participation of training participants?
General Good Very good
- 7 15
6. How would you like food, shelter and other management?
General Good Very good
- 7 15
20

21. 7. Write about 3 important subjects learn in training.
The participants prepared the following topics learned in training .
SN. Topics No. of
participants
1 Women's Rights 9
2 Disability 8
3 Disaster related documentary 8
show
4 Self Analysis (Life river) 4
5 PRA method used in REFLECT 3
6 Education Rights 3
7 Education and Literacy 3
8 Participatory vulnerability map 3
9 Press release 3
10 RBA 2
11 Education policy discussion 2
12 Disaster reduction 2
13 Advocacy and process 2
14 Disaster management 2
15 Power analysis 2
16 Five finger discussion method 1
17 Context analysis 1
18 Development and rights 1
19 Problem ranking 1
20 Problem and Issues 1
21 Social justice 1
21

22. 8. Topics which need to be discussed but not mentioned.
SN. Topics No. of
participants
1 Discussion about livelihood issues 1
2 Need to discuss the work, function and role of social 1
mobilizers
3 Appreciative inquiry method 1
4 Field exercise and preparing map 1
5 Participation of disaster related stakeholders especially 1
CDO, LDO etc. In the discussion
9. In the training, Different method such on presentation, group discussion, and
role play, songs, story, Documentary show etc. used. Among them which is
the most suitable?
SN. Methods No. of
participants
1 Role play 11
2 Group discussion 7
3 Documentary show 4
10. Suggestion to make training effective in upcoming days.
10.a To organizer Actionaid Nepal
Sn Suggestions No. of
participants
1 To Introduce DIPECHO V along with bag, t-shirt, cap, cycle 8
for easy reflection of program
2 To continue the presence of theme leader in related subject 4
and issues
3 To increase training duration according to the subject 4
matter]{
4 Good to prepare and allocate hands out of the training 1
materials
22

23. 5 Would be good if subject matter of the training are pre 1
informed]
6 Thank you for providing knowledge of Disaster and 1
Disability
7 Would be good if sufficient materials are provided to 1
conduct REFLECT centre
8 Would be good if such programs are increase in our village] 1
10.b To Facilitators
Sn Suggestions No. of
participants
1 Good to use more jokes, satire and entertainments 3
2 Would be better if training reports are available. 2
3 To focus on the subject matters with short break 1
4 It is better to have two to three facilitators in a day 1
5 To manage time according to subject matter 1
6 To act Seriously 1
7 Good to Include subject matter of field exercise and 1
practical session.
10.c To Participants
Sn Suggestions No. of
participants
1 Should be discipline and take care of time 3
2 Not to focus on the external matter beyond the subject. 3
3 To be serious about the training as it could be implemented 1
in owns life
4 To express enthusiasm about unclear topics immediately. 1
5 To take responsibilities 1
6 Not good to leave training hall frequently 1
7 To talk in their turn and mobile in vibration mode. 1
23

24. ANNEX 2: TRAINING PARTICIPANTS LIST
SN Name Organization Designation Contact No.
1 Mr. Shivahari Khatiwada UPCA Nepal, SM, Narshingh 98420-60923
Sunsari
2 Mr. Dev Narayan Sharma ,, SM, Babiya 98420-46948
3 Mr. Khyam Bahadur Dahal ,, RF, Dharan 98070-38893
4 Ms. Anita Gupta ,, RF, Babiya 98421-23790
5 Ms. Radha Urawa ,, RF, Narshingh 98422-38886
6 Mr. Alam Miya ,, RF, Inaruwa 98040-50834
7 Mr. Bidhyananda Mehata ,, RF, Babiya 98070-44366
8 Ms. Ranjana Kumari Yadav ,, RF, Narshingh 98420-45102
9 Mr. Ram Niwas Yadav BEE Group, Banke SM, Matehiya 98480-80338
10 Mr. Makbool Ahmad ,, SM, Gangapur 97281-44225
Mukeri
11 Ms. Hasina Bano Mukeri ,, RF, Gangapur 081-691612
12 Ms. Raj Kumari Harijan ,, RF, Gangapur 081-691612
13 Ms. Shantidevi Mawrya ,, RF, Gangapur 081-691612
14 Ms. Ajita Godiya ,, RF, Matehiya 081-691612
15 Mr. Arjun Kumar Katuwal NP, Udayapur PO 97430-09765
16 Ms. Nirmala Budhathoki ,, RF, TM-2 98428-82354
17 Ms. Krishna Raut (Sita) ,, RF, TM-5 98428-71502
18 Ms. Sarita Kumari ,, RF, Jogidaha -
Chaudhary 7/8
19 Ms. Bishnu Adhikary C.D.O., Chitwan Activist 98451-77260
20 Ms. Indira Bote ,, Activist 98451-56317
21 Ms. Sabitri Neupane NAF, Rasuwa Activist 97410-16172
22 Mr. Ashok Lama MSN, Rasuwa SM 9741-86417
23 Mr. Dhruba Prasad Prerana, Kathmandu Resource Person 9841-641916
Thapaliya
24 Mr. Ram Saran Sedhai AAN Kathmandu Theme Leader 98510-87619
25 Mr. Shyam Sundar Jnavaly ,, DIPECHO DPM 98510-49221
26 Mr. Shaurabh Sharma ,, DIPECHO FAO 98550-58811
27 Mr. Ashok Raj Pokharel ,, DIPECHO PO 9841-445524
28 Mr. Dulu Raj Chimariya Handicap DIPECHO PO
International
29 Ms. Vera van Ek ,, Technical
Advisor
30 Mr. Dinesh Singh ,, DIPECHO PO 98510-05818
31 Ms. Mona Sherpa AAN Kathmandu Theme Leader
32 Mr. P.V. Krishnan ,, DIPECHO 97510-01368
Project Manager
33 Mr. Rudra Shrestha ,, Driver 9841-233339
34 Mr. Sona Lal Chaudhary AAN CRC Bharatpur REFLECT 98420-59713
Supervisor
35 Mr. Shyam Lal Pariyar ,, Driver 98460-90335
36 Ms. Kopila Dangol ,, PO 9841-221588
37 Mr. Raj Kishor Rajak ,, PO 98451-78962
38 Mr. Meenraj Panthee PO 9841-296740
24

