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(A PEER-REVIEWED JOURNAL)
KANAKAI JOURNAL Vol. 3 No. 1 2023
Advisors
Rajendra Adhikari, Lecturer, Mechi Multiple Campus, Jhapa
Ganesh Dahal, Lecturer, Sukuna Multiple Campus, Morang
Dilli Prasad Bhattarai, Lecturer, Damak Multiple Campus, Jhapa
Reviewers
Prof. Keshab Raj Pokhrel, PhD
Prof. Ramesh Adhikari, PhD
Prof. Prithvi Bikram Rai, PhD
Kamal Kumar Poudel, PhD
Tilak Lamsal, PhD
Nirmal Raj Mishra, MPhil
Guna Raj Nepal, MPhil
Editorial Board
Rudra Bahadur Thapa (Editor-in-Chief)
Bishnu Prasad Koirala (Member)
Taman Neupane (Member)
Tej Prasad Aacharya (Member)
Keshab Dhungel (Member)
Published by
Research Management and Publication Cell
Kanakai Multiple Campus
Surunga, Jhapa, Nepal
Website: www.kanakaicampus.edu.np
email: rmpc.kanakaicampus@gmail.com
Telephone: +977-023-552853, +977-023-552153
Published by:
Research Management and Publication Cell
Kanakai Multiple Campus
Surunga, Jhapa, Nepal
Website: www.kanakaicampus.edu.np
email: rmpc.kanakaicampus@gmail.com
Telephone: +977-023-552853, +977-023-552153
Special Note:
The Editorial Board and Publisher have no responsibility regarding the
statements and opinions expressed by the authors of each article published in
this journal.
Journal : Kanakai Journal (A Peer-reviewed Journal)
ISSN : 2738-9502
Published Year : 2023 (2080 B.S.)
Publisher : Research Management and Publication Cell (RMPC)
Kanakai Multiple Campus, Surunga, Jhapa, Nepal
Price : NRs. 500.00 (US $ 10.00, outside Nepal)
© All rights preserved- RMPC, Kanakai Multiple Campus, Surunga
Printed by : Buddha Offset Press, Birtamod, Jhapa
Phone : 9852682233, 9842710233
Editorial
It gives us immense pleasure to declare that we have published the second
volume of Kanakai Journal to our valued readers. The commitment of the campus
administration and the research attitude of the faculty members have made it possible to
publish the second volume in time. We believe that research consciousness is gradually
developing in the campus and the timely publication of the journal is an example to it.
The Journal includes all peer-reviewed articles from different genres and
faculties like Management, Humanities, Education, Language, Literature and
Economics. The Editors take no expressed or implied warranty of any kind and assume
no responsibility in connection with any articles. However, the liability of the Editors
can be sought in the fundamentals of research like article format and technical aspects.
We are thankful to the Campus Management Committee, Advisory Board, Peer-
reviewers, Campus Administration and concerned all who have assisted us in the
odyssey of publication of this journal. We are hopeful that we will be able to publish the
next volume with more standard and quality.
Editorial Board
Table of Contents
S.N. Title of the article Author Page
1
Practices of Local Curriculum at
School Level in Jhapa …
2
Evaluating the Syllabus of ELT
Research and Testing …
3
Secondary-Level Teachers’
Perceptions of Difficulties …
Yonden Sunuwar 1
Durga Kafle 19
Dhruba Kharel 31
4
Impact of Cost of Capital,
Financial Leverage …
Poonam Memani 46
Maheshwari
5
Service Quality and Students'
Satisfaction of Management …
6
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Kanakai Journal I Vol. 3 I No. 1 I 2023 I 1
Practices of Local Curriculum at School Level in Jhapa District: A Review
Yonden Sunuwar
Assistant Lecturer
Kanakai Multiple Campus, Surunga, Jhapa
email: sunuwaryonden@gmail.com
https://doi.org/10.3126/kj.v3i1.65834
Abstract
Out of the subjects to be taught at the basic level (Grades 1–8) in school-level education
in Nepal, one is a local subject. The main objective of this study is to analyze the local
curricula developed and implemented by three municipalities (Kanakai, Birtamod, and
Damak) of Jhapa district. Based on Taba's model of curriculum development and Local
Curriculum Development and Implementation Guidelines, 2019, the local curricula of
the three municipalities have been reviewed. As per the results obtained, the curricula of
the three municipalities have clearly followed the steps of the above model and the
framework of the guidelines. It was found that after ascertaining the level-wise
competencies based on local needs diagnosis, the present curricula have attempted to
match these competencies with the determination of course contents, content
elaboration, and evaluation process. The curricula cover topics such as urban-specific
social behavior, cultural-religious activities, geographical diversity, occupation and
business, local environmental problems, health and yoga, special personality
introduction, disaster management, etc.
Keywords: local curriculum, stakeholders, themes, competencies, specification
grid, evaluation
Study Context
Curriculum includes all the learner's experiences in or outside school that are
included in a program which has been devised to help him/her develop mentally,
physically, emotionally, socially, spiritually, and morally (Crow & Crow, 2006, p.
249 as cited in Aryal & Niure, 2010, p. 48). The curriculum guides the teacher and
learners through the teaching-learning process and decides the destination. In the
present context, the Government of Nepal has made provisions for the development
of a local curriculum in addition to the curriculum of other subjects in education at
2 I Kanakai Journal I Vol. 3 I No. 1 I 2023
the school level (classes 1–8). Defining the local curriculum, the Primary Education
Curriculum, 2005 has stated, "The curriculum that is developed and implemented
with the participation of local stakeholders by incorporating subject matters as per
the local needs" (Curriculum Development Center, 2019). Various legal and policy
sources have confirmed the rationale for the development and implementation of
local curricula.
According to the Constitution of Nepal, 2015 , every person and community
shall have the right to participate in the cultural life of their community as a
fundamental right, and every Nepali community residing in Nepal shall have the right to
preserve and promote its language, script, culture, cultural civilization, and heritage
(Nepal Law Commission, 2015, Article 3, Sub-Article 2-3).
The Local Government Governing Act, 2017 provides permission, monitoring,
and regulation of the schools to provide education in the mother tongue (Section 11,
Sub-Section J. 4) and the protection, promotion, and standardization of educational
knowledge, skill, and technology at the local level (Section 11, Sub-Section J. 18) under
the tasks, duties, and authority of the Municipality (Timilsina, 2017).
The Report of the National Education Commission, 1992 recommends the
following in respect of the future curriculum: (a) The non-implementation of activities
related to the rural environment in the curriculum has led to the students dropping out of
the school due to a lack of interest in the academic activities of the school; (b) the
development of knowledge and understanding in the curriculum adjusting the various
aspects of ethnic life. (c) There is a need to make the primary-level curriculum relevant
and practical to the needs of the country. It is appropriate to meet regional and local
needs (Sharma, 2005).
The concept paper of the fifteenth Periodic Plan (2019/2020-2023/2024) of
Nepal mentions the following strategy:
In addition to revising the curriculum and textbooks of school education in a
timely manner, implementing an integrated curriculum from Grades 1 to 3 of the
basic level, and arranging the use of the mother tongue, local language, or
Nepali language as the medium language for basic level teaching and learning as
per the needs, the capacity of the local level will be developed by developing the
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 3
school level curriculum and text materials from the local level according to the
standards set by the federal level.
The Curriculum Development Center, Nepal, in the Primary Education
Curriculum, 2005 and 2006, at the primary level (Grades 1–5), included local subjects
or mother tongue and maintained 4 weightage and 100 full marks. Similarly, in the
Basic Education (Grades 6-8) Curriculum, 2012 , it was mentioned as mother tongue,
local subject, Sanskrit, or any other subject, and it was fixed as weightage 5 and full
marks 100.
In the National Curriculum Framework (NCF), 2018, the teaching hours in the
local curriculum have been allocated 5 credit hours, i.e., 160 hours annually for Grades
1-3, and 4 credit hours, i.e., 128 hours annually for Grades 4–8. In the said framework,
the following policies regarding local curriculum have been mentioned: (a)
development of local curriculum and textbooks in accordance with local needs; (b)
development of local curriculum and textbooks based on the national curriculum
framework; (c) amendment of course contents as per the requirements and assessment
of learning achievement from local level; (d) to provide child-centric, local need-
specific flexibility in the local curriculum; (e) to make the local authorities competent
and responsible in the technical and administrative manner for the formulation and
implementation of the local curriculum that is structured in the national curriculum; (f)
decisions to be taken by the schools regarding its implementation, annual program of
the school, classroom management, and instructional strategies; and (g) its approval be
made from the curriculum related authority in the provincial or local level (Curriculum
Development Center, 2018).
In the same way, in the curriculum of the basic level (Grades 1-3) in 2019, for
local subjects from Grades 1 to 8, the credit hours and annual working hours have been
assigned according to the national curriculum framework, as well as mother tongue,
local history and culture, Sanskrit language, and activities related to subjects based on
local knowledge, skill, art, and technology.
The need for a local curriculum in the context of present school education is
evident from the study of the above-mentioned legal and policy provisions. Since the
local curriculum is based on the principle of place-based education, it can be considered
an area-based curriculum. Highlighting on the concept and need of local curriculum,
Subedi (2018) claimed that "school-based curriculum development" refers to different
4 I Kanakai Journal I Vol. 3 I No. 1 I 2023
explanations such as "curriculum decentralization", " curriculum localization", "school
focused curriculum", "the local curriculum" etc. and in Nepal, school-based curriculum
development is considered as the local curriculum and currently its provision is
mandatory in teaching learning processes of primary level schools (pp. 57-58). The
Curriculum Development Center has made it mandatory to teach a local subject in each
class at the basic level (Grades 1–8) of schools across the country. Although the local
curriculum has not yet been developed and implemented in all the municipalities and
rural municipalities of Jhapa district, the structural analysis of the recently implemented
local courses in the three municipalities is the main concern of this study. Therefore, the
main objective of this study is to analyze the structural nature of the local curricula
currently in operation in Jhapa district. The conclusion of this study can help
municipalities, rural municipalities, and schools draw concepts for developing local
curricula in their context, and subject teachers can also benefit in terms of implementing
local curricula at school. This study has been limited to exploring the introductory
references to what level-wise competencies are placed in local curricula and what
subject matters or contents are included in the curriculum.
Analytical Framework
Local Curriculum Development and Implementation Guidelines (2019) and
Taba's curriculum development model have been considered as the basis for the
structural analysis of the local curriculum practiced in the schools of Jhapa district.
Local Curriculum Development and Implementation Guidelines
The Local Curriculum Development and Implementation Guidelines
(including Mother Tongue), 2019, published by the Curriculum Development
Centre, Government of Nepal, mentions the structure of the local curriculum,
potential subject areas, and implementation process. The structure includes (a)
competence or objectives, (b) content, (c) class-wise learning achievement, (d)
teaching methods and procedures, (e) student assessment, (f) scheduling (course
load or weightage), and (g) curriculum elaboration. Therefore, the possible subject
areas include (a) mother tongue, (b) culture, social diversity, history, cultural
wealth, archaeology, (c) traditional and prevalent local skills and arts, (d) health,
cleanliness, environment conservation, and (e) miscellaneous. Likewise, it is stated
that under the process of curriculum implementation, in the case of the textbook not
being available, the students, teachers, and the entire concerned stakeholders can
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 5
implement the curriculum with joint efforts, and the student can get the prescribed
knowledge, skill, and attitude of the curriculum by engaging in direct activities or by
discussing with a knowledgeable person or a resource person.
Taba's Model
This study is based on Taba's model of curriculum development because this
model is considered to be more useful when developing the curriculum at the local or
school level. This model, propounded in 1962 by Hilda Taba, mentions seven linear
steps (Fig. 1) in the context of curriculum development diagnosis of needs (Taba, 1962,
as cited in Aryal & Niure, 2010, pp. 77–86).
Figure 1
Taba's Model of Curriculum Process
Since the above curriculum model is considered as a representative model, an
attempt has been made in this study to analyze aspects such as whether the implemented
curricula have diagnosed the overall needs of learners and the community; what
objectives have been set; whether objectives have been chosen and organized as per the
6 I Kanakai Journal I Vol. 3 I No. 1 I 2023
objectives; what methods and activities have been put in place to achieve those
objectives; and what means and procedures have been prescribed for assessing the
learning outcomes.
Study method
Since this is a critical and qualitative study, the curricula implemented by
Kanakai, Birtamod, and Damak municipalities of Jhapa district have been analyzed and
discussed in the framework mentioned above. This study has been carried out after
obtaining permission from the Education, Youth, and Sports Section of the concerned
municipality.
Structure of Local Curricula being Implemented in Jhapa District
The Government of Nepal started implementing new curricula in Grades 1 and 6
at the school level in the academic year 2020 . Although the curricula and textbooks for
other subjects are prepared by the Curriculum Development Center, the responsibility
for the development and implementation of the curriculum and textbooks for local
subjects has been handed over to the local government. Jhapa district has a total of eight
municipalities (Nagarpalika) and seven rural municipalities (Gaunpalika). Among them,
local curricula of Kanakai, Birtamod, and Damak Municipalities have been
purpossively selected for the review. The structure of the local curriculum in the above
municipalities has been introduced gradually below.
Local Curriculum of Kanakai Municipality
Kanakai Municipality has named the local curriculum "Kanakai Gyanmala".
The Education, Youth, and Sports Section of Kanakai Municipality has prepared a
unified local curriculum for Grades 1 to 8 through the local curriculum development
sub-committee, approved it by the Municipal Education Committee on March 28,
2021, and started implementing it in Grades 1 and 6 from the academic session
2020. At present, textbooks are being published and taught in schools according to
this curriculum in Grades 1, 2, and 3. The curriculum structure of Kanakai
Gyanmala is as follows:
1. Introduction
This section covers the context of the local curriculum, concept and theoretical
basis, rationale, context of the curriculum in the Municipality, national objectives of
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 7
school education, curriculum structure of school education, medium of education, and
curriculum implementation plan.