25. ANNEX 3: TRAINING SCHEDULES AND CONTENTS
Days Time Content Method/process Responsible
09.00-09.15 Registration, Welcome, Ashok &
Program & Training Shyam
objective sharing
09.15-09.40 Introduction Individual Introduction Dhruba
09.40-10.00 Training management Open discussion and Dhruba
ground rule, time plan, writing in news print
reporting, Training method paper
and process)
10.00-10.30 Break/ Tea
10.30-11.00 Expectation collection Personal brain Dhruba
storming
11.00-11.15 Training Objective Presentation and open Dhruba
discussion
1st day
11.15–12.00 Self analysis (Life river) Individual exercise Dhruba
and presentation
12.00-01.00 Lunch
01.00-01.45 Self analysis (Life river) Individual exercise Dhruba
and presentation
01.45-02.00 Brain storming Use of picture Dhruba
02.00-02.30 Development concept / Group work and Dhruba
Approach presentation
02.30-02.45 Break
02.45-03.30 Development concept / Presentation and open Dhruba
Approach discussion
25

26. 03.30-04.00 DRR and development Presentation and open Ashok
discussion
04.00-04.30 Break, Tea and snacks
04.30-06.00 DRR and development Role play and Ashok
discussion
06.00-06.15 Day review Presentation by day Dhruba
leader
08.00-08.30 Review of First day 1st day report, Dhruba
evaluation
presentation and open
discussion
08.30-10.00 What is literacy and Pair wise discussion Dhruba
education, Types of and presentation
education
10.00-10.30 Break/ Tea
10.30–12.00 Popular education concept Presentation and open Dhruba
and REFLECT method discussion
12.00-01.00 Lunch •
01.00-02.30 • History and Features of • Presentation and Dhruba
2nd day
REFLECT open discussion
• Encouraging personality • Group discussion
and its lessons of on paper and
Popular education presentation
02.30-02.45 Break
02.45-04.00 Introduction of Participatory Presentation and open Dhruba
method and techniques discussion
/Importance and use step
of Social map / Resource
map
04.00-04.30 Break, Tea and snacks
04.30-06.00 Problem/ Issues rise and Group exercise and Dhruba
action process through open discussion
mapping
26

27. 6.00-6.15 Day review Presentation by day Dhruba
leader
8.00–8.30 Review of 2nd day 2nd day report Dhruba
presentation and open
discussion
8.30-10.00 Power and power relation Game and Open Dhruba
discussion
10.00-10.30 Break/ Tea
10.30–12.00 Power mapping focused on Group exercise Shyam &
DRR Dhruba
12.00-01.00 Lunch
3rd day
01.00-02.30 Rights based approach Open discussion and Dhruba
presentation
02.30-02.45 Break
02.45-04.00 Rights based approach Open discussion and Dhruba and
presentation Ramsharan
04.00-04.30 Tea/Snacks/ break
04.30 –06.00 Rights and DRR Shyam and
Ashoki
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader
8.00–8.30 Review of 3rd day 3rd day report Dhruba
AM presentation and open
discussion
8.30-10.00 Social justice, injustice Open discussion Dhruba
AM
4th day
10.00-10.30 Break/ Tea
AM
10.30 AM- Documentary show Video show and Shyam and
12.00 Noon (Prakopko pida and plenary discussion Ashok
Disaster management in
Nepal) and discussion
27

28. 12.00Noon- Lunch
1.00PM
1.00-2.30 PM Context mapping Group work Dhruba
2.30-2.45 PM Break
2.45-4.00 PM Context mapping Group work and Dhruba
presentation
4.00-4.30 PM Tea/Snacks/ break
4.30 – 6.00 Need and uses of Disaster Open discussion Dhruba
PM ranking and exercise
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00–8.30AM Review of 4th day 4th day report Dhruba
presentation and open
discussion
8.30-10.00 Problem and Issues Open discussion Dhruba
AM
10.00 – Break/ Tea
10.30 AM
10.30 AM – Importance and uses of Open discussion Dhruba
12.00 Noon PRA tools (Time line,
Seasonal calendar, problem
tree)
5th day
12.00Noon- 1 Lunch
PM
1.00-2.30 PM PWD Mainstreaming in Open discussion HI
development / DRR
2.30-2.45 PM Break
2.45-5.00 PM PWD Mainstreaming in Plenary discussion HI
development / DRR
5.00-5.30 PM Tea/Snacks/ break
5.30 – 6.00 Brief introduction to Plenary discussion Dhruba
PM DIPECHO V
28

29. 6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00–8.30 Review of 5th d 5th day report Dhruba
AM presentation and open
discussion
8.30-10.00 Gender and women's rights Case study, group Mona
AM discussion and
presentation
10.00 – Break/ Tea
10.30 AM
10.30 AM– Advocacy and its strategic Open discussion Dhruba
12.00 Noon process
12.00Noon- Lunch
1.00PM
6th day
1.00 – 2.30 Advocacy and its strategic Open discussion Dhruba
PM process
2.30-2.45 PM Break
2.45 – 4.00 Disaster management Open discussion and Ashok
PM cycle, DMC formation and role play
roles
4.00-4.30 PM Tea/Snacks/ break
4.30-6.00 PM Campaign and activism Group work and Sonalal
presentation
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00–8.30 Review of 6th day 6th day report Dhruba
AM presentation and open
discussion
7th day
8.30-10.00 Education rights Open discussion Ram Sharan
AM
29

30. 10.00 – Break/ Tea
10.30 AM
10.30 AM– Communication Open discussion Ram Sharan
12.00 Noon
12.00Noon- 1 Lunch
PM
1.00 – 2.30 Press release and Relation Open discussion and Ram Sharan
PM with mass communication exercise
2.30-2.45 PM Break
2.45-4.00 PM Facilitation on participatory Plenary discussion Dhruba
discussion (Discussion
method and process & type
of questions)
4.00 – 4.30 Tea/Snacks/ break
PM
4.30 – 6.00 Micro exercise by 3 group divided and Dhruba
PM participants facilitation
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00-8.30 AM Review of 7th day 7th day report Dhruba
presentation and open
discussion
8.30-10.00 Reading and writing Open discussion Dhruba
8th day
AM exercise on REFLECT
Different name of
REFLECT centre
10.00-10.30 Break/ Tea
AM
30

31. 10.30AM- Other participatory tools Pair wise discussion Dhruba
12.00 Noon and techniques
(Documentary, case 3 group divided and
study, poster pamphlets, facilitation
song, story etc)
Micro teaching exercise by
participants
12.00Noon- 1 Lunch
PM
1.00 – 2.30 • Adult learning principle • Presentation and Dhruba
PM discussion
• Reflect centre
management committee • Pair wise
discussion
2.30-2.45 PM Break
2.45-4.00 PM • Role of REFLECT • Presentation and Ashok and
Facilitators discussion Dhruba
• Action plan (What next
after training?)
4.00 – 4.30 Tea/Snacks/ break
PM
4.30 – 6.00 • Review of training Group exercise Dhruba and
PM • Training evaluation
• Closing session Ashok
31

32. ANNEX 4: TRAINING HANDOUTS
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32

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l7s rngnfO{ cuf8L a9fpg' lzIff xf] .
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JolQm, ;d'bfo / ;dfhnfO{ dgdf nfu]sf s'/fx? af:tljs xf] ls xf]Og 5'6ofpg ;Sg' g} lzIff xf]
afgLsf] kl/jt{g ug'{ g} lzIff xf] .
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zlQm s]Gb|sf] k'hf / u'0fufg xf]Og, ;zlQs/0f d'lv Jojxf/ ug]{ .
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hufpg] lzIff_
33

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lg/Gt/ vf]hLstf{
d[To'M @ d], ;g !((&
kfpnf] k|m]/]sf] ljrf/ / cEof;
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k/Dk/fsf] bf; aGg xf]Og, Gofod'vL k/Dk/f yfNg l;sfpg] .
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/ km]g{ l;sfpg] .
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cGofo, cTofrf/, lg/fzf xf]Og, cf+6 eg]{, e/f];f lbg] / cfzf hufpg] vfnsf] lzIff .
;fIf/ aGg] k|sof ;+u;+u} ;r]t, ;an, ;+ul7t, ;zQm jGb} ;fdflhs kl/jt{gdf ;l/s x'g] .
[
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lg/If/, zxl/ofnfO{ ;fIf/ uf+pn]nfO{ lg/If/, jfx'gnfO{ ;fIf/ blntnfO{ lg/If/ jgfpg] vfnsf
;fdflhs ;+:sf/ / zlQm ;DjGwnfO{ lrGg, a'´g / km]g{ klg l;sfpg] .
34

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;fdflhs Gofo s] xf] <
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;dfhdf s'g} klg ju{, lnË, /Ësf JolQmn] cGo ;fdflhs ;d"x jf JolQmaf6 Gofo kfpg]
cj:yf .
;fdflhs e]befjsf] lzsf/ x'g' gkg]{ cj:yf .
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Jojxf/ .
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sfd g} ljsf; xf] .
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35

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k|sf]k kLl8tsf] dfgj clwsf/ xf] . k|sf]ksf] kL8faf6 d'lQm / hLjglgjf{xsf cfwf/e"t cj;/ k|fKt
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hljglgjf{x ul//x]sfnfO{ vfgf, n'uf, cfjf;, lzIff, :jf:Yonufotsf cfwf/e"t cfjZostfaf6 jl~rt
ePsf k|To]s JolQmn] /fHoaf6 ;'ljwf / ;'/Iff kfpg'kb{5 .
dfgj clwsf/
k|To]s gful/sn] vfg, nfpg, a:g, lzIff, :jf:Yo nufotsf cfwf/e"t cfjZostf kl/k"lt{ u/L
;Ddflgt 9+un] hLjg hLpg] clwsf/nfO{ dfgj clwsf/ elgG5 . dfgj clwsf/ cGtu{t ;+/If0fsf]
clwsf/, :jtGqtfsf] clwsf/, ;rgfsf] clwsf/, ;xefuLtfsf] clwsf/, Aff]Ng kfpg] jf cleJolQm
clwsf/ cflb ;d]t kb{5g .
Kf|To]s dfgj;+u dfgj clwsf/ /x]sf] x'G5 . k|To]s gful/ssf] clwsf/ a/fa/ x'G5 . cGt{/fli6|o dfgj
clwsf/ ;DaGwL sfg"gx?, /fli6|o ;+ljwfg tyf sfg"g cflbaf6 dfgjclwsf/sf] k|Tofe"t ul/Psf] xG5
. dfgj clwsf/ h'g;'s} a]nf nfu" x'G5 oBlk 4G4 nufotsf hl6n kl/l:yltdf s]xL clwsf/x? s]xL
;dosf nflu lgnDag x'g ;Sb5g . s;}n] dfgj clwsf/sf] pNNf3+g u/]sf] v08df ;d]t dfgj
clwsf/ ;DaGwL sfg"g nfu' x'G5 .
Kf|sf]k Joj:yfkg / clwsf/d'vL cjwf/0ff
Kf|sf]k k|efljt JolQm tyf ;d'bfonfO{ tTsfnLg ;xof]u ug{ / ;fj{hlgs k"jf{wf/sf] k'g{lg{df0f ug'{ dfq
k|sf]k Joj:yfkgsf] dfgjLo kIf xf]Og . k|sf]k kLl8t ;d'bfosf] tTsfnLg cfjZostf k"lt{ ub]{
;DDffghgs hLjgofkg, k'g{:yfkg, ;'/Iff / bL3{sfnLg Joj:yfkgsf] k|Tofe"lt ug{'kb{5 . tTsfnLg
p4f/ / /fxtsf nflu ul/g] ;xof]u klg ;Ddfghgs x'g'kb{5 . p4f/, /fxt tyf cGo ;xof]u ubf{
lgDg ljifodf Wofg lbg'kb{5 .
!= k|sf]k kLl8t klg c? ;/x g} ;Ddflgt gful/s xg . pgLx? cfkmgf ljifodf x'g] 5nkmn jf lg0f{o
k|lqmofdf :jtGq ?kn] ;xefuL x'g ;S5g .
@= vfgf, 5fgf, gfgf, kfgL, :jf:Yo, lzIff / ;'/Iffnufotsf cfwf/e"t cfjZostf k|sf]k k|efljt
gful/ssf k|fs[lts clwsf/ x'g . tL clwsf/ /fHon] ljgfzt{ pknAw u/fpg'kb{5 .
#= k|sf]khGo ;+s6 k|fs[lts 36gf dfq geP/ dfgjLo cfr/0f, Jojxf/, cEof; / k/Dk/fut
;+:s[ltdf k|efj kfg]{ tTj klg xf] . ;dfhdf rlncfPsf] k/Dk/fut dfGotf / ;+:s[ltlj?4sf sfo{ u/]/
;d'bfosf] cf:yfk|lt gsf/fTds k|efj kg{ lbg'x'b}g .
36