2. Level-wise competencies
A total of eight level competencies to be achieved at the end of the basic level
are specified as follows:
i. Personality development through discipline, healthy eating, positive thinking,
yoga, and practical skills;
ii. To awaken respect for local festivals, costumes, mother tongue, and living
conditions among different castes and to awaken awareness against social evils
and superstitions;
iii. To identify the general geography and geographical specificity of one's own
municipal area;
iv. To develop a positive spirit in identifying and preserving, promoting, and
propagating natural and man-made tourist spots and public property within its
own municipal area;
v. To identify local skills, employment, industries, and businesses and create a
general framework for the scheme for selecting and operating suitable industries
or businesses for the income of their households;
vi. Inculcating respect for labor and developing a positive attitude towards frugality,
savings, and entrepreneurship;
vii. The development of the habit of linking education to work; and
viii. To show respect to the nation and the nationality by recognizing the good deeds
of the great personalities and martyrs of the local area who have contributed to
their country.
3. Grade-wise learning outcomes
In this curriculum, grade-wise learning outcomes are determined. According to
the curriculum, there are 14 grade-wise learning outcomes in Grade 1, 12 in Grade 2, 12
in Grade 3, 16 in Grade 4, and 14 in Grade 5. Similarly, 18 learning outcomes in Grade
6, 19 in Grade 7, and 19 in Grade 8 have been mentioned as grade-wise.
4. The scope and order of the subject matter or content
In the selection and organization of the subject matter in this curriculum, there are
only four subject areas divided into (a) positive behavior and social diversity, (b) the
geography of the municipal area, (c) tourism and business, and (d) nation and nationality.
Lessons based on grade-wise learning outcomes are included within each subject area.
8 I Kanakai Journal I Vol. 3 I No. 1 I 2023
5. Elaboration of the content
In the class-wise form, the curriculum has been elaborated in tabular form in
various headings such as subject areas, learning outcomes, content elaboration,
teaching-learning activities, evaluation process, and credit hours.
6. Teaching time period
In the curriculum, the credit hour for Grades 1-3 has been fixed at 5 and the
annual 160 teaching hours, the credit hours for Grades 4-8 has been fixed at 4 and the
annual 128 teaching hours, where 32 teaching hours represent one credit hour.
7. Learning facilitation process
The possible teaching methods in Grades 1-3 have been proposed as
demonstration, collaborative class, field observations, project work, storytelling, role-
play, dialogue, discussion, games, experimental work, problem solving, creative work,
and technology-equipped classrooms, and the proposed teaching methods for Grades 4–
8 include discussion, dialogue, project work, field study, problem solving, inquiry,
storytelling, role-play, case study, audiovisual material display, debates, and speech.
8. Student evaluation methods, procedures, techniques and tools
The local curriculum mentions the continuous evaluation system and student
portfolio management under the student evaluation process of Grades 1–3, while the
techniques of evaluation include class participation, oral work, written work, project
and practical work, performance and demonstration, peer evaluation, Self-evaluation,
feedback from parents, and dialogue and discussions. Similarly, with regard to the tools
of evaluation, observation, checklists, rating scales, rubrics, tests, forms, context, event
descriptions, pictures, reading materials, audiovisual material, short tests, etc. have been
suggested. On the other hand, under the student evaluation process in Grades 4–8, there
is a provision for a formative evaluation of 50 percent of full marks and a summative
evaluation of 50 percent of full marks. Based on the overall evaluation of Grades 1–8,
the student's achievement will be categorized in the student progress report through the
letter grading system, which includes six grades from high to low: A+, A, B, C, D, and
E, respectively. Outcome indicators from Grades 1 to 5 have also been stated area-wise
to record the learning outcomes evaluation of students.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 9
9. Annex
In the last part of the curriculum, a summary of the curriculum and the names of
the local curriculum development committee and names of the teachers who
participated in the curriculum development workshop are mentioned.
Local Curriculum of Birtamod Municipality
Birtamod Municipality has prepared the local curriculum for the basic level (Grades
1–8) by naming it "Acharan Sachetana Shiksha (Conduct Awareness Education)". In the
first phase of the academic year, 2019, the implementation of curriculum in Grades 3 and 4
was started in the schools within the municipality, and presently, the teaching has been
conducted by publishing textbooks of the local curriculum through Grade 8. The structure
of "Acharan Sachetana Shiksha" is as follows:
1. Introduction
Under this title, a brief introduction has been presented mentioning the needs of
the curriculum, the components of the curriculum and the aspects emphasized.
2. Level-wise general objectives
After classifying six subject areas in the curriculum, the level-wise general objectives
to achieve area-wise at the end of the basic level have been determined as follows:
2.1 Conduct and self-defense (Acharan ra atmaraksha)
i. To introduce the need and importance of conduct and self-defense;
ii. Be clear about the methods to be adopted for self-defense.
iii. To maintain etiquette among oneself, one's family, and the community;
iv. To express respect and honor for the family, community, and nation;
v. Be alert against social evils, untouchability, superstition, etc.;
vi. To identify local distinguished persons, take inspiration from their positive
actions, and implement them accordingly.
2.2 Personality development
i. To develop personality and leadership abilities in the children according to their
age group and apply them in practice.
2.3 Nutrition, health, and yoga education
i. To identify the importance of organic food available in the environment and to
conserve and utilize it properly;
10 I Kanakai Journal I Vol. 3 I No. 1 I 2023
ii. To find ways to prevent disease before treatment to stay healthy;
iii. To use the importance of physical exercise and yoga in intelligent practice;
iv. Be aware of the things to know about smoking, drinking, and other substances;
v. To manage waste to keep the local environment clean and tidy;
vi. Adopt a simple and scientific procedure for obtaining information regarding
fertility education and menstruation problems.
2.4 Our religion, culture, and local folk musical instruments
i. To make it practical to have a positive attitude towards our religion, culture, and
local folk musical instruments;
ii. To acquire knowledge about their own language, costumes, folk culture, rituals,
etc. prevalent in the local community;
iii. To identify the prevailing superstitions, bad cultures, and orthodox traditions at
the local level and strive to end them.
2.5 Transportation and communication technology
i. Be careful about traffic rules as well as means of transportation.
ii. To use the correct information while obtaining information about the importance
of instruments and means of communication.
2.6 Environment, natural calamity, and pollution control
i. To make it practical to participate in the awareness programs at the local level to
keep the social and family environment healthy and clean;
ii. To rescue victims of accidents and natural disasters at the local level;
iii. To play an important role in controlling dust and pollution in the local
environment.
3. Determination of area and order
In the third part of the curriculum, the area and order of the subject matter
have been listed grade-wise and title-wise. The main subject area of Grades 3-6 has
laready been introduced under level-wise general objectives above, while the main
subject area or theme of Grades 1−2 and Grades 7−8 has been introduced under the
elaboration of learning outcomes. The main subject areas of Grades 1-2 are conduct
and behavior, personality development, nutrition and health, we and our culture, our
service facilities, and our Birtamod, while the main subject areas of Grades 7-8 are
ethics, leadership development, public health, yoga education, Birtamod
Municipality, business and employment, nature and humans, information
communication, and technology.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 11
4. Elaboration of learning outcomes
In the fourth order of the curriculum, the elaboration of learning outcomes for
Grades 1-2 and 7-8 has been presented in tabular form that includes area, content,
learning achievement, elaboration of learning achievement, potential teaching activities,
evaluation process, and credit hours, while area, learning achievement, elaboration,
possible teaching-learning activities, possible evaluation process, and credit hours have
been mentioned for Grades 3-6. The number of grade-wise learning outcomes is 29 in
Grade 1, 31 in Grade 2, 32 in Grade 3, 45 in Grade 4, 45 in Grade 5, 44 in Grade 6, 29
in Grade 7, and 29 in Grade 8. Under the teaching time limit, the total teaching hours
for Grades 1-2 have been mentioned as 160, while for Grades 3-6 and 7-8, the total
credit hours have been stated as 120 and 128, respectively.
5. Evaluation process
The curriculum includes sub-headings such as time limit allocation, student
evaluation process, internal assessment, and summative evaluation under the evaluation
process. Under the teaching time limit, 5 credit hours and 160 annual hours for Grades
1-3 and 4 credit hours and 128 annual hours for Grades 4–8 have been maintained. In
the student evaluation process, the evaluation tools, procedures, and documentation of
Grades 1-3 will be followed by the provisions of the basic level (Grades 1–3)
curriculum, 2019, while the evaluation of Grades 4–8 will have 50 percent of the
formative weightage and 50 percent of the summative weightage. The tools for
formative evaluation (internal evaluation) have been mentioned: class work, home
assignments, project work, community work, behavior change, observation, creative
work, terminal examination, etc. Similarly, the final examination will be conducted by
preparing a specification grid for summative evaluation and asking objective, very
short, short, and long answer questions by separating knowledge, understanding,
application, and higher efficiency levels.
Local Curriculum of Damak Municipality
Damak Municipality has prepared the local curriculum for the implementation
from the academic year, 2020 in Grades 1-5 with the name "Hamro Damak". The
structural nature of this course is as follows:
12 I Kanakai Journal I Vol. 3 I No. 1 I 2023
1. Introduction
In this section, the rationale for developing a local curriculum for Damak
Municipality and the main topics included in this curriculum are
summarized.
2. Level-wise competencies
The municipality has prepared only the local curriculum for Grades 1–5 and has
decided to fix the eligibility for Grades 1–8 as follows:
i. General Introduction of Damak Municipality (Geographical condition, borders,
population, ethnicity/Jantajanti, language, religion, education);
ii. Identification and preservation of natural, cultural, and archaeological property
and resources within the Damak Municipality;
iii. Identification, preservation, and following of the culture, language, costume, and
social values of the community situated within the Damak Municipality;
iv. Introduction and preservation of historical and tourist places, monasteries, caves,
lakes, etc. located inside the Damak Municipality;
v. Identification and application of local professions, businesses, entrepreneurship,
and technology;
vi. Identification, preservation, and promotion of local herbs, medicines, and local
medical practices;
vii. Introduction and use of local sports, yoga, and exercises;
viii. Introduction to the local government system;
ix. Identification of local-level environmental problems and solutions to them;
conservation and promotion of the environment and biological diversity;
x. Information on measures to identify and manage potential disasters at the local
level;
xi. Identification of local personalities, local organizations, and services provided by
them; and
xii. Basic awareness and use of health and hygiene.
3. Content selection, area, and subject matter
Eight areas of content selection as the title of the curriculum, and the topics that
are covered under: (a) Our Damak Municipality; (b) Our resources and heritage; (c) Our
culture, language, costumes, and values; (d) Our individuals, personalities, and
organizations; (e) Our profession, business, entrepreneurship, and technology, (f) Our
environment and biodiversity, (g) Our sports, food, health, and sanitation; and (h)
Disaster and disaster management.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 13
4. The area and order of the subject matter
Under this heading, the subject area and order of the subject matter have been
presented according to the subject area and grade-wise.
5. Elaboration of content
In the next part of the curriculum, the subject matter in tabular form has been
elaborated in a systematic manner, which includes areas, subjects, learning abilities,
elaboration of the subject matter, teaching-learning activities, evaluation, and
weightage, respectively. The number of grade-wise learning competencies in the
curriculum is 23 in Grade 1, 22 in Grade 2, 25 in Grade 3, 19 in Grade 4, and 21 in
Grade 5. Teaching-learning activities mainly include discussion, oral questions,
observation, field visits, project work, demonstration, acting, interaction, feedback by
the teacher, etc. Similarly, the model questions that can be asked to students are
included in the evaluation.
6. Student evaluation
According to the curriculum, a formative or continuous assessment system for
the evaluation of Grades 1-3, 50 percent formative and 50 percent periodic evaluation
(written and oral examination) for Grades 4-5, and 40 percent formative and 60 percent
periodic evaluation (written and oral examination) will be adopted. Out of the 60
percent marks, a practical examination of 25 percent will be conducted. For the
summative evaluation of Grades 4–7, the pass mark is 40 percent, and the time period
of the written examination is 90 minutes. In terms of the determination of time, the
weekly weightage is 5 periods (credit hour 5) of Grades 1-3 and 160 hours of annual
teaching time, while the weekly weightage of Grades 4–8 is 4 periods (credit hour 4)
and the annual teaching time is 128 hours. Apart from this, separate teaching hours and
marks for Grades 1-3 and Grades 4–8 have also been divided according to the subject
area. Similarly, a specification grid consisting of very short, short, and long answer
questions has been structured for the criteria of formative evaluation and summative
evaluation.
Discussion of Findings
The local curricula practiced in the above three municipalities in Jhapa district
have been analyzed by comparing them with Taba's model and the Local Curriculum
Development and Implementation Guidelines, 2019, published by the Curriculum
Development Center, Government of Nepal (Hereinafter referred to as 'Guidelines').
14 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Discussion of Local Curriculum of Kanakai Municipality
First of all, looking at the components of "Kanakai Gyanmala" of Kanakai
Municipality, it is clearly found that the seven stages of Taba have been clearly applied.
The participation of the concerned teachers in the workshop on curriculum
development, as stated in the name list in the annex section, reveals that the situation
has been analyzed for diagnosis of needs, so the curriculum development has been
started through collection of needs in representative schools using structured
questionnaires. In the second phase, level-wise competencies and grade-wise learning
outcomes have been mentioned under the selection of objectives, while in the third and
fourth phases, the selection and organization of the subject matter or contents have been
adopted by mentioning the area and order of the subject matter based on the objectives.