37. $= ul/aLleq k|sf]khGo hf]lvd x'g] x'+bf ul/aL lgjf/0f sfo{qmdnfO{ clwsf/d'vL cjwf/0ff cGtu{t
sfof{Gjog ug]{ k|0ffnLsf] ljsf; x'g'kb{5 .
%= k|sf]k Joj:yfkg tyf k|sf]k k"j{tof/L :yfgLo ;d'bfosf] cfjZostf tyf :yfgLo hf]lvdsf]
Go"gLs/0fdf ;xof]u k'Ug] vfnsf] x'g'kb{5 .
^= x/]s kLl8tn] cfkm" ;'/lIft 5' eGg] ljZjf; lng] jftfj/0f agfpg'kb{5 .
Kf|sf]k kLl8tnfO{ /fxt lbg] ;/sf/L dfkb08
b}jL k|sf]k p4f/ P]g, @)#( cg';f/ s]Gb|Lo b}jL k|sf]k p4f/ ;ldltn] k|sf]k kLl8t JolQm tyf
kl/jf/nfO{ Iflt / k|efjsf cfwf/df tTsfn /fxt ;xof]u pknAw u/fpg] gLltut lg0f{o ug]{ ub{5 .
o;/L pknAw u/fpg] cfly{s tyf ef}lts ;xof]usf] dfqfdf ;do;dodf kl/jt{g x'G5 . s]Gb|Lo
;ldltn] kl5Nnf]k6s u/]sf] lg0f{ofg';f/ kLl8tnfO{ /fxt:j?k lgDg cg';f/ ;xof]u x'g;Sb5 .
!= Kf|sf]kdf k/L d[To' ePdf d[tssf kl/jf/nfO{ k|lt d[ts ?= !%,))). a/fa/sf] ;xof]u pknAw
u/fpg] .
@= 3fOt]nfO{ lgz'Ns pkrf/ u/fpg] .
#= 3/ gi6 ePdf c:yfoL cf>osf nflu k|lt kl/jf/ ?= !),))). ;Dd pknAw u/fpg] .
$= 3/ cflz+s ?kdf gi6 ePdf ?= #))). ;Dd pknAw u/fpg] .
%= nQfsk8f / ef+8fs'+8fsf] nflu k|ltJolQm ?= %)). sf b/n] pknAw u/fpg] .
^= vfBfGgafnL tyf hUuf hldg gf]S;fg eO{ tTsfn u'hf/f rnfpgsf nflu k|lt kl/jf/ ?= %)). sf
b/n] pknAw u/fpg] .
&= 3/ lgdf{0fsf nflu jg sfof{noaf6 ;x'lnot b/df sf7 pknAw u/fpg] .
*= ;'/lIft :yfgdf ;fg'{kg]{ ePdf tTsfn Joj:yf ldnfpg] .
(= pk/f]Qm adf]lhdsf] ;xof]u e"sDk, af9L, klx/f], cfunfuL, cl;gfkfgL, x'/Latf; / r6of8=af6
k|efljtnfO{ dfq k|sf]ksf] 36gf ePsf] #) lbg leq ;"rgf kfPsf]nfO{ dfq /fxt pknAw u/fpg] .
37

38. gf/Ljfb, dlxnfclwsf/ / g]kfnsf] l:ylt
–/fdz/0f ;]9fO{+
k[i7e"ld
ljZjel/ g} dlxnfclwsf/af/] rsf]{ ax; eO/x]sf] 5 . o; lsl;dsf ax;n] ;+;f/sf ljleGg
efudf cfGbf]ng rsf{O/x]sf] 5 . ;du| ¿kdf dfgjclwsf/k|lt x/]s b]zsf gful/s ;r]t eO{ cfkmgf
clwsf/ ;'lglZrt ug{ k|of;/t x'“bf klg lsg dlxnfclwsf/sf] nflu 5'§} cfGbf]ng ug'{k¥of] eGg] k|Zg
p7g ;S5 / Tof] Ps 9¨n] :jfefljs klg xf] . t/ ulxl/P/ cWoog ug]{ xf] eg] dlxnfclwsf/sf nflu
ul/Psf cfGbf]ngx¿ cfjZostfn] hGdfPsf x'g . ljBdfg cGt/f{li6«o / /fli6«o ;lGw, dxf;lGw,
cle;lGw, 3f]if0ffkq, ;Demf}tf tyf sfg'g / lgodx¿n] dlxnfclwsf/ ;'lglZrt ug{ ;sf/fTds
e"ldsf v]n]sf eP tfklg Jofjxfl/s ¿kdf tL kof{Kt gePsfn] @! cf}“ ztfAbLdf klg gf/L cfkmgf
cfwf/e"t clwsf/k|flKtsf nflu ;ª3if{/t 5g .
gf/Ljfb
dlxnfclwsf/sf] s'/f ubf{ hf]l8g] ;jfn ljleGg ;do / :yfgdf k|ltkflbt gf/LjfbL l;4fGtx¿sf]
rrf{ ug'{ cfjZos x'g cfp“5 . x'g t To:tf l;4fGtx¿sf] hGd dlxnfsf clwsf/sf] jl~rtLs/0f jf
pNnª3gaf6 ePsf] xf] . t/ klg tL l;4fGtx¿n] dlxnfclwsf/sf] cfGbf]ngnfO{ lbzf lgb]{zg u/]sf /
kl/dfh{g ub}{ nu]sfn] logLx¿aLr ulx/f] ;DaGw 5 .
gf/LnfO{ ;+;f/el/ g} cdfgjLo Jojxf/ ug]{ / k'?ifsf] cwLgdf /fVg] sfo{ r/d ¿kdf ePsfn]
;r]t gf/Ln] To:tf cdfgjLo Jojxf/ / l;4fGtlj¿4 rsf]{ cfGbf]ng u/]sf x'g . gf/Ldflysf] bdg
lgs} rsf]{ ePsfn] g} pgLx¿sf] clwsf/sf] cfGbf]ng rsf]{ ePsf] xf] . gf/Lsf] clwsf/sf] xgg jf
jl~rtLs/0fdf k'?ifsf] dfq xft geO{ gf/Lsf] klg 5 . lkt[;QfTds ;f]rsf] sf/0fn] o;f] ePsf] xf] .
ljz]iftM k|frLg ;do / ;d'bfodf xfn klg kfl/jfl/s ¿kdf xf]; of ;fj{hlgs hLjgdf k'?ifsf]
xfnLd'xfnL 5 / p;sf] xfnLd'xfnL x'g'df t'ngfTds ¿kdf pm zf/Ll/s ¿kn] ;an x'g' / pTkfbgzLn
>f]tx¿df p;sf] kx'“r x'g' xf] .
dlxnf xf]; jf k'?if hf] klg zlQms} kl5 nfU5g . To;}n] kl/jf/b]lv ;dfh;Dd kx'“rjfnf k'?if}
ePsfn] ;'?df o;nfO{ lkt[;Qf elgPsf] xf] / sfnfGt/df of] k|j[lQdf kl/0ft eof] / o:tf] k|j[lQaf6
gfhfoh kmfObf p7fO{ bdg ug]{ k'?if x'g jf dlxnf b'j}nfO{ lkt[;QfTds ;f]raf6 u|l;t eGg yflnof] .
pu| gf/Ljfb
sltko cj:yfdf k'?if g} dlxnfclwsf/sf] xgg ug]{ JolQm ePsfn] / sltko cj:yfdf k|j[lQsf]
a]]jf:tf u/L k'?ifnfO{ dfq bf]ifL b]Vg] k|j[lQn] clt jf pu|gf/Ljfbsf] hGd lbPsf] cfef; x'G5 . dfly
klg elgof] gf/Ldflysf] rsf]{ bdg g} pu|gf/LjfbnfO{ hGd lbg] sf/s tŒj xf] . pu|gf/Ljfbn]
38