Similarly, the content elaboration has been mentioned in "Kanakai Gyanmala,"
just like the selection and organization of learning experiences in the fifth and sixth
phases of the Taba's model have been. In the seventh phase, the student evaluation
method, procedure, techniques, and tools have been stated under the evaluation process.
It seems that inclusion has been addressed in the curriculum by mentioning the
facilitation process for differently-abled children in the teaching-learning process. Apart
from this, Kanakai Municipality also seems to have implemented the procedural
framework of curriculum development mentioned in the guidelines issued by the
Government of Nepal to the letter. The framework mentions competencies or
objectives, contents, grade-wise learning outcomes, teaching methods and procedures,
student assessment, determination of time (teaching weightage), and elaboration of
curriculum, respectively, and those components have been also clearly mentioned in
"Kanakai Gyanmala".
The local curriculum published by Kanakai Municipality mainly seeks to
develop mixed competencies among the children studying at the basic level (Grades 1–
8), such as to develop positive behavior, respect for social diversity, recognize their
municipality geographically, politically, economically, and culturally, and adapt to the
respectable people and their contributions within the municipal area. Even so, with
reference to grading system, five grades have been stated in Kanakai Gyanmala while
there are eight grades (i.e., A+, A, B+, B, C+, C, D, NG) as per the present national
criteria. In addition, at the grade-wise level, some contents seem to be repetitive,
overlapped, and not learner-centered.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 15
Discussion of Local Curriculum of Biramod Municipality
Birtamod Municipality seems to be trying to identify its local curriculum by its
name. When the curriculum here, known as "Acharan Sachetana Shiksha (Conduct
Awareness Education)," is compared with the stages of Taba's curriculum development
model, the components of the curriculum seem to have resembled this model. It is clear
that the municipality has first named the curriculum with the main objective of
improving the behavior of the children studying in the school on the basis of needs
collection, which corresponds to the first phase of the Taba model. Then, the mention of
level-wise general objectives thematically addresses the second stage of the model,
while the provision of grade-wise and theme-wise areas and order of the subject matter
appears to include the third and fourth stages of the model, i.e., the selection and
organization of the contents. Similarly, the fifth and sixth stages of the model seem to
have been the selection and organization of methods by including the elaboration of
learning outcomes, while under evaluation as a seventh step, this curriculum does not
mention the detailed procedures of evaluation, but it mentions the possible means in the
evaluation column of the elaboration of learning outcomes, and in the last page of the
curriculum, the student evaluation process has been presented briefly for Grades 1–8.
Similarly, this local curriculum seems to have clearly outlined the structure as per the
guidelines.
Although the curriculum published by Birtamod Municipality aims mainly to raise
awareness about conduct among children, it seems to be trying to develop a sense of self-
esteem; develop skills of self-defense and personality or leadership development; be
aware of nutrition and health; make proper use of transport, communication, and
technology; take information about geographical, social, economic, educational, and
profession and vocation; and be aware of environmental problems, but the subject matter
is included from a much wider area, which can be studied in other subjects such as social,
health, and moral education of the respective classes. This curriculum includes useful
topics such as conflict management, smart cities, and the use of social media, however,
local mother tongues feel less emphasized in the curriculum. There is no special provision
about the learning process in this curriculum for differently-able students. In addition, it
seems that the curriculum does not have a vertical relationship within its subject matters,
and in some places, the subject matters under the subject area are not relevant.
16 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Discussion of Local Curriculum of Damak Municipality
When compared to the local curriculum "Hamro Damak," published by Damak
Municipality, with the curriculum development model of Taba's model, it was found
that the curriculum followed the seven stages of this model. According to the response
received from the Education Officer of Damak Municipality, after many interactions,
discussions, and suggestion collection with the stakeholders, this local curriculum has
been prepared, so the diagnosis of needs was found to have been employed in the first
phase of curriculum development. The level-wise competencies mentioned in the
"Hamro Damak" curriculum (Grades 1–8) appear for the second stage of the Taba
model; the selection of subject matter and subject area as well as subject matters for the
third and fourth stages; the elaboration of the subject matters for the fifth and sixth
stages; and the student evaluation for the seventh stage. Similarly, the structure of this
course appears to be in line with the framework laid down by the Government of Nepal
under the guidelines.
The local curriculum developed and implemented by Damak Municipality
seems to include objectives and contents to develop capabilities in children at the basic
level to identify various aspects of their municipality, be aware of the conservation of
various resources and heritage available within the municipality, be positive about the
rituals and culture of the local community, identify local personalities, adopt local
professions, businesses, and technology, be aware of health and sanitation, acquire
disaster management skills, and so on. Although the curriculum attempts to keep the
subject matters mixed in nature, it does not seem to include the teaching process to be
followed for differently-able students, and the subject matters and activities for the
protection and promotion of local mother tongues are minimal. In addition, the
evaluation system of Damak Municipality does not match with the present evaluation
system of Grade 1 through 12.
Conclusion
In Nepal, the concept of local curriculum was first brought in 1992 A.D. and
was made mandatory to implement local curriculum in primary level from 2005
A.D. Local curriculum is that curriculum that has been designed to realize the
concept of "think globally, act locally" by incorporating local themes and using local
expertise with the participation of stakeholders in the school. With the expectation
that 'the local curriculum can address those local specialties that the national
curriculum cannot', three separate local curricula implemented by three local
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 17
governments in Jhapa district were compared to the Taba model of curriculum
development introduced by Hilda Taba, and the results indicated that all the
curricula have been designed in line with the stages suggested by this model and the
procedural framework as indicated by Local Curriculum Development Guidelines,
2019. Apart from this, these curricula have emphasized generic themes such as local
social characteristics, behavior improvement, mother tongue, costumes, finance,
business, tourism, geographical uniqueness, special personalities, organizations,
health and yoga, and disaster management. Although three selected municipalities of
Jhapa district have experienced the implementation of their respective local
curricula at schools, there is a burning need to have an empirical study of
effectiveness of local curriculum implementation at local level, especially regarding
to find out what changes these curricula have brought in students and what gaps are
there between policy and implementation.
References
Aryal, P. N., & Niure, D. P. (2010). Curriculum planning and practice. Intellectual
Book Palace.
Birtamod Municipality. (2079). Acharan Sachetana Shiksha Conduct Awareness
Education (Local Curriculum), Grades 1,2,3,4,5,6,7, and 8. Author.
Curriculum Development Center, Ministry of Education, Science and Technology,
Government of Nepal. (2019). Curriculum at Basic Level (Grades 1-3). Author.
Curriculum Development Center, Ministry of Education, Science and Technology,
Government of Nepal. (2019). Local Curriculum Development and
Implementation Guidelines (including Mother Tongue). Author.
Curriculum Development Center, Ministry of Education, Science and Technology,
Government of Nepal. (2018). National Curriculum Format for School
Education in Nepal, 2018. Author.
Damak Municipality. (2020). Hamro Damak: Sthaniya Bishayako Pathyakram (Our
Damak: Local Subject Curriculum, Grades 1-5, 2020). Author.
Government of Nepal. (2019). Pandhraun Yojana (Fiscal Year 2019/2020-2023/24)
Aadhar Patra. Author.
Kankai Municipality, Education, Youth, and Sports Section. (2021). Kanakai Gyanmala
(Local Curriculum), 2021, Grades 1-8. Author.
Nepal Law Commission. (2015). Constitution of Nepal, 2015. Author.
Sharma, Gopinath (Reviewer). (2005). Report of the Education Commission of Nepal.
Makalu Books and Stationers.
18 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Taba, Hilda. (1962). Curriculum development: Theory and practice. Harcourt, Brace
and world, Inc.
Timilsina, A.K. (2017). Nepalma Sthaniya Sarkar: Kanun, Siddhanta ra Byabahar
(Local Government in Nepal: Law, Principles, and Practice). Sunbarshi Book
House. ISSN: 978-9937-0-3238-4
Subedi, K. R. (2020). Fostering the local curriculum conceptualizations: Empowerment
and decentralization. Pragya Manch, 32(16), 52-63.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 19
Evaluating the Syllabus of ELT Research and Testing with CIPP Model
Durga Kafle
Assistant Lecturer
Kanakai Multiple Campus, Surunga, Jhapa
email: kafledurga963@gmail.com
https://doi.org/10.3126/kj.v3i1.65875
Abstract
The study aims to discuss the effectiveness and appropriateness of the ELT Research
and Testing course of the M.Ed. program, third semester, major in English. The
research is based on an interpretive paradigm. The method is narrative inquiry. Three
students, who had completed the course and three teachers who have been teaching the
course, were interviewed with open-ended questions. From the brief discussion, it was
found that the course offers excellent and smart ideas based on the research as well as
English language teaching.
Keywords: empirical, outcomes, skilled manpower, student teachers, educational
program
Introduction
Any program, academic or nonacademic, should always include evaluation.
Different courses are offered by universities following the needs and expectations of the
times. One of Nepal's top universities, Tribhuwan University (TU), offers a variety of
programs across several faculties with the dual goals of producing the broad, useful, and
prompt production of knowledge and research in the domains of the arts, education,
science, and technology, as well as the capable human resources needed for Nepal's
overall development. Among the main faculties of TU is the Faculty of Education.
Teacher Education in Nepal started in 1947 with the foundation of the Teacher Training
Program. The main objective of the College of Education was to produce qualified
instructors for use in elementary and secondary education.
The curriculum, syllabus, or educational program is created to achieve particular
goals through particular approaches. Assessment of the curriculum offers unique
program feedback and draws the attention of the universities that have created various
courses for various student populations. Stufflebeam (2017) defined Evaluation as,
directing businesses, provide accountability reports, sharing best practices, documenting
20 I Kanakai Journal I Vol. 3 I No. 1 I 2023
lessons learned for future development, and educating stakeholders and decision-
makers, evaluation is a methodical procedure that determines an object's quality, cost-
effectiveness, and relevance. The systematic process of defining, acquiring, reporting,
and using descriptive and judgmental data regarding the merits, affordability, reliability,
safety, equity, and relevance of an object is called evaluation. An evaluation procedure
culminates in an assessment of a product. The primary functions of assessments are to
support and bolster businesses, provide accountability reports, aid in the dissemination
of best practices, document and save lessons learned for future organizational
development, and, when necessary, alert stakeholders, decision-makers, and customers
to businesses that have proven unworthy of continued use. So, evaluation always plays
a crucial role in any program and training and it is one of the major weapons to measure
the effectiveness and impact of the program.
The primary aim of the study is to thoroughly examine and evaluate the
suitability and efficacy of the course ‘ELT Research and Testing’ (538) offered to the
students enrolled in the M.Ed. third semester at Tribhuvan University's Faculty of
Education. This research intends to analyze various aspects of the course to assess its
appropriateness and effectiveness in meeting the educational needs and expectations of
the students. The study will delve into the course content, instructional methods,
assessment strategies, and overall learning outcomes to determine whether they align
with the requirements of the students and provide them with the necessary knowledge
and skills in the field of English Language Teaching (ELT) research and testing.
Additionally, the research will investigate the perceptions and experiences of the
students regarding the course, seeking their feedback and suggestions for improvement.
By conducting this study, valuable insights will be gained into the strengths and
weaknesses of the course, enabling the Faculty of Education to make informed
decisions and enhancements to ensure a more beneficial and impactful learning
experience for the students pursuing their M.Ed. degree in ELT Research and Testing.
Research and testing are important terms of any academic program. The modern
education system is influencing and promoting research-based study in their educational
program. Teaching is a field where teachers are encountering various challenges and
problems every day. To get rid of the problems, every teacher should know the root
cause of the problem and it can be possible through the systematic and scientific study
of the problems and can be solved through effective methods which are possible from
the abundance of knowledge of research only. This course has the objective to provide
access knowledge to the student teachers about the research and testing methods. So,
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 21
the rationale of the study is to make the students, teachers, and the program designer
about the effectiveness and appropriateness of these subjects for preparing the skilled
and productive manpower in the teaching field.
Method of the Study
This research followed an interpretive paradigm and employed a narrative
inquiry approach to gain insights into the experiences and perspectives of individuals
involved in the course. Parvin & Mokhtar (2022) claimed that to rebuild the text's
intended meaning, researchers might investigate, explain, express, and position
themselves in the participant's vision or thinking pattern using the interpretive paradigm
to find in-depth life experiences through data analysis. In the same way, researchers are
more likely to look into a deeper knowledge of the phenomena and their complexity in
their context rather than trying to generalize the foundation of understanding for the
entire population according to Creswell (2007). As a result, when conducting a narrative
inquiry, the focus was always on the interpretations of the participant’s end, on
interpreting the theme via a complete understanding of the tales. The study involved six
participants, each representing different roles within the educational setting. The
participants include two experienced teachers who have been teaching the ELT
Research and Testing course, two students who have completed the course, and two
students who are currently enrolled in the subject. Data collection was carried out
through individual interviews with the participants, where open-ended questions were
utilized to elicit detailed responses and personal narratives. The interviews were
conducted separately with each participant, allowing for a focused exploration of their
unique perspectives. By gathering data from multiple stakeholders, including teachers
and students, the study aimed to obtain a comprehensive understanding of the syllabus's
effectiveness and appropriateness.
The analysis of the collected data involved a careful examination of the
participants' narratives, focusing on common themes, patterns, and variations. By
employing a narrative inquiry approach, the study sought to provide rich and
contextualized descriptions of the participants' experiences and perceptions. This
analysis was conducted in line with the CIPP model, examining the context in which the
syllabus was implemented, the input provided in terms of course materials and
resources, the instructional processes employed, and the resulting product or outcomes
of the course.