39. dlxnfnfO{ ;r]tLs/0f ug]{ / cfkmgf clwsf/ bfaL ug{ k|]l/t u/] tfklg o;n] ;dfhnfO{ ljv08glt/
ws]n]sf] cf/f]k klg nfUg] u/]sf] 5 .
pu|gf/LjfbLx¿n] dlxnfdfly x'g] zf]if0fsf] d"n h8 g} pgLx¿sf] ;Gtfgf]Tkfbg ug{ ;Sg] / ug]{
zf/Ll/s agfj6nfO{ dfG5g . ;Gtfgf]Tkfbgsf] k|lqmofn] gf/LnfO{ k'?ifdfly a9L lge{/ u/fp“5 / k'?ifn]
zf]if0f ug]{ cj;/ kfp“5 eGg] pgLx¿sf] ts{ 5 . Ps lx;fan] of] ;xL klg xf] . k|foMh;f] cj:yfdf
;Gtfgf]Tkfbg / ljjfxn] gf/Lsf] clwsf/ vf]l;Psf] dx;'; u/L pu|gf/Ljfbdf ljZjf; ug]{x¿ oL b'j}
s'/f aGb ug'{k5{ eG5g .
z'nfldy kmfo/:6f]g, h;nfO{ k|foM pu|gf/Ljfbsf] k|0f]tf dflgG5, pgL dfS;{jfbL ljrf/af6 l;Sb}
elG5g— cfly{s ju{eGbf klg of}g ju{rflx“ ;fdflhs ljefhgsf] k|d'v sf/0f xf] . cGo gf/LjfbLx¿n]
klg of}g ju{sf] s'/f ug]{ eP tfklg ltgLx¿ pgsf] ljrf/;“u ;xdt 5}gg . …of}gsf] åGåfTdstfÚ
zLif{ssf] cfkmgf] n]vdf pgL elG5g– h}ljs kl/jf/ h'g k'?if÷dlxnf lzz' pTkfbgsf] cfwf/e"t PsfO
xf] Tof] ;fdflhs Joj:yfsf] h'g;'s} ¿kdf eP klg Tof] b]xfosf tflŒjs jf ckl/jt{gLo tYox¿sf
u'0fx¿ e]l6G5g—
!= ue{ lg/f]wgsf] cfljisf/eGbf klxn] dlxnf Oltxf;sf] cBf]kfGt lg/Gt/ ¿kdf cfkmg} zf/Ll/s
agf]6sf] bofdf af“r]– dfl;s >fj, dfl;s >fjsf] cGTo, dlxnf;DaGwL /f]ux¿, ;Gtfg hGdfpg]
lg/Gt/ kL8fbfoL sfo{, csf{sf] aRrfnfO{ b"w v'jfpg] / lzz'sf] x]/ljrf/ ug]{h:tf sfo{n] pgLx¿nfO{
af“Rgsf nflu -bfh', efO, a'af, >Ldfg, k|]dL, hflt, ;/sf/ / ;du|df ;d'bfodf_ k'?ifdf lge{/ /xg' kg]{
agfof] .
@= dflg;df aRrfx¿ -lzz'x¿_ x's{gsf nflu cGo k|f0fLsf aRrfx¿eGbf a9L ;do nfUg] / af“Rgsf]
nflu jo:sdf e/ kg'{kg]{ eof] .
#= x/]s ;dfhdf cfdf–aRrfaLrsf] cGt/lge{/tf s'g} g s'g} ¿kdf /xg] ePsf]n] ljutdf xf]; of
jt{dfgdf o;/L g} x/]s kfsf] dlxnf / x/]s lzz'sf] dgf]lj1fg o;/L g} ljsl;t ePsf] x'G5 .
/fHosf] k|s[lt
pgLx¿sf] o:tf] ;f]rn] k'?if gf/LaLrsf] ;DaGwnfO{ laufg]{, lkt[;QfTds ;f]rdf kl/jt{g gNofpg]
/ cGttf]uTjf ;dfhnfO{ g} ljv08g / ljgfzlt/ ws]Ng] ;Defjgf k|an x'G5 . olb gf/L / k'?ifaLr
ljjfx x'g 5f8of] jf ljjflxtx¿ wdfwd kf/kfr's] ug{ yfn] / ;Gtfgf]Tkfbgsf] k|lqmof /f]lsof] eg]
;dfhsf] ljsf; / dfgj ;Eotfdf klg k"0f{lj/fd nfUg ;S5 .
dlxnfclwsf/ xf]; jf cGo dfgjclwsf/ . clwsf/ lbg] dfdnfdf /fHo hlxn] klg cln s~h';
aG5 . To;/L s~h'; aGg'sf] k5fl8sf] sf/0f xf] k|bQ clwsf/sf] pkof]u / ;+/If0f ug]{ bfloTj /fHodf
x'G5 . o;sf nflu /fHon] k|z:t dfqfdf dfgj / cGo >f]tx¿ h'6fpg'kg]{ x'gfn] lgs} vlr{nf] x'G5 .
To;}n] /fHosf] Wofg 7"nf] wg/flz vr]{/ hgtfnfO{ clwsf/ lbg'eGbf sd k};fdf ;lhnf];“u b]lvg]
vfnsf ljsf;–lgdf0f{sf sfo{ ug{ ?rfp“5 .
39