22 I Kanakai Journal I Vol. 3 I No. 1 I 2023
What is the CIPP Model ?
The CIPP model is one of the evaluation models or methods of educational
programs and pieces of training “The CIPP evaluation model belongs in the
improvement and accountability category and is one of the most widely applied
evaluation models” (Zeller. l, 2011). In the same manner, Deshpande (2016), claimed
that: For assessing the current curriculum, the CIPP model is a fairly straightforward
yet thorough method. Context, Input, Process, and Product are all abbreviated as
CIPP. The CIPP model's fundamental technique is examining each of its four
components, namely the context, input, process, and product, independently. By
responding to a few inquiries in the context of all four of these factors, it may be
accomplished.
Likewise, A thorough framework for formative and summative assessments of
several projects, programs, people, goods, institutions, and systems in the CIPP Model.
Thus, the CIPP model is an effective model for evaluating any of the educational
programs and training. The program is evaluated through context evaluation, input
evaluation, process, and product evaluation. Context evaluation refers to the needs,
problems, and necessities of the program. Input evaluation refers to the approaches to
meet the needs of the objectives of the program. Process evaluation refers to how the
principles and approaches are implemented, and refers to the outcome of the program or
overall evaluation of measurable gain of the program.
Course Description
ELT Research and Testing (538) is the course of M.Ed. third majoring in
English designed to make students familiar with different concepts of research, to
enable the students to apply different research designs in the field of ELT. Similarly,
this course aims to enable the students to design various types of tests to assess
language skills and aspects and eventually, expose the students to the analysis,
interpretation, and use of the information generated through testing to enhance their
testing skills and abilities. The course has two sections: research, and testing. The first
section overviews the different types of research in EFL and the second section talks
about testing and its types with methods. The first section aims to provide the students
with an overall understanding of research works in general, and the specific research
activities carried out in English language teaching and learning. This section has two
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 23
units. The second part deals with language testing and aims to provide theoretical
knowledge on language testing, skills, and abilities for developing and using the English
language tests to assess and report students’ achievement and proficiency in the English
language.
Discussion
The CIPP model of one of the major models discussing the effectiveness of the
educational program. In this study, the discussion about the effectiveness and usefulness
of M.Ed. third semester ELT Research and Testing (538) was done through the CIPP
model. The perceived effectiveness through the interview is discussed under the
heading of context, input, process, and product evaluation.
Context Evaluation of the Course
Context evaluation refers to the thorough examination and analysis of the
requirements, possibilities, and objectives associated with a particular text. The Master of
Education (M.Ed.) program aims to equip aspiring educators with the necessary knowledge
and abilities to become competent and proficient teachers. In "ELT Research and Testing,"
the primary goal is to empower students with the skills to identify and comprehend research
problems as well as to understand the objectives and methodologies employed in different
research designs. Moreover, the course endeavors to differentiate between language
teaching and language testing, elucidating various types of tests and their impact. It also
explores the practicality, reliability, and validity of these tests, in addition to discussing
contemporary issues in the field of language testing.
ELT Research and Testing is a course divided into two sections. The first part of
the text describes different types of research and their methods. The first section has
two units that discuss the theory of research design along with the different research
types. In this section, students get knowledge about the systematic and scientific process
of research and its various types along with a comprehensive discussion of data
collection tools. Not only about the introduction and types of the research but also
students become familiar with the application of the research in English language
teaching. Throughout this section, students become familiar with the everyday
challenges and needs they encounter in the field of teaching as well they know the
methods of identifying problems and searching the way of solutions to them.
24 I Kanakai Journal I Vol. 3 I No. 1 I 2023
The second section provides an efficient method of testing and measuring along
with an abundance of examples about the types of tests and qualities required for the
standard test.
The teachers who have been teaching the course believe that the course not only
helps the student teacher identify different needs and challenges but the teachers
themselves are beneficial through the methods given in the text. They have the view
that the research section has provided sufficient basic ideas about the research
methodology whereas the testing section briefly discusses the practical way of
designing tests and evaluating the test.
The students who enroll in the course have the view that the first section has
many ideas all together in a very brief. Sometimes they got confused regarding the
specific terminologies however they got sufficient help from the teacher. Student
participants believe that if they did not have the background knowledge of research,
they so many terminologies at the same time made them confused. Overall, the context
is discussed as the syllabus has a very good content of knowledge as input and it has a
goal to make students familiar with basic research methods and language testing
however many challenges occur throughout the course description.
Discussion on Input Evaluation
Input evaluation refers to the information about the resources. The resources
include time resources, human resources, physical resources, infrastructure, curriculum,
and content for evaluating the quality of education at the school. The course has general
and specific objectives. It aims to make students able to identify different types of EFL
research along with various testing and evaluation methodologies. It intends to make
student teachers able to use different types of research methodology to solve the
problems they may face in the course of teaching. The course focuses on giving basic
ideas about the research and its application as well as language teaching and techniques.
The first section helps students to be familiar with the scientific and systemic study and
design of research along with its application and the second section describes language
teaching and testing. The teachers are sure about the beneficial outcomes of the course
but the students are confused about whether they will be able to meet the learning
outcomes. According to Student 1:
I found the "ELT Research and Testing" course challenging due to its
extensive coverage of various topics and the incorporation of two distinct
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 25
ideas: research and testing within the same curriculum. Switching between
language teaching and language testing proved difficult, and I would have
appreciated more clarity or separate modules to bridge the gap. Furthermore,
understanding the practicality, reliability, and validity of tests posed an
additional challenge.
This participant student mentioned that this course should offer research or
testing only. Going through the course, he claimed that, just started to understand the
technical terms of research and at the same time our content changed to the test. If the
course provides only research or testing the student gets deep knowledge about anyone.
Agree with his view another student said we are being Jack of all but master of known.
The participant teacher has the opinion that the student of Master Level should have a
brief knowledge about research and testing. Though the course is divided into two
different parts, the idea present in the course is very useful for going to be teachers and
it is enough for novice teachers.
In my opinion, I strongly believe that students at the Master's level should have
a basic understanding of research and testing. They need to acquire knowledge
in these areas to enhance their overall competence and effectiveness as future
educators.
Despite positive compliments from the teacher responses, one of the participants
mentioned that teachers are not using the instructional techniques mentioned in the
course. So, students have difficulty with the application. He further said,
In theory, we grasp the fundamental concepts of research, language teaching,
and testing. However, when it comes to practical application, we encounter
difficulties. While we can define and interpret these ideas, we lack hands-on
experience from the course.
The course's overarching goal of preparing skilled teachers in English Language
Teaching (ELT) aligns with the demands of the modern era. However, several factors
contribute to doubts regarding the successful implementation of the program. Firstly,
the understanding level of the students plays a crucial role. If the course material is too
advanced or complex for their current knowledge, it can hinder comprehension and
hinder their ability to grasp the concepts effectively. Secondly, student interest and
motivation also significantly influence the course's success. If the students lack
26 I Kanakai Journal I Vol. 3 I No. 1 I 2023
enthusiasm or fail to see the practical relevance of the topics covered, it may impede
their engagement and hinder their overall learning experience.
Moreover, the instructional techniques employed within the course can greatly
impact its effectiveness. If the instructional methods fail to address the diverse learning
needs of the students or do not promote active participation, it can hinder their ability to
fully grasp and apply the concepts taught. Considering these factors, it becomes crucial
for the course designers and instructors to assess and address these challenges. By
adjusting the course content, enhancing student motivation, and implementing effective
instructional strategies, the chances of successful implementation and achievement of
the course objectives can be significantly improved.
Process Evaluation of the Course
Process evaluation is a critical aspect that focuses on both the running of the
program and the teaching-learning processes within it. The implementation phase, as
defined by Aziz et al. (2017), involves the effective utilization of inputs to accomplish
the desired aims, objectives, and goals of the program. Similarly, process evaluation, as
stated by Stufflebeam (2003), serves as a means to regularly assess the extent to which
the program is being implemented properly and efficiently. This evaluation process
becomes a valuable tool for obtaining feedback, identifying necessary adjustments, and
overcoming challenges that program administrators and determiners may encounter.
Moreover, it allows for the assessment of decision-making processes and their impact
on the overall functioning of the program. By engaging in comprehensive process
evaluation, program stakeholders can gain valuable insights, make informed decisions,
and foster continuous improvement for enhanced program effectiveness. Ornstein and
Hunkins (1988) further emphasize the significance of process evaluation in facilitating
necessary adaptations and ensuring the program's success by addressing hardships and
evaluating various decision-making aspects.
Talking about the course ElT Research and Testing has 48 teaching hours and
students must read 3 credit hours. Teacher participants have the view that the time is
sufficient for the course and each topic can be discussed briefly within the brief time.
But at the same time, one of the student participants claimed that the time given is only
sufficient for theoretical reading, they need more time or empirical work. The course
designed various instructional methods to meet the targeted objectives. The
instructional techniques for the first two chapters are Reading, discussion, and reflective
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 27
writing Teacher's presentation is the review of one article of each design in terms of
objectives, design, methodology, and findings. Likewise, Students' group discussion and
presentation of one or two articles of each design in terms of objectives, design,
methodology, and findings. Other techniques are writing research papers and
presentations. For the second section of language teaching and testing, the strategies and
techniques are self-study, instructor-guided reading, discussion, comparison, and
presentation as well students will apply a variety of texts as practical activities.
In the discussion with the participant teacher, about the techniques and strategies
applied to achieve the targeted goal, he said that the given techniques are fine but the
most used technique was the lecture method, and only a few students or sometimes
none of the students show interest for the project and empirical work that should be
done by the students.
From the contrary of teacher participant’s view, while answering the question of
what techniques were applied by the teacher going through the course, one of the
participant students answered ironically that maybe a teacher also only familiar with the
theoretical knowledge about the course so we didn’t get any practical assignments
throughout the course. Talking about the same questions the other two participants,
have a common view that the teacher provided the assignments however the instructions
were not clear to the students so they are not so serious about the practical work that
should be done.
So, while analyzing the discussion among students and teacher participants
about the process evaluation of the course, it is found that both students and teachers are
not able to use the proper instructions and techniques given in the course. Due to that
both of them are not getting the targeted objectives of the course. The teachers are
found not utilizing the guidelines given in the course however students are also found
not being very serious about the practical outcomes and learnings which may help them
in the field of teaching.
Product Evaluation of the Course
In the CIPP model product evaluation refers to the actual outcomes of the
program. Guili Zhang et al. (2017) claimed that product evaluation means Measuring,
interpreting, and judging project outcomes, and interpreting their merit, worth,
significance, and probity. Based on this course, students’ achievements are measured
through internal and external examinations. The internal evaluation is of 40 percent and
28 I Kanakai Journal I Vol. 3 I No. 1 I 2023
the external evaluation is 60 percent. Internal evaluation is further divided into
attendance 4 Points, Participation in learning activities 6 points first
assignment/midterm exam 10 points Second assignment/assessment, one or two,10
points Second assignment/ assessment 10 points, and a total of 40 points. The subject
teacher is fully responsible for preparing and conducting internal examinations. The
external examination is conducted by the Examination Control Office of the faculty of
education. Out of 60 marks, 10 marks are for the objective question, 30 marks are for
short answer questions, and for long answer questions, 2o marks are divided.
Despite enriching with heavy content of empirical knowledge about English
language teaching and testing along with the brief introduction of research,
methodology, and types, the outcomes of the course of ELT Research and Testing could
not be seen as different from another general subject of M.Ed. English. The course
offers sufficient practical implications and instruction however the maximum part of the
evaluation is based on writing an examination paper that belongs to the theoretical
implications only. This made students dull and gave them less interest in the project and
practical work. While talking about the practical implications of the course, one of the
participant students argued why they waste their time in doing research and presenting
them because students must write an examination and it covered 60 percent of 100.
From the brief discussion with students and teachers who are involved with the
course directly, the common view they shared is the course is highly useful in the field
of English language teaching. On the one hand, this course offers a brief idea about the
research and its types along with practical implications, and on the other, it enriches
students with the idea of language teaching and testing. The course has several
implications. Going through it one should have enough basic knowledge about the
research and English language teaching and testing. Research and testing both are
demanding terms of modern times. In the field of teaching, novice teachers should
encounter many obstacles and challenges and this is the course that helps them to show
the path to come out of it, one of the teacher participants said.
Conclusion
ELT Research and Testing (Ed. 538) is a comprehensive course offered
during the third semester of the Master of Education (M.Ed.) program. It aims to
provide students with a solid foundation in understanding the fundamental concepts
related to research, English language teaching, and testing. To gain deeper insights
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 29
into the course, I conducted interviews with six participants who were directly
engaged with ELT Research and Testing, using open-ended questions to encourage
detailed responses. Based on the gathered data and analysis, several conclusions can
be drawn about the course's effectiveness and impact on the participants' learning
experiences.
The inclusion of the course in the M.Ed. third semester serves several key
objectives. Firstly, it aims to enhance students' understanding of the quality of language
tests, enabling them to discern the effectiveness and reliability of different assessment
methods for evaluating language skills and aspects. By delving into the intricacies of
language testing, students gain valuable insights into the design and implementation of
various types of tests. Furthermore, the course seeks to expose students to the analysis,
interpretation, and utilization of the information generated through testing, fostering the
development of their testing skills and abilities. By equipping students with these
competencies, they are better prepared to navigate the complexities of language
assessment and contribute to the field.
While the course offers a wealth of knowledge about research and testing, it is
not without its challenges. The successful empirical and practical implications of the
course can be hindered by various factors. For instance, both students and teachers must
exhibit a high level of dedication and seriousness when it comes to implementing the
course material in practice. Without the commitment and active participation of all
stakeholders, the desired learning outcomes may not be fully achieved. Additionally, the
course is divided into two sections, and it may be more advantageous to focus on one
section in greater depth rather than attempting to cover both sections comprehensively.
This approach allows for a more thorough exploration of the subject matter, promoting
a deeper understanding among students.
To attain the targeted objectives of the course, both students and teachers
must embrace prescribed instructions and techniques. By adhering to established
guidelines and utilizing recommended methodologies, the desired learning outcomes
can be more effectively realized. This collaborative effort between teachers and
students facilitates a cohesive learning environment where knowledge is acquired
and applied in a structured manner. Furthermore, while internal evaluation serves its
purpose, external evaluation should ideally be based on practical project-based
work. This approach offers numerous benefits to both students and teachers, as it
30 I Kanakai Journal I Vol. 3 I No. 1 I 2023
allows for the practical application of acquired knowledge and skills, fostering a
deeper understanding of the subject matter.
In summary, the inclusion of the course in the M.Ed. third semester aims to
enhance students' understanding of language testing quality and their ability to design
various types of tests. The course presents challenges for successful empirical and
practical implications, which can be overcome through dedication and the use of
prescribed instruction and techniques. Focusing on one section in greater depth is
recommended, and external evaluation should be based on practical project-based work.
By embracing these approaches, both students and teachers can contribute to the
achievement of the course's objectives.
References
Beam, S. (2003). Implementation of CIPP model for quality evaluation at Zawia
University. http://researchonline.ljmu.ac.uk/id/eprint/12612/
Deshpande, S.G. (2016). Up-grading curriculum using C.I.P.P. model. Curriculum
Development Center Government Polytechnic Nagpur.
Shamsa, A. et al. (2017). Implementation of CIPP model for quality evaluation at
school level: A case study. Journal of Education and Educational Development.
International Islamic University, Islamabad.
Stufflebeam, D. et al. (2003). The CIPP model for evaluation. Paper presented at the
2003 Annual Conference of the Oregon Program Evaluators Network.
Zang, G. et al. (2017). Using the context, input, process, and product evaluation model
(CIPP) as a comprehensive framework to guide the planning, implementation,
and assessment of service-learning programs. Journal of Higher Education
Outreach and Engagement, 15(4), 57.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 31
Secondary-Level Teachers’ Perceptions of Difficulties in Teaching Writing Skills
in English
Dhruba Kharel
Assistant Lecturer
Kanakai Multiple Campus, Surunga, Jhapa
email: dhruba.kharel@gmail.com
https://doi.org/10.3126/kj.v3i1.65885
Abstract
The qualitative research, grounded in interpretivism, explored challenges in teaching
secondary-level students writing skills in English. The study aimed to grasp English
teachers’ perspectives through interviews. Challenges encompassed limited vocabulary,
incorrect pronunciation, and internet dependency. Interviews with six teachers
(participants) highlighted the need to address diverse learning needs and maintain a
balance between grammar, composition, and creativity. Motivation proved a hurdle,
influenced by internet reliance and shyness. Parents' negligence impacted students'
writing habits. Additionally, poor handwriting diminished students' confidence in
presenting their work- a lack of professionalism among teachers and their inadequate
skills added to the challenges. Therefore, recommendations included motivating
students, boosting reading practices, reducing internet dependence, and improving
teacher expertise. Addressing these challenges is crucial for nurturing proficient writing
skills in students.
Keywords: interpretivism, encompassed, motivation, diverse, professionalism,
nurturing
Introduction
The rise of English as a global lingua franca has been remarkable. Its
widespread use in international business, diplomacy, academia, and entertainment has
cemented its status. Despite its popularity, learning and teaching English as a foreign or
second language poses multifaceted challenges. Firstly, the intricacies of English
grammar, irregular verbs, and nuanced tenses can be daunting for learners. The
language's vast vocabulary and idiomatic expressions add further complexity.
Additionally, English phonetics, with its diverse sounds and often inconsistent spelling,
32 I Kanakai Journal I Vol. 3 I No. 1 I 2023
can prove perplexing. In the teaching process, educators face the challenge of catering
to diverse learning styles and levels of proficiency. Balancing grammar instruction with
practical communication skills is crucial. Incorporating technology and interactive
methods can help address these challenges.
Empathy, adaptable teaching strategies, and immersive language exposure can
aid in overcoming those obstacles and promote effective English language acquisition
in an increasingly interconnected world the prominence of English as a universal
language is underscored by various scholars in the field. Putra (2022) highlights the
multifaceted utility of English in contemporary society, ranging from education and
business to politics and technology. The language’s global prevalence cannot be
underestimated, given its widespread use. Putra (2022) further emphasizes that beyond
being a mere communication tool, English aids in adapting to diverse environments.
This aligns with the view that English is not just a language, but also a skill that
enhances versatility and adaptability (Putra, 2022; Harmer (1998) further reinforces the
idea of English as a genuine lingua franca. He notes that by the late 20th century,
English had already begun serving as a bridge between individuals with disparate first
or second languages. The concept of English as a lingua franca indicates its pivotal role
in global communication, enabling effective interaction among individuals from diverse
linguistic backgrounds (Harmer, 1998). This perspective is reinforced by Coleman
(2011), who emphasizes the practical benefits of English proficiency. He argues that
English proficiency is linked to increased employability, international mobility
(encompassing migration, tourism, and studying abroad), unlocking developmental
opportunities, and accessing vital information. He underscores English as an impartial
language that transcends cultural and national boundaries, further contributing to its
status as a global lingua franca.
These scholarly perspectives collectively highlight the multifaceted nature of
English's prominence, from its practical applications to various sectors of global
communication and personal development. The references offer valuable insights into
the ongoing evolution of English as a universal language.
Generally, teaching the English language focuses on four skills: reading,
writing, speaking, and listening. Writing skill is known as one of the productive skills
of students. Sarwat et al. (2021), view that English writing influences the educational
system since it is the main source of global information and is essential for language
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 33
development, intercultural dialogue, and knowledge understanding.A study conducted
by Walsh (2010), found that Writing is crucial for students in higher education and the
workplace, as it is used extensively in various communication tasks such as proposals,
memos, reports, and emails. So, through writing, students can express their emotions
and if they do not have good communication skills in writing, it is difficult for them to
express their views. The view is supported by:
Writing is a vital skill in education, particularly in English as a foreign or second
language instruction. Yet, teaching this skill presents challenges. Both students
and educators encounter difficulties in the process. The intricacies of language
structure, vocabulary, and cultural nuances can hinder effective writing.
Moreover, grasping the art of expressing ideas coherently and creatively is
demanding. Teachers must navigate varied proficiency levels and learning
preferences. Students, on the other hand, overcome language barriers and build
confidence. Addressing these challenges requires a balanced approach that
combines grammar instruction with creative expression, fostering a supportive
environment that nurtures writing skills development.
My Context
It was in March one year ago that I was teaching English in ninth grade.
Naturally, it was very hot, so I felt bored. I thought to give some writing assignments to
the students. Accordingly, I gave an assignment on essay writing on different topics.
Some days earlier, I had taught them some basic techniques of writing essays but indeed
of those 36 students, only 5 wrote a basic level essay meeting a few desired qualities.
So, at that time there were so many questions in my mind like how students
were struggling with writing in English, especially free writing. Are teachers also facing
challenges in teaching writing? Who is suffering more,the students or the teacher? Who
has the weakness? What types of challenges and obstacles are the teachers facing in
teaching writing skills? Do parents know about that? Are parents blaming the teacher
for their children not learning writing skills? And I finally decided to study the
problems of teaching writing skills in English to secondary-level students.
Multi-faceted Nature of the Challenges in Teaching and Learning Writing Skills in
English
34 I Kanakai Journal I Vol. 3 I No. 1 I 2023
There are several difficulties in teaching English as a foreign or second
language, and these difficulties frequently cause pupils to avoid writing in English. This
reluctance to write, whether in free-form expression or activities under supervision,
poses several challenging issues that warrant thought.
One of the main concerns is who is held accountable for the results of learning.
Even though teachers have a crucial role in offering direction, information, and support,
students also have an essential role to play. Their perseverance, effort, and regular
practice all aid in their language learning development. The expectations of parents and
guardians often get complicated by this relationship. Sometimes, parents' expectations
for their writing skills are exaggerated or misinformed about the complexities of
language learning. To close the gap between expectations and reality, instructors,
students, and parents must communicate effectively with one another. All parties must
understand the complex nature of language acquisition and the difficulties teachers have
when attempting to teach students how to write in English.
The overarching is to unravel the intricacies and complexities that hinder or
facilitate effective writing instruction and acquisition. Are aware of the teachers'
challenges while teaching writing skills in English? Amalia et al. (2021), viewed these
questions as, although teaching writing to junior high school children presents several
difficult problems, writing is a complex skill that requires a wide range of information.
By supporting this view, Harmer (2007) said that writing is a very complex activity
because of its complicated components such as the development of ideas, syntax,
grammar, organization, vocabulary, content, communication skills, and use of
punctuation in the sentence. In the same way, Sapkota (2012) claimed thatlearners focus
on passing exams for academic degrees, with writing skills being the most challenging
in practice and examination. These skills are often assigned as homework in teaching-
learning activities, with teacher-correct answers.
The insights made above provide light on how complex writing is, which shows
up as a significant obstacle for pupils. This difficulty is exacerbated when teachers are
faced with teaching writing skills to children for whom English is a second language,
who face a variety of unique challenges. The difficulties don't end there, though;
students frequently approach writing in English with a single emphasis on passing tests,
without the true drive to interact with the language in a creative and meaningful way. A
scenario where educators could unintentionally find themselves in the firing line for
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 35
perceived shortcomings in their teaching techniques is created by this shift in viewpoint,
which heightens the already high difficulty level. It is imperative to recognize that this
issue goes beyond surface-level accusations and necessitates a deeper understanding of
the dynamics at play. The goal of this study is to inform the numerous stakeholders who
have a direct or indirect role in developing English writing skills, and this is what
motivates the study. To teach secondary school pupils the craft of writing in English,
English as a Foreign Language (EFL) teachers must navigate a complex web of
difficulties. This is the focus of this study. The research seeks to close the gap between
perceptions and realities by exploring these difficulties to provide a more
comprehensive and sympathetic approach to writing in English. It is expected that via
this investigation, a more nuanced understanding would emerge, permitting the creation
of methods and systems of assistance that not only lessen the stresses that both
instructors and students experience.
The Impact of Challenges in Teaching Writing Skills on Student Learning
Outcome
In the context of education, the interplay between instructors' demands and the
difficulties they face when educating pupils may have a significant influence on the
learning process. Teachers sometimes assume that their students will understand the
material as intended when they convey guidelines. The difficult challenge of properly
inspiring and encouraging pupils, however, might cause this conviction to falter. The
desired learning outcomes may be compromised by such difficulties.Writing ability is
just one of the many talents that children pick up, but it serves as a crucial and
quantitative indicator of how well they can learn. Understanding and critical thinking
are demonstrated by one's capacity for cohesive written expression. Teachers frequently
negotiate a maze of challenges when students and instructors are unable to meet the
expected learning goals.
This battle is highlighted by the crucial talent of writing. The teacher's
passionate attempts to help pupils develop good writing skills may run afoul of issues
like student disengagement, language obstacles, or a lack of motivation. To overcome
this slew of obstacles, creative strategies are required. Unexpected challenges like a
lack of resources, different learning styles, or shifting student enthusiasm levels may
cause teachers difficulty. The teacher's commitment takes center stage in this complex
dynamic. A dynamic classroom atmosphere that encourages creativity and self-
36 I Kanakai Journal I Vol. 3 I No. 1 I 2023
expression is necessary for pupils to improve their writing abilities. This process calls
for adaptable teaching methods. The possibility for transformational growth exists even
though the obstacles are still there and difficult. Educators are working to overcome
these obstacles as they strive to provide children with the fundamental writing abilities
they need. According to Fareed Bilal (2013), writing is crucial for language
production, but challenging in ESL contexts due to factors like untrained teachers,
ineffective teaching methods, lack of practice, large classrooms, low motivation, and
lack of ideas.
So, the problem discussed in the paper was English teachers grapple with
multifaceted challenges when instructing writing skills.
Role of English Language Writing Skills and its Issues
The increasing popularity of using the English language worldwide made this
skill more important to conveying information in the communication process. Lee and
Schmidgall (2020) had the opinion that “we discuss the multi-faced role of English
writing in the international workplace. We point out that English, as the main lingua
franca, supports a variety of writing practices in the workplace, it presents both
significant value and challenges for internationally operating individuals and
organizations” (p. 4). Moses & Mohamad (2019) viewed, “English language writing has
always been a challenge for second language students to master. Developing students’
ability in writing is one of the major challenges faced by ESL teachers in most of the
schools nowadays”.
Nevertheless, writing has always been a major difficulty faced by students in
English language learning, especially in schools about the importance of writing and the
problems that arise from it Asap (2014) mentioned that nowadays, teachers are having a
hard time on motivating students. Not because of the students’ naughtiness, but because
the students are not interested in learning writing and this claim is supported by.
Different theories discuss learning challenges, processes, and outcomes. The
theory of constructivism talks about the reality that can be achieved through the
experience of the learner. The theory is propounded by Jean Piaget. This theory helps to
understand teachers and instructors to understand their students who are from different
backgrounds and bring their own experience of learning. Saha (2019), mentioned that
“Constructivism transforms the student from a passive recipient of information to an
active participant in the learning process. Always guided by the teacher, students
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 37
construct their knowledge actively rather than just mechanically ingesting knowledge
from the teacher or the textbook”(p. 3). In the same manner, Thomas & Lila (2019),
claimed that "in constructivist classes, learning is more motivating, gratifying as well as
challenging to students". Other studies demonstrated an increase in the memorability of
knowledge, increased understanding, and ability to solve problems. Likewise, Ertmer &
Timothy (2013), said that “a constructivist approach to learning and understanding:
knowledge “is a function of how the individual creates meaning from his or her own
experiences” (p. 55). So, Constructivism helps to motivate students, and motivation is
the key to successful teaching and learning activities.