40. s'g} klg b]z ef}lts ¿kdf ;DkGg x'“b}df ljsl;t eGg ldNb}g . ljsf; t Toltv]/ x'G5, hltv]/
p;sf hgtf cfkmgf clwsf/x¿ pkof]u u/L ;Ddfghgs hLjgofkg ug{ ;S5g . t'ngfTds ¿kdf
o'/f]k / cd]l/sfsf b]zx¿df dfgjclwsf/sf] cj:yf g]kfnsf] eGbf /fd|f] eP tfklg dlxnfclwsf/ eg]
tL d'n'sdf klg /fd|/L :yflkt x'g cem} klg ;s]sf] 5}g .
g]kfndf dlxnfsf] cj:yf
g]kfnsf] hg;+Vofsf] cfwf lx:;f cf]u6g] dlxnf clxn] klg lg/Gt/ ¿kdf ;fdflhs, cfly{s /
/fhgLlts If]qdf alxis/0fdf k/]sf 5g . ljZj dfgj ljsf; k|ltj]bg @))$, o"Pg8LkLn]
hgfPcg';f/ ln¨;DaGwL ;"rsf°df g]kfn !$$ b]zdWo] !!^ cf}+ :yfgdf kb{5 . o;af6 ;lhn}
cg'dfg ug{ ;lsG5 ls g]kfndf dlxnfsf] slQsf] ?U0f cj:yf 5 .
k'?ifsf] t'ngfdf g]kfnsf nueu ;Dk"0f{ dlxnf lgs} a9L sfd u5{g t/ 3/fo;L cfodf pgLx¿sf]
lx:;f s]jn #)Ü dflgPsf] 5 . g]kfnsf s]jn !)Ü dlxnfsf] dfq e"lddf :jfldTj 5 / dfq $
k|ltzt dlxnfsf] dfq 3/ / hUuf b'j}df :jfldTj 5 . g]kfnh:tf] s[lifk|wfg b]z hxf“ ^) k|ltzteGbf
a9L dflg; hLljsf]kfh{gsf nflu e"lddf lge{/ u5{g Toxf“ dlxnfsf] e"lddf :jfldTj cToGt Go"g 5 .
lkt[;QfTds sfg'gL k|fjwfgsf sf/0f clxn] klg dlxnfn] k"0f{¿kdf k}ts ;DklQdflysf] clwsf/ kfpg
[
;s]sf 5}gg .
xfnsf] ;+ljwfg;efdf !(^ dlxnf lgjf{lrt / dgf]lgt eP tfklg ljutsf ;+;bLo r'gfjdf
lgjf{lrt x'g]x¿sf] ;+Vof cToGt Go"g lyof] . ;g !(() kl5 ePsf ;+;bLo lgjf{rgdf #=$Ü, #=$Ü /
%=*Ü dlxnfdfq ljhoL ePsf lyP . s]xLnfO{ nfUg ;S5 clxn] t /fhgLltdf dlxnf ;xeflutfn]
km8sf] g} df/]sf] 5 . t/ o;df ;xdt x'g ;ls“b}g . %)Ü hg;+Vof ePsf dlxnfsf] ;+ljwfg;efdf
##Ü dfq pkl:ylt x'g' lgZro g} ;Gtf]ifk|b xf]Og .
To;/L g} lghfdtL ;]jfdf dlxnfsf] ;xeflutf !)Ü eGbf sd 5 . Gofokflnsfdf t Tof] ;+Vof
s]jn @Ü sf] xf/fxf/Ldf 5 . o:tf] cj:yfdf s;/L dlxnfclwsf/ ;'lglZrt ug]{ vfnsf sfg'g aG5g
< s;/L dlxnfk|lt lje]bsf/L sfg'gx¿ vf/]h x'G5g < / s;/L ePsf sfg'gsf] klg k|efjsf/L
sfof{Gjog x'G5 <
gful/s ;dfhsf] e"ldsf
gful/s ;dfh / /fli6«o tyf cGt//fli6«o u}/;/sf/L ;+:yfx¿sf] dxŒjk"0f{ e"ldsf oxf“g]/ /xG5 .
pgLx¿n] cfd;r]tLs/0f u/L ;/sf/nfO{ dlxnfclwsf/ lbnfpg ;d'bfodfkm{t bafa lbg ;S5g /
;/sf/sf] lj/f]wdfq gu/L cfnf]rgfTds ;xsfo{ -kl/cfp“bf ;xof]u / lj/f]w klg_ ug{ ;Sb5g .
g]kfnsf] clws ;d'bfodf hgr]tgfsf] :t/ sd ePsf]n] To:tf ;d'bfodf r]tgf clej[l4 u/L
dlxnfclwsf/ ;'lglZrt ug{ o:tf ;+:yfx¿ k|of;/t 5g .
/fli6«o / cGt/f{li6«o b'j} ¿kdf o:tf ;+:yfn] ;~rfng u/]sf cleofgnfO{ …ljsf;] gf/LjfbÚ sf]
;+1f lbOG5 . /fli6«o tyf cGt/f{li6«o u}/;/sf/L ;+:yfx¿n] ck]Iffs[t ¿kdf nlIft ;d'bfosf
40