Mai Hoa (2016) found in their study that teaching English for specific purposes is
facing many difficulties arising from subjective and objective factors. These difficulties
have a direct impact on teaching ESP and students’ ability to find jobs after graduation.
For effective teaching, there should be a collaboration between students, teachers, and
universities as well as the concernedauthorities. Similarly, Keller discovered that
“Writing, due to various intrinsic attributes and extrinsic factors, seems to be the most
challenging skill for language learners, both as the first and/or as the second or foreign
language, relative to other main skills of listening, reading and speaking” (p. 47).
Likewise, in the study of Taibah university’s students, Huwari and Khasawneh (2013),
found that, “students declared the main themes behind their weakness of writing which
were grammatical weakness, knowledge, and understanding, less practice, and
educational background. Thus, teachers, as well as curriculum, should focus on these
themes and pay more attention to these problems, to reduce the weakness of the writing”
(p. 6). So, not only teacher should be focused, on reducing the weaknesses in the student’s
problem in learning skills, but the curriculum also should be designed well.
Going through the different thematic theoretical empirical and policy reviews,
the study on the perception of secondary-level English teachers in teaching writing
skills is underrepresented. So, this study focuses on the challenges and problems faced
by secondary-level English teachers in teaching writing skills and their perceptions of
these challenges along with some probable solutions.
Methodology
This study employed a qualitative research approach grounded in interpretivism
to examine the challenges associated with teaching writing skills to secondary-level
students. By embracing interpretivism, the research aimed to uncover the nuanced
perspectives and subjective experiences of educators and students involved in the
38 I Kanakai Journal I Vol. 3 I No. 1 I 2023
process. Through in-depth interviews, observations, and document analysis, the study
sought to gain a comprehensive understanding of the perceived issues hindering
effective writing instruction. The qualitative nature of the research allowed for a deep
exploration of the multifaceted aspects influencing the teaching and learning of writing
skills, shedding light on the intricate interplay between pedagogical strategies, student
engagement, language proficiency, and cultural influences.
In this research, one of the objectives was of secondary-level English teachers
about their experience of teaching writing skills and the problems and challenges that
arise from teaching writing skills in English to secondary-level students.
Data Analysis and Interpretation
Once the participants for the study were identified, an in-depth interview was
adopted, involving the use of open-ended questions. This method allowed the
participants to provide detailed insights into their personal experiences and perspectives
regarding the obstacles encountered while instructing writing skills to secondary-level
students. Through these interviews, participants were encouraged to share their
firsthand encounters, shedding light on the practical intricacies and intricacies of the
teaching process. Following the completion of the interviews, the recorded
conversations were transcribed meticulously to ensure accuracy in capturing the
participants' responses and narratives. The subsequent phase involved a rigorous
analysis of the transcriptions, employing qualitative data analysis techniques. This
process included identifying recurrent themes, patterns, and nuances in the participants'
accounts. The interpretation of the data aimed to uncover underlying meanings,
contextual factors, and potential implications that contribute to a comprehensive
understanding of the challenges faced in teaching writing skills at the secondary level.
This qualitative approach allowed for a rich exploration of the participants' perspectives,
fostering a deeper comprehension of the multifaceted dynamics inherent to this
educational context
Discussion of Results
After studying the different thematic, theoretical, and empirical as well as taking
the interview with the participants, the study found writing skills are one of the
measurable skills to measure the competency and proficiency of the students. Ali &
Ramana (2018) viewed that "as one of the language skills, writing is excelled only when
the other three language skills are excelled. It is the combination of process and product.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 39
It involves mastery of grammar and vocabulary to present the message. It requires self-
knowledge to express the thought process" (p. 291). In this regard, Gautam (2019),
claimed:
Proficiency in writing skills is essential for every university student, teacher,
researcher, and freelance writer. All these jobs require advanced skills since
their expertise is judged through the ability to write. Such institutions tend to
prefer how they write to what they write for information. (p. 75)
The task of teaching English as a foreign language cannot be performed without
difficulties; pupils run into roadblocks such as restricted vocabulary, incorrect
pronunciation, and a major problem with their writing abilities. Six English instructors
from secondary schools were interviewed to learn more about this topic. The revelations
shed light on a variety of issues and difficulties that come with teaching writing to
secondary-level pupils.
Challenges Found in Teaching Writing Skills in English
Teaching writing skills in English presents a many-sided landscape fraught with
challenges that educators must navigate. As English evolves into a global lingua franca,
the ability to communicate effectively through the written word becomes increasingly
vital. However, this endeavor is met with hurdles stemming from linguistic intricacies,
diverse student backgrounds, and the complexities of nurturing creativity and coherence
in compositions. In this educational terrain, a clear understanding of the challenges is
essential to devise strategies that foster proficient writing among students.
Lack of Vocabulary and Grammar
Within the realm of teaching writing skills in English, a prominent obstacle
arises from the limited vocabulary that students often grapple with. This deficiency in
word selection can significantly impede the fluency and eloquence of their written
expressions. When students lack a diverse range of words at their disposal, their ability
to convey nuanced thoughts and ideas effectively becomes a strenuous endeavor. The
process of transforming abstract concepts into tangible sentences is hampered, leading
to a potential mismatch between their intended message and the words available to
them. Another noteworthy concern that educators frequently encounter is the issue of
incorrect pronunciation. While writing primarily involves the visual representation of
words on paper, the auditory dimension of language cannot be overlooked.
40 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Mispronunciations not only hinder effective verbal communication but can also
influence a student's grasp of spelling and phonetics, potentially affecting their writing
accuracy. Furthermore, a mispronounced word can impede comprehension, as it might
be mistaken for a different term altogether.
The participants illuminated additional nuances. Better grapple with addressing
diverse learning needs within the classroom, necessitating personalized approaches that
can be resource-intensive. Furthermore, balancing attention between grammar,
vocabulary, and composition skills poses an ongoing challenge. Instructors strive to
cultivate an environment that fosters creativity and self-expression, while also adhering to
prescribed curriculum and evaluation standards. A participant expressed his view as:
In the classroom, I often observe a persistent challenge in teaching writing
skills—the students' lack of vocabulary. Their struggle to find the right words
echoes through their sentences, inhibiting the flow of their ideas. I see their
frustration as they reach for words that elude them, leaving their expressions
incomplete. As an educator, I work to bridge this gap by encouraging
vocabulary expansion activities, fostering their journey from limited lexicon to
eloquent articulation.
If the students do not know the proper knowledge of parts of speech, tenses, and
writing, among others they will not be able to write properly.
Lack of concentration
Lack of concentration is found to be one of the major problems in teaching
writing skills to secondary-level students. Suppose the students do not give
concentration while teaching, it is very difficult for the teachers to make them
understand the basic rules and structures. The lack of concentration presents a
formidable challenge when it comes to teaching writing in English. As students grapple
with the intricacies of crafting coherent sentences and engaging narratives, their minds
often drift, besieged by distractions in an increasingly digital world. The struggle to
maintain focus hampers their ability to absorb the nuances of language and structure,
hindering the seamless flow of ideas onto the page. Without sustained concentration, the
process of refining grammar, expanding vocabulary, and developing critical thinking
becomes an uphill battle. Addressing this challenge requires not only imparting writing
skills but also fostering strategies for enhancing mindfulness and attention, allowing
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 41
students to navigate the world of language with clarity and purpose. One of the
participants experienced as,
In the heart of my classroom, where the journey of mastering English writing
unfolds, I often find myself facing an intricate challenge- the elusive nature of
concentration. As I guide my students through the art of constructing sentences
and weaving stories, I can't help but notice the subtle tug of distractions that
divert their focus. In an era, of a buzz with digital stimuli, their minds wander
amidst the noise, making it an arduous task for them to immerse themselves
fully in the process. The lack of sustained concentration becomes a barrier,
obstructing the path to absorbing the language's intricacies and channeling their
thoughts onto the paper.
Dependency upon the Internet and Lack of Motivation
Other challenges found in teaching writing skills to secondary-level students are
dependency upon the internet and lack of motivation towards writing. As mentioned by
the participants after the pandemic, students have more exposure to the internet. They
like to spend more time on social media and less time reading. As a result, they do their
writing assignments by copying from the internet which makes them dull and less
creative. Likewise, another challenge found by secondary-level teachers in teaching
writing skills in English is the shyness of the students. Some students are very
introverted and after trying a lot also the teacher is not able to find out what the main
weakness of the student is for not being able to achieve good scores in writing. It is not
a specific problem in writing only if the student is very shy and introverted it impacts
teaching other skills too. But especially in writing, if the student is not able to speak
about the difficulties, he/she is facing in learning, the teacher is hardly able to help the
student. Participant 3 shed light by stating:
As I engage with my students in the realm of English writing, I can't help but
notice the two formidable challenges that loom large—dependence on the
internet and a prevailing lack of motivation. The digital age has fostered an
environment where students lean heavily on the internet for information and
communication, inadvertently affecting their ability to craft original written
content. Moreover, a palpable lack of motivation often casts a shadow over the
writing process, deterring them from diving into the art of self-expression. My
role as an educator encompasses not only imparting the technical aspects of
42 I Kanakai Journal I Vol. 3 I No. 1 I 2023
writing but also igniting an intrinsic drive within them to wield words with
purpose and passion.
Parents’ Careless Nature
Parents’ careless nature is found to be another problem in teaching writing skills
in English. Firstly, it seems surprising how parents’ nature can impact or create
problems but one of the participants explained:
Nowadays parents are remaining so busy that they only think they must pay the
fees of the students. They do not have proper time to observe and monitor their
children. They think school and subject teachers are solely responsible for their
children’s academic performance which is wrong. Many parents do not know in
which area their children are weak in their studies. They provide facilities more
than needed but they don’t have time to observe their children which creates
problems in teaching writing skills too.
Issues with Poor Handwriting
Similarly, another surprising problem shared with participants was the issue of
handwriting. The students who have very good handwriting like to learn writing skills
and frequently present their writing in the classroom, however, students with poor
handwriting do not give any interest to learn writing skills for fear that their handwriting
will be criticized instead of their writing. One of the participants claimed:
Standing before my eager students in the bustling classroom, armed with the
tools of language and a fervent desire to nurture their writing skills, I
encountered an unexpected challenge. As I delved into the realm of crafting
sentences and weaving stories, it became evident that the hurdle before us was
not just mastering the nuances of expression, but also taming the unruly beast
known as poor handwriting. The lines on their papers wavered and squirmed as
if trying to break free from the confines of the page, and the letters lost their
familiar shapes amidst the chaos. It dawned on me that my mission had
expanded: not only did I need to cultivate their linguistic talents, but also bridge
the gap between their thoughts and the paper.
If the students’ handwriting is very good no matter how poorly he/she wrote
any of the writing assignments they have the confidence to present them. However,
Poor handwriting causes less confidence among the students to learn writing skills.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 43
Lack of Skills among Teachers
The participants discussed the instructors who might have great challenges in
teaching writing skills, which is a lack of expertise and professionalism among teachers.
Gundam (2018), claimed that “having a lack of professional experience will lead to
stress and tension to teach elementary school students, especially among novice
teachers.
So, the problems are not created from the side of students only, sometimes
teachers are creating problems for themselves not focusing on their professional
development. So, while teaching writing skills, a teacher’s lack of knowledge also
challenges to teach the students. Participant 4 expressed his agreement in this way:
I find myself grappling with a significant hurdle— the lack of essential skills
among teachers. As I guide my students through the intricacies of crafting
coherent written expressions, I'm acutely aware that the effectiveness of their
learning journey hinges on my proficiency. The art of teaching writing is multi-
faceted, demanding a nuanced understanding of language mechanics, creativity,
and effective instructional methods. My commitment to bridging this gap drives
me to continually enhance my skills, ensuring that I can empower my students
with the tools they need to navigate the world of written communication with
confidence and clarity.
Conclusion and Implication
From the above discussion, it is clear that secondary-level English teachers are
facing many challengeslike a lack of proper grammatical and vocabulary knowledge,
dependence on the internet, low exposure to books, lack of motivation, shyness, and
parents’ carelessness in teaching writing skills. After discussing the problems, the
participants recommended some measures to minimize these challenges as stated below.
Students should be motivated and made aware of the necessity and importance
of writing skills as well as the English language. Reading practice should be increased
in school and at home too. Students should have more exposure to books which helps
44 I Kanakai Journal I Vol. 3 I No. 1 I 2023
them to increase their vocabulary knowledge. Dependency on the internet should be
minimized. Parents are not monitoring their children and how they are utilizing the
internet. Students have access to the internet and they are misusing it. Copying from
Google should be discouraged in the classroom.Students should be motivated towards
writing and for that, they should practice vocabulary, and sentence structures practically
and correctly rather than theoretically. It is difficult to achieve more at a time.
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46 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Impact of Cost of Capital, Financial Leverage, and the Growth Rate of Dividend
on Market Price per Share on Nepalese Commercial Banks
Poonam Memani Maheshwari
Assistant Lecturer
Urlabari Multiple Campus, Morang, Jhapa
email: poonammemani@ymail.com
https://doi.org/10.3126/kj.v3i1.65893
ABSTRACT
This study seeks to investigate the relationship between the Impact of cost of capital,
financial leverage, and the growth rate of dividendson market price per share Nepalese
commercial bank. To empirically investigate a sample of 22 commercial banks of Nepal
listed in the NEPSE has been selected. The data period for the study is nine years from
2010/11 to 2018/19. The dependent variable is the market price per share whereas for
independent weighted average cost of capital, debt ratio, earning per share, net profit
margin, dividend per share, and growth rate of dividend are used. The data have been
analyzed by using descriptive statistics, correlation, and multiple regression analysis.
Empirical results indicate that all the independent variables are positively related to
market price per share. The result shows that the growth rate of dividends, dividend per
share earnings per share debt ratio, net profit margin, weighted average cost of capital,
and market price per share are positively correlated. The regression result reveals that
the beta coefficient for weighted average cost of capital is negative, but earnings per
share, dividend per share, net profit margin, debt ratio, and growth have a positive beta
coefficient.
Keywords: market price share, weighted average cost of capital, debt ratio,
earning per share, dividend per share, growth rate
Introduction
The capital market is a place to connect investors and companies by trading
securities, which generally have more than one year of lifetime. The capital market has
two functions for a country: economy and finance. Capital market activity was an
excellent opportunity for the country's future economic growth, indicated by the
increasing number of securities companies currently available, especially in Indonesia.
With the capital market, companies that need capital or funds to carry out their activities
and the public (investors) can invest in stocks (Anggraeni, 2014).
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 47
The share market is the primary indicator of a country's economic strength and
development (Yahyazadehfar & Babaie, 2012). The stock price is among the most
important in determining investor decisions (Safitri, 2013). The relationship between
market price and financial ratios has attracted considerable attention in the accounting
and finance literature. In general, shareholders aim to obtain capital gains from the
increased value of shares by investing in shares. To maximize profit, investors can
benefit from financial ratios. They must be included in decision-making to follow the
right investment strategy. Profitability ratios are financial ratios based on financial
statements that can be indicative factors for investors in the preference of stocks they
will invest in (Purnamasari et al., 2016; Ferrer & Tang, 2016).
According to Rustagi (2001), a dividend is a net profit after tax (NPAT)
distributed among the firm's owners. Maheshwari (1999) defines a dividend as the
return the shareholders receive from the firm, a percentage of profit from their
shareholdings. Dividend policy and its effect on companies' share prices have remained
controversial. (Enhardt, 2013; Ogolo, 2012; Azhagaiah & Priya, 2008) have argued that
dividend policy impacts shareholders' wealth, as against the work of Miller &
Modigliani (1963) holds the view that dividend policy has minimal effect on an
investor's investment decision.
Hence, this study attempts to analyze the relationship between the cost of
capital, financial leverage, and the growth rate of dividends on the market price of
Nepalese commercial banks.
Objective of the Study
The major objective of the study is to assess the impact of the cost of capital,
leverage, and dividend growth rate on the firm's profitability and the market price of Nepalese
commercial banks. However, the specific objectives of this study are as follows:
1. To analyze the relationship of cost of capital, leverage, and dividend growth rate
with market price per share of Nepalese commercial banks by forming
portfolios;
2. To determine the relationship between the cost of capital, leverage, and dividend
growth rate on the stock price of Nepalese commercial banks;
3. To examine the impact of the cost of capital, leverage, and dividend growth rate
on the market price of Nepalese commercial banks; and
48 I Kanakai Journal I Vol. 3 I No. 1 I 2023
4. To identify the most influencing factor that explains the market price of the
Nepalese commercial banks.
Review of Literature
Modigliani & Miller (1958) analyzed the relationship between financial
leverage (capital structure), capital cost, and firm value. It was the first study
addressing the relationship between financial leverage (capital structure), capital cost,
and firm value. It aimed to prove that the firm's market value is independent of its
capital structure, regardless of fluctuations in financial leverage. The study was
conducted in (1958) on several American firms and found evidence that negated the
effect of capital structure on capital cost. As such, it does not affect the firm value or
investment decisions, but not financing decisions that affect the firm values.
The choice of dividend policies almost always affects the enterprise's value,
according to Walter (1963). The general conditions for neutrality are not satisfied in the
world as we know it. Distribution policy affects the size of the cash flow stream (before and
after accounting for taxes levied on dividend and capital gain recipients); investor attempts
to mitigate the effects of policy changes could be more effective. The study concluded a
positive relationship between the company's dividend per share and the firm's value.
Friend & Puckett (1964) examined the relationship between dividends and stock
prices by computing regression equations on the data of 110 firms from five industries
from 1956 to 1958. These five industries were chemicals, electric utilities, electronics,
food, and steel. These industries were selected to distinguish between the results for
growth and nongrowth industries and provide a basis for comparison with the results by
other authors from earlier years. They also considered cyclical, and no cyclical
industries they covered. The study periods covered a boom year for the economy when
stock prices leveled off after a rise (1956) and a somewhat depressing year when stock
prices rose strongly (1958).
Murniati (2008) investigated the effect of capital structure proxy for debt ratio,
and the debt-equity ratio and profitability are proxied by return on asset and equity and
net profit margin to the stock price on the company's Food and Beverage listed on the
Indonesia Stock Exchange. Profitability proxied by net profit margin significantly
negatively affects stock prices. It means that while the net profit increases, the total
sales will rise due to the high costs incurred by the company so that the net profit
margin does not affect stock prices.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 49
Vijayakumar (2010) examined how some financial performance indicators affect
the stock price. Ashok Leyland Ltd, a leading commercial vehicle sector industry under
Indian Automobiles, has been purposively selected for the study. The study reveals that
variables taken for the study, i.e., book value, earnings per share, dividend cover,
growth rate, and dividend yield, have a positive association with the market price, and
dividend per share and price-earnings ratio have a negative association with the market
price of its equity shares.
Hussainey et al. (2011) investigated the relationship between dividend policy
and share price changes in the U.K. stock market for ten years (1998 through 2007). A
positive correlation has been found between dividend yield and share price changes, and
a negative correlation between dividend payout ratio and share price changes.
Additionally, a company can use growth rate, leverage, size, and earnings to account for
changes in stock price.
Khan et al. (2011) investigated whether dividend decisions affect stock prices.
Fifty-five companies listed in the KSE-100 index were selected from 2001 through
2010. Fixed and random effect models are applied to panel data to determine the
relation between dividend policy and stock prices. Results indicate that dividend yield,
earnings per share, return on equity, and profit after tax positively affect stock prices. At
the same time, the retention ratio negatively affects stock prices. It significantly
explains the variations in stock market prices. These results further elaborate that
dividend policy is crucial as it signals the company's success.
Collins et al. (2012) examined the effect of a firm's capital structure on its
market value. A significant positive relationship was used for analysis by 39 non-
financial listed companies for 2005-2009. Whereas a negative relationship exists
between a firm's total debt/ total capital ratio and its market value, its size positively
affects its market value. Hence, we conclude that firms' leverage positively
influences their market values. It suggests that a firm can attain an optimal capital
structure.
Hasan et al. (2013) examined the effect of dividend policy on the market price
per share based on secondary data covering four industries: Automobile, Cement,
Textile, and Pharmacy. It concluded that dividend policy has a significant effect on the
share price. The regression model has shown a positive relationship between the MPPS
and DPS and MPPS and retained earnings per share. The result has also indicated that
high-payout industries have more MPPS than low-payout industries. The study has
50 I Kanakai Journal I Vol. 3 I No. 1 I 2023
proved that dividend policy has a significant effect on MPPS, which supports the
relevance theory of the dividend policy.
Arshad et al. (2015) explored to identify the determinants of share prices for the
listed commercial banks on the Karachi stock exchange from 2007-2013. The findings
showed that EPS has a positive and significant relationship with share prices.
Arkan et al. (2016) examined the importance of financial ratios derived from
financial statements to predict stock price trends in emerging markets. The results
showed that return on asset, return on equity, and net profit margin have strong positive
and significant relationships to stock price behavior.
Omodero & Amah (2017) investigated the dividend policy and measured its
impact on shareholders' wealth maximization in Nigerian firms (a study of the brewery
industry. The result indicated the irrelevance of the dividend policy. From the result, the
explanatory variables, the DPS, EPS, and NPM, had no positive impact on the market
value per share (MPS), both collectively and individually. The EPS was significant
except for the DPS, which did not impact the MPS. The implication is that the growth in
stock prices is only sometimes a function of dividend payment.
Hadi et al. (2017) examined the relevance of capital structure theories to the
performance of construction firms listed at Bursa Malaysia. Within the Modigliani-
Miller and Trade-Off theories framework, this paper uses the generalized method of
moments as an estimation model employing yearly panel data over the observed period
from 2010 through 2015. The test results indicate that earnings per share, dividends per
share, and the debt-equity ratio have no significant relationship with the firm's value, as
MPS represents.
Akintola et al. (2019) attempted to find the relationship between capital
structure and the firm's value. The study concluded a significant positive association
between capital structure and market price per share of Nigerian quoted
manufacturing firms, i.e., debt capital has a positive and significant effect on
Nigerian manufacturing firms.
Bustani et al. (2021) examined the effect of EPS, price-to-book value (PBV),
DPR, and NPM on the MPS. Findings confirmed the significant effect of EPS, PBV,
and DPR on stock prices. Meanwhile, the NPM does not significantly affect stock
prices in the study period, with an alpha of five percent.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 51
Rahmawati & Hadian (2022) examined the correlation between DER, EPS,
PER, and stock prices of consumer goods companies listed on the Indonesia Stock
Exchange. The results showed that the DER, EPS, and PER affected stock prices. Also,
the research results show that the magnitude of the influence of the debt-equity ratio,
earnings per share, and price-earnings ratio in contributing to the effect of stock prices
is 98.7 percent.
Pradhan (1993) analyzed the stock market behavior in Nepal based on 17
enterprises from 1986 to 1990. The study shows a positive relation between DPR and
profitability as well as DPS and MPS.
Pradhan (2003) examined the relative importance of dividends and retained
earnings in determining the stock's market price. He found that dividend payment is
more critical than retained earnings in Nepal. The results show a strong dividends
effect and a feeble retained earning effect indicating the attractiveness of dividends
among Nepalese investors. The findings suggest that the Nepal stock market must
still identify the retained earnings' effect.
Chhetri (2008) analyzed variances in the financial position of high and low-
dividend-paying companies. The study revealed a positive relationship between
dividends and stock prices. The initiation and increase in dividends significantly
positively impact the stock price.
Bhandari & Pokharel (2012) examined the financial indicators of eight
commercial banks from 1996/97 to 2006/07. They concluded that earnings per share,
the market value per share, and the lagged price-earnings ratio in the model estimate the
impact on dividend policy. Dividend per share, earning per share, net worth, and market
value per share have positive relations.
Bam et al. (2015) revealed that DR has a significant positive impact on the ROA
of commercial banks while having a negative relationship with ROE.
Pradhan & Paudel (2017) studied the relationship between fundamental factors and
stock prices. For their research, they collected secondary data on financial indicators from
13 commercial banks in Nepal from 2007-2014. The result shows that DPS and EPS are
positively related to the stock price, and NPM is negatively related to the stock price.
Ghimire & Mishra (2018) examined the determinants of the stock price of
Nepalese commercial banks. The DPS, EPS, P-E ratio, BV, and Market to BV were
52 I Kanakai Journal I Vol. 3 I No. 1 I 2023
dependent variables, and MPS was the independent variable. This study covered 11
businesses in Nepal from 2012-2017, and the results showed that DPS positively affects
the stock price. However, EPS was less influential than DPS on the stock price.
Nepal (2016) examined the effect of firm-specific and macroeconomic variables on
the share price determination of commercial banks in Nepal. The result shows a positive
correlation between the MPS and firm size, EPS, dividend per share, and inflation.
Methodology
Research Design
The research design undertaken in the study consists of descriptive and causal-
comparative research design to deal with the fundamental issues associated with
monetary policy and lending behavior of Nepalese commercial banks. The relationship
between the cost of capital, financial leverage, and growth rate of dividend and market
price per share of Nepalese commercial banks was studied using 22 commercial banks
spanning eight years from 2010/11 to 2018/19; 198 observations were collected from
the research and analyzed.
Population and Sample
As per records from Nepal Rastra Bank, on June 1, 2020, there were 27
commercial banks present in the population. A sample group of 22 commercial banks
was selected to explore further.
Nature and Source of Data
This research utilized nine years of secondary data from 22 commercial banks in
Nepal from 2010/11 to 2018/19. All the information mentioned comes from Nepal
Rastra Bank's Bank Supervision Report and Financial Statistics and the chosen
commercial banks' annual reports.
Research Framework and Definition of Variables
The study is related to two aspects: The first aspect is to analyze the impact of
the cost of equity on the stock price. The second aspect is to study the relationship
between financial leverage and the growth rate of dividends with the stock price of
Nepalese commercial banks.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 53
Dependent Variables
Market price per share (MPS). The market price per share determines a
company's market capitalization, or "market cap." To calculate it, a company's most
recent share price is multiplied by the total number of outstanding shares.
Independent variables
Debt ratio (DR). The debt ratio is calculated by dividing total liabilities by total
assets. The weighted average cost of capital (WACC). The weighted average cost of
capital determines the cost of each part of the company's capital structure based on
equity, debt, and preferred stock. The company pays a fixed interest rate on its debt
and a fixed profit on its preferred stock. A firm does not pay a fixed dividend rate on
equity shares; it pays dividends in cash to shareholders.
WACC=(We×Ke)+(Wd×Kd×(1−T))
Earning per share (EPS). EPS is calculated by deducting preferred dividends
from net income and dividing them by the weighted average common shares
outstanding.
Dividend per share (DPS). This study measured DPS as the ratio of the total
number of dividends paid out by a company, including interim dividends, over a period
divided by the number of shares outstanding.
Net profit margin (NPM). NPM is a financial ratio used to calculate the
percentage of profit a company produces from its total revenue. The NPM equals net
profit divided by total revenue, expressed as a percentage.