41. dlxnfsf] pTyfg ug{ g;s]sf] cfef; w]/}h;f] gful/sdf kfOG5 / dlxnf cfGbf]ngsf] xsdf o:t}
ePsf] klg 5 . To;}n] o:tf k|of;nfO{ …ljsf;] gf/LjfbÚ egL xNsf 9¨n] lnOPsf] kfOG5 .
dlxnf lx+;fsf sf/s tŒj
clxn] klg g]kfndf dlxnfdfly x'g] ljleGg k|sf/sf lx+;fdf s'g} sdL cfPsf] 5}g . b]psL, jfbL,
s'df/L / 5fpk8Lh:tf k/Dk/fut / cGwljZjf;df cfwfl/t af]S;L ;fwg, a]rlavg, of}g b'Jo{jxf/ /
ha/h:tLs/0fLh:tf of}g lx+;f / bfOhf]nufotsf cGo 3/]n' lx+;faf6 dlxnf / lszf]/Lx¿;d]t kLl8t
5g .
clxn]sf] h:tf] j}1flgs o'udf klg cGwljZjf;df /xg', lg/If/tf sfod} /xg' / k9]nv]sf JolQmn]
]
klg lgod, sfg'gsf] pNnª3g ug{ / ltgdf r]tgf gcfpg' / l;Sg] k|oTg ug'{sf] ;f6f] l;sfpg]nfO{ g}
lv;L u/L ;bf pxL :t/d} /xg'n] dlxnfdfly x'g] lx+;f / dlxnfclwsf/sf] xggdf of]ubfg u/]sf]
b]lvG5 . lx+;f ug]{nfO{ s8f sfg'gL sf/afxL gx'g' csf]{ k|d'v sf/0f xf] . sltko cj:yfdf t
dlxnfclwsf/sf] If]qdf sfo{/t JolQmx¿ -dlxnf / k'?if b'j}_ af6} dlxnfdfly lx+;f ul/Psf] /
clwsf/sf] pn+3g ul/Psf] klg kfOPsf] 5 . ;fj{hlgs sfo{qmd jf ;df/f]xdf clwsf/sf] b'xfO{ lbg]
t/ 3/df gfaflnsfnfO{ k9g] cj;/;Dd glbO IfdtfeGbf a9Lsf] sfd nufpg] / s'6lk6;d]t ug]{
u/]sf] 36gf klg l5k]sf] 5}g .
dlxnfclwsf/k|ltsf] ;+j]bgxLgtf csf]{ d"n ;d:of xf] . cfkm"nfO{ dlxnfclwsf/sdL{ eGg ?rfpg]
dlxnf / k'?if b'j}y/L pgLx¿sf] clwsf/k|lt ;+j]bgzLn 5}gg . w]/} k9]n]v]s} JolQmx¿df klg r]tgfsf]
sdL 5 . ;fj{hlgs ;df/f]xd} olb ;fdflhs ln¨sf] s'/f p7of] eg] pgLx¿ ;se/ dlxnfclwsf/sdL{
pkl:yt eP gLhnfO{ / k'?if eP k'?ifnfO{ …pm ca ltd|f] ;jfn cfof]Ú elglbG5g .
To;/L g} sfo{:yndf klg dlxnfclwsf/sdL{nfO{ …pm g]tL -g]t[_ cfO{Ú jf k'?if eP …pm dlxnfnfO{
dg k/fpg] cfof]Ú egL 6Lsf–l6Kk0fL ub{5g . sltkon] t olt;Dd klg eGg] u/]sf] ;'lgG5 ls dlxnf–
k'?ifaLr s'g} s8f ljjfb eof] eg] klg lv:ofP/ g]tL / g]tfnfO{ af]nfpg'k5{ emu8f ldnfpg;Dd
eG5g .
k'?if s] rfxG5<
dflg; :jefj}n] :jfyL{ x'G5 t/ lx+;|srflx“ ;dfhn] agfp“5 . s;}sf] clwsf/ xgg ug'{ jf lghnfO{
clwsf/ pkof]u ug{af6 jl~rt ug'{ klg ck/fw xf] . ;Sg]n] g;Sg]dfly zf]if0f ug'{ -c_dfgjLo u'0f xf]
. To;}n] dlxnf x'g of k'?if b'j}df o:tf nIf0f kfOG5 . k'?if gf/Lx¿ -p;sf] cfdf, lbbLalxgL, >LdtL,
5f]/L of cGo gft]bf/ jf ;fyLx¿_ af6 dfg;Ddfgsf] ck]Iff /fVb5 . olb pm lkt[;QfTds ;f]rn]
u|l;t 5 eg] c¿nfO{ ;Ddfg ug{ / c¿sf] clwsf/sf] sb/ ug{ ;Sb}g . pm cfkmgL 5f]/LeGbf
gfaflnsfsf] d"Nodf cfkmgf ;GtfgnfO{ ;'v lbg nfnflot x'G5 . pm h'g Jojxf/ cfkmgf cfdf,
lbbLalxgL, 5f]/L, elthL, efGhL jf cGo :qL gft]bf/n] gu/f]; eGg] rfxG5 ToxL s'/f cGo :qLdf vf]hL
/x]sf] x'G5 . Ps k'?if jf Pp6L dlxnf tLhdf cfkmgL 5f]/LnfO{ lgs} g} cufl8 dfOtdf af]nfp“l5g t/
cfkmgL a'xf/LnfO{ eg] dfOt k7fpg rfxGgg .
41

42. pk;+xf/
dlxnf xf]; of k'?if . oL ;d:of r]tgfsf] sdLn] plAhPsf x'g . t;y{ xfdLn] cfh}b]lv cfkmgf
;f]r / Jojxf/x¿ abNg], c¿sf] clwsf/sf] sb/ ug]{, lgod, sfg'gsf] kfngf ug]{ / bf]ifLdfly s8f
sfg'gL sf/afxL ug]{ k/Dk/f a;fNof“} eg] cfkmgf] clwsf/sf] /Iff ug]{ / gof“ k':tfdf 1fg x:tfGt/0f
ug]{ tyf pgLx¿nfO{ ;r]tLs/0f 3/}bl] v u¥of}+“ eg] / gf/L lbjznfO{ >4fsf] geO{ ;fy{s ¿kdf dgfpg
yfNof}+“ eg] s]xL jif{kl5 gf/L lbj; klg dgfpg' kg]{ 5}g / dlxnfclwsf/sf nflu ;fob cfGbf]ng klg
ug'{ gknf{ . olt ug{ ;s]df dfq dlxnfclwsf/ klg dfgjclwsf/sf] ?kdf :yflkt x'g]5 .
42

43. k|sf]k Joj:yfkg ;ldlt
k|sf]k Joj:yfkg ;ldltsf] e"ldsf
• ;ldltn] ;d'bfo:t/Lo r]tgf hfu/0f, Ifdtf clej[l4, ;/sf/L tyf cGo lgsfo;+u ;DaGw
lj:tf/ cflb sfo{sf] of]hgf th{'df, of]hgf sfof{Gjog tyf cg'udg ug]{ .
• k|sf]kdf p4f/ tyf /fxt, k"j{tof/L tyf Go"gLs/0f cflb sfo{df :jo+;]jsx? Kfl/rfng ug]{ .
• k|sf]k k"j{tof/Lsf sfo{x?df :yfgLo ;|f]t ;fwgx?sf] kl/rfng ug]{ .
• >f]t kl/rfng, n]vf Joj:yfkg tyf lqmofsnfkx?sf] kf/blz{tf tyf hjfkmb]lxtf ;'lglZrt
ug]{ .
• lgoldt ?kdf a}7s a:g] .
k|sf]k Joj:yfkg ;ldlt ;b:o aGgsf] nflu of]Uotf
• Gf]t[Tj tyf ;+u7g ug{ ;Sg] Ifdtf
• ;d'bfon] ljZjf; u/]sf] JolQm
• c;n rl/q ePsf]
• :jo+;]jL efjgf ePsf]
• /fhg}lts kf6L{sf] g]t[Tj tx jf d'Vo kbdf g/x]sf]
• n]vk9 tyf x/lx;fa /fVg ;Sg] eP /fd|f]
Kf|sf]k JoJf:yfkg ;ldlt u7g k|lqmof
• l/kmn]S6 s]Gb|x? u7g tyf ;~rfng ug]{ .
• lglZrt If]qleqsf l/kmn]S6 s]Gb|, / ljleGg ;d"xx?aLr e]nf u/L k|sf]k Joj:yfkg ;ldltsf]
cfjZostf / e"ldsf af/] 5nkmn ug]{ .
• If]qut, hflto, lnu+, pd]/ ;d"x cflbsf] k|ltlglwTj ;'lglZrt ug]{ .
• Dflxnf k|ltlglwTj sDtLdf %) k|ltzt x'g'kg]{ .
• Jf[4j[4f, ckfu+tf ePsf JolQm / afnaflnsfsf] ;d]t k|ltlglwTj ;'lglZrt x'g' kg]{ .
• cfjZostf cg';f/ &, ( jf !! ;b:oLo ;ldlt u7g ug]{ .
• ;ldltsf] kbfjlw tf]lsg' kg]{ .
k|sf]k JoJf:yfkg ;ldltn] Wofg lbg'kg]{ s'/fx?
• s'g} klg k|sf]k Joj:yfkg sfo{qmd ;kmn x'g'df k|sf]k Joj:yfkg ;ldltsf] dfq ;+nUgtf
geO{ ;Dk"0f{ ;d'bfosf] ;xeflutf x'g'kb{5 .
• ;ldltdf cfwfl/t sfo{qmd geO{ ;d'bfodf cfwfl/t sfo{qmd x'g'kb{5 .
• ;d'bfosf k|To]s JolQmx?n] k|sf]k k"j{tof/Lsf] dxTj tyf cfjZostfaf/] hfgsf/L x'g'kb{5 .
43

44. l/kmn]S6 ;xhstf{sf] sfo{ljj/0f
• ;d'bfo;+u kl/lrt x'g 3/3/df e]6 ug]{ . kl/of]hgf cjlwe/ sDtLdf # k6s 3/e]6 ug]{ .
• Kflxnf] k6s 3/e]6 ug]{ a]nfdf ;fdflhs kl/rfns ;lxt uO{ kl/of]hgfsf] af/]df hfgsf/L
lbg] . cGo e]63f6df k|sf]k k"j{tof/L ;DaGwL ljifodf r]tgf hufpg] sfd ;fdflhs kl/rfns
/ k|sf]k Joj:yfkg ;ldltx?;+u ldn]/ ug]{ .
• l/kmn]S6 ;d'x u7g ug{sf nflu cgf}krfl/s ?kdf ;d"xdf ;fdflhs kl/rfns / lkmN8
;+of]hs ;lxt l/kmn]S6sf] dxTj tyf u7g af/] 5nkmn cfof]hgf u/fpg] .
• l/kmn]S6 ;xefuLx? 5gf}6 -@) b]lv #) hgf:fDd_ .
• l/kmn]S6 ;~rfng ug]{ :yfg / ;do 5gf}6 .
• l/kmn]S6 ;~rfngsf nflu cfjZos ;fdfu|L Joj:yf .
• 5nkmn s]Gb|sf] :yfgLo gfdfs/0f ug]{ .
• 5nkmn s]Gb| /]vb]v ;ldlt # b]lv % hgf ;Ddsf] u7g ug]{ .
• Pp6f s]Gb|df lgoldt xKtfdf sDtLdf @ lbg @ 306fsf b/n] k|sf]k s]lGb|t jx; 5nkmn ug]{ .
• k|sf]k Joj:yfkg ;ldlt u7gug{ ;fdflhs kl/rfnsnfO{ ;xof]u ug]{ .
• :yfgLo >f]t ;fwgsf] klxrfgu/L cfsl:ds tyf k|sf]k kLl8t tyf k|efljtx?sf]] kx'r,
lgoGq0f / To;sf] cToflws kl/rfng ug{ k|f]T;flxt ug]{ .
• clwsf/jfnf ;d'x -ul/j, cfsl:ds tyf k|sf]k kLl8t Pj+ k|efljtx? tyf dlxnf /
afnaflnsf_ k|lt ;b}j pQ/bfoL /xg] .
• k|sf]k r]tgf ;DaGwL kf]i6/, lkmNk rf6{, ;fdflhs gSzf, ;+s6fled'v gSzf, df};dL gSzf,
uLt, syf, cfTd ljZn]if0f, j[If ljZn]if0f, v]n ljlw, e"ldsf clego, ;8s gf6s, kqklqsf,
/]l8of], >Job[Zo cflb ljlwx?sf] k|of]u u/L 5nkmn u/fpg] .
• Dflxgfdf sDtLdf Psk6s k|sf]k r]tgf hufpg] vfnsf >Job[io k|bz{g u/L 5nkmn rnfpg] .
• k|sf]k k"j{tof/L tyf Joj:yfkg, clwsf/, dlxnf clwsf/, lzIff cflb gLlt P]g nufotsf
ljifodf lgoldt ?kdf cWoog / 5nkmn ug]{ .
44

45. • ljifout ;jfnsf nflu pknAw ljifout ;xhstf{x?;+u ;Dks{ u/L ;xof]uL ;+:yfsf] ;xof]u
lnO{ >f]t JolQmsf] ?kdf k|of]u ug]{ .
• l/kmn]S6 s]Gb|sf] ;xeflux?nfO{ k|sf]k k"j{tof/L, ;r]tgf, Go"lgs/0f tyf ;f] ;DjlGw k}/jLsf]
cu'jfO{sf] nflu kl/rfng ug]{ .
• s]Gb|df ePsf 5nkmn / lg0f{ox?sf] clen]v /fVg] .
• s]Gb|sf ;xefuLx?sf ;kmntfsf syfx?, 36gfx?, ;[hgfTds /rgfx? ;+sng ug]{ .
• Kf|To]s dlxgf lgoldt ?kdf k|ltj]bg tof/ u/L ;+:yfdf k]z ug]{ .
• ;dodf vr{sf lan ekf{O tof/ ug'{sf ;fy} k]ZsL k5of]{6 cflbdf Wofg lbg] .
45