The growth rate of dividends (G). In percentage terms, the dividend growth
rate (G) is calculated by subtracting last year's dividend (d0) from this year's dividend
(d1) and multiplying the dividend by last year's dividend (d0). The ICAI defines
Dividends as "a distribution to shareholders out of profits or reserves available for this
purpose."
54 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Conceptual framework
The study is based on the following conceptual framework.
Hypotheses of the Study
The hypotheses are as follows:
H1: There is a positive relationship between debt ratio and market price per share.
H2: There is a positive relationship between the weighted average cost of capital and
the market price per share.
H3: There is a positive impact between the growth rate and the market price per share.
H4: There is a positive relationship exists between earnings per share and market price
per share.
H5: There is a positive relationship between dividend per share, firm performance, and
market price per share.
H6: There is a positive relationship between the net profit margin and the market price per
share.
Method of Analysis
The study deals with the descriptive statistics of the sample observations,
including the mean, standard deviation, minimum and maximum values of the
observations, correlation analyses followed by the stepwise regression analysis. Tests of
significance, standard error of estimate, and multicollinearity validated the results. All
the observed relationships and findings were analyzed to derive meaningful conclusions
regarding the relationship between the cost of equity, financial leverage, and the growth
rate of dividends on the market price per share of banks.
• Debt ratio (DR)
• The weighted average cost of capital
(WACC)
• Earning per share (EPS)
• Dividend per share (DPS)
• Net profit margin (NPM)
• Dividend growth rate (G)
Market price per share
(MPPS)
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 55
Result and Discussion
This section includes brief profiles of the different kinds of data and ratios of the
selected twenty-two banks collected and compiled for the study. Then, data are
tabulated, analyzed, interpreted, and compared among the banks under study. This
chapter delivers the systematic and orderly results of the study in the form of
presentation, interpretations, and analysis of the secondary data with various issues
associated with the relationship between the cost of capital, financial leverage, the
growth rate of dividends, and market price per share of Nepalese commercial banks.
The Properties of Portfolios Formed on Selected Variables
Portfolio formation is a process of constructing portfolios based on different
levels of a variable to achieve maximum returns by taking the minimum risk. Portfolio
formation is a tool to analyze the performance of enterprises for the best selection. Here,
portfolios are formed based on the selected commercial banks' market price per share
(MPS). Six levels categorize stock market prices, i.e., less than Rs 250 (< Rs 250), Rs
251 to Rs 500, Rs 501 – Rs 700, Rs 701 – Rs 1000, Rs 1000 – Rs 1500, and more than
Rs 1500 (> Rs 1500) to make comfortable for portfolios formation. Some variables,
such as MPS, NPM, EPS, DPS, DR, D/E, G, and WACC, are presented with the formed
portfolios' frequency distribution, mean, and standard deviation.
Table 1
Summary of properties of portfolio formed on MPS
MPS Rs
<Rs 250
251-500
501-700
701-1000
1000-1500
>1500
Panel A: Means
MPS
154.86
360.66
605.61
834.95
1266.71
2266.38
NPM
16.39
21.10
24.45
27.60
23.33
30.35
EPS
18.86
22.12
28.33
36.29
64.02
66.48
DPS
7.70
13.95
24.64
37.71
49.21
73.64
DR
85.62
88.14
90.34
89.26
91.87
90.78
G
19.53
19.86
37.57
47.79
0.00
55.13
WACC
6.93
6.05
7.14
7.30
3.06
8.55
Panel B: Standard Deviation
MPS
87.20
74.13
60.50
71.41
160.47
590.30
NPM
13.06
9.99
9.41
8.42
9.69
5.77
EPS
28.78
15.09
8.81
8.56
22.64
18.19
DPS
12.91
10.78
10.97
15.39
19.31
42.10
DR
5.94
3.46
2.14
3.00
1.07
2.00
G
78.31
48.87
64.29
83.16
0.00
142.41
56 I Kanakai Journal I Vol. 3 I No. 1 I 2023
WACC
12.39
7.35
6.81
7.26
1.00
20.88
It shows details of stock prices and several observations based on different
ranges of MPS. Out of 198 observations, the average MPS of the observations of MPS
up to Rs 250 is Rs 154.86 followed by Rs 360.66, Rs 605.61, Rs 834.95, Rs 1266.71,
and Rs 2266.38 for the corresponding MPS level of Rs 251to Rs 500, Rs 50 – Rs 700,
Rs 701 – Rs 1000, Rs 1000 – Rs 1500 and more than Rs 1500 > Rs 1500 respectively.
The standard deviation of MPS in different ranges varies from Rs 87.20 to Rs 590.30.
Ranges of stock prices determine the net profit margin. It also shows that NPM
increases with the increment of MPS. The research demonstrates a favorable correlation
between NPM and MPS. The standard deviation of NPM in different levels of MPS
fluctuates from 13.06 to 5.77 percent.
Similarly, it reveals the EPS based on ranges of stock prices. It increases with
the increment of MPS. Shows that there is a positive relationship between EPS and
MPS. The standard deviation of average EPS in different levels of MPS fluctuated from
Rs 28.78 to Rs 18.19. The fluctuation in EPS indicates that there is instability and
inefficiency in the performance of Nepalese markets.
It reports that the DPS of Nepalese banks varies from 0.00 to 210.52 percent. It
also shows that DPS increases with the increment of MPS. MPS and DPS are positively
related.
It shows the level of debt ratio based on ranges of stock prices. It also shows that
the debt ratio increases with the increment of MPS but is not linear. The study shows a
positive relationship between debt ratio and MPS but it is not linear. It reports that the
debt ratio's standard deviation negatively responds to MPS changes. The standard
deviation of the debt ratio indicates that the debt ratio is fluctuating.
The study reports that the growth of Nepalese commercial banks varied from
0.00 to 556.79. The study shows a positive relationship between growth rates and MPS.
It also indicates that growth rate has a positive relation with MPS. It reports that the
standard deviation of growth positively responds to a change in MPS.
It shows that the WACC of Nepalese banks varies from 0.00 percent to 93.10
percent. This table shows that there is a positive relationship between WACC and MPS.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 57
The standard deviation of average WACC in different levels of MPS fluctuated from 12.39
to 20.88. There is decreasing in the standard deviation of WACC as MPS increases.
The study indicates that the NPM, EPS, DPS, DR, G, and WACC increased with
the increase in stock market price MPS, which means they have a positive relationship. It
also indicates that the higher the dividend per share, the higher the stock's market price.
Similarly, it shows the standard deviation of the variables on different portfolio
ranges of MPS. The standard deviation of DPS, G, and WACC increased with an
increase in MPS. The standard deviation of NPM, EPS, and DR decreased with the
increase in MPS.
Table 2
Descriptive statistics for selected Nepalese commercial banks
Variables
N
Mean
Std.
Deviation
Minimum
Maximum
Market price per share (MPS)
198
574.82
600.92
0.00
3600
Net profit margin (NPM)
198
21.76
11.32
0.00
70.75
Earnings per share (EPS)
198
28.72
24.28
0.00
198.53
Dividend per share (DPS)
198
22.35
25.16
0.00
210.52
Debt ratio (DR)
198
88.18
4.6
56.21
95.11
The growth rate of dividends (G_
198
27.33
74.49
0.00
556.79
The weighted average cost of capital
198
6.68
10.41
0.00
93.10
The result shows the descriptive statistics of dependent and independent
variables for the selected commercial banks. During the study period, the average
market price per share ranges from Rs 0 to Rs 3600.00, leading to an average of
Rs574.82. The net profit margin of the selected banks varies from a minimum of 0.00
percent to a maximum of 70.75 percent, with an average of 21.76 percent. The earnings
per share has a minimum value of Rs 0.00 and a maximum value of Rs 198.53, with a
mean of Rs 28.72. The dividend per share has a minimum value of 0.00 percent and a
maximum value of 210.52 percent, with a mean of 22.35 percent. Likewise, the debt
ratio has a minimum value of 56.21 percent and a maximum value of 95.11 percent,
leading to an average of 88.18 percent.
Similarly, the growth rate of dividends of the banks ranges from 0.00 percent to
556.79 percent leading to an average of 74.49 percent. Likewise, the bank's average cost
58 I Kanakai Journal I Vol. 3 I No. 1 I 2023
of capital is 6.68 percent, with a minimum of 0.00 percent to a maximum value of 93.10
percent.
Correlation analysis
This section presents the findings and analyses of the correlation analysis.
Correlational analyses investigate the magnitude and direction of the relationship
between the market cost per share and financial leverage, cost of equity & and rate of
dividend growth for banks. The table lists the descriptive statistics, the calculated
Pearson correlation coefficients, and the findings.
Table 3
Pearson’s correlation matrix for the dependent and independent variables during the
period 2010/11 to 2018/19
MPS
NPM
EPS
DPS
DR
D/E
G
WACC
MPS
1
NPM
.351**
1
.000
EPS
.552**
.297**
1
.000
.000
DPS
.745**
.314**
.527**
1
.000
.000
.000
DR
.317**
.120
.211**
.192**
.000
.092
.003
.007
1
G
.151*
.070
-.023
.426**
-.005
-.027
.034
.330
.751
.000
.942
.710
1
.004
.383
.744
.000
.391
.865
.000
WACC
.052
-.002
-.084
.359**
-.090
-.134
.949**
1
.464
.979
.240
.000
.206
.060
.000
The result shows that the growth rate of dividends and market price per share are
positively correlated, which indicates that the higher the growth rate of dividends higher
the market price per share. The results are consistent with those of Vijayakumar (2010).
Similarly, the positive relationship between dividend per share and market price
per share reveals that the higher the dividend per share, the higher the market price per
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2 -tailed).
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 59
share. This finding is consistent with that of Singhania (2006), Omodero, and Amah
(2017) and is inconsistent with Silwal & Napit (2019), Arshad et al. (2015), and
Vijayakumar (2010). Similar to how market price per share positively correlates with
earnings per share. The higher the earnings per share, the higher the market price. These
results are consistent with Kumar (2017), Innocent et al. (2011), and Ogolo (2012).
Likewise, the net profit margin has a positive relationship with the market price per
share, showing that the larger the net profit margin of banks, the higher the would-be
market price per share. The finding is inconsistent with the finding of Murniati (2016c),
who states that there is no impact of NPM on MPS. And consistent with the findings of
Hunjra (2014) and Anwaar (2016). The positive relation between debt ratio and market
price per share reveals that the higher the debt ratio, the higher the market price per
share. This finding is consistent with that of Shadab & Sattar (2015) and is inconsistent
with Collins et al. (2012) and Murniati (2016c).
Similarly, the weighted average cost of capital has a direct positive relation with
the market price per share. The market price per share shows that the market price per
share increases as the weighted average cost of capital increases. This finding is
consistent with that of Barakat et al. (2014).
Table 4
Regression of cost of capital, financial leverage, and growth rate of dividend on the
market price per share
The model is:
MPS = ɑ +β1EPS+β2NPM+ β3DPS+ β4DR+ β5WACC+ β6G+ei---III
MODEL
INTERCEPTS
Regression coefficient
Adjusted
R2
SEE
F
EPS
NPM
DPS
DR
WACC
G
1
-1292.178
0.019
2.988
0.028
3.872
0.123
16.202
0.000
16.240
0.009
-21.362
0.011
1.701
.150
0.637
362.24
58.524
2
-2327.250
.001
11.200
.000
10.213
.001
-
26.742
.001
-
-
0.370
476.839
39.622
3
-1949.023
.006
11.07
.000
8.572
0.007
-
23.257
.003
-21.236
.049
4.029
.008
0.399
465.912
27.143
4
-3129.507
.000
16.806
.000
38.538
.000
4.545
0.222
.193
539.686
16.747
5
-2421
.004
34.965
.000
-39.348
.002
6.442
.000
0.154
552.757
12.942
Note: Figures in parentheses are t-values.
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2 -tailed).
60 I Kanakai Journal I Vol. 3 I No. 1 I 2023
The table shows the regression result in terms of market price per share. The
regression of cost of capital, financial leverage, and growth rate of dividend on the
market price per share reveals that the beta coefficient for WACC is negative, but
earning per share, dividend per share, net profit margin, debt ratio, and growth have a
positive beta coefficient. Indicates that the higher the WACC, the lower the market
share price.
The result shows that the growth rate of the dividend and the market price
per share are positively correlated, which indicates that the higher the growth rate of
the dividend, the higher the market price per share. This result is consistent with
those of Vijayakumar (2010). Similarly, the correlation between the market price per
share and the dividend per share is positive, showing that the market price increases
with the dividend per share. This finding is consistent with the findings of Singhania
(2006) and Omodero & Amah (2017) and is inconsistent with Silwal & Napit (2019),
Arshad et al. (2015) and Vijayakumar (2010)). Similarly, market price positively
interacts with earnings per share. It indicates that higher the earning per share, the
higher would be the market price per share. The finding is consistent with the finding of
Kumar (2017), Innocent et al. (2011), and Ogolo (2012). Likewise, the net profit
margin has a positive relationship with the market price per share, showing that the
larger the net profit margin of banks, the higher would be market price per share.
The finding is inconsistent with the finding of Murniati (2016c), who states that
there is no impact of NPM on MPS and consistent with the findings of Hunjra
(2014) and Anwaar (2016). The correlation between the market price per share and
the debt ratio is positive, indicating that the market price per share increases as the
debt ratio increases. This finding is consistent with the finding of Shadab & Sattar
(2015) and is inconsistent with Collins et al. (2012) and Murniati (2016c). Similarly, the
weighted average cost of capital has a direct positive relation with the market price per
share. The market price per share demonstrates that the market price per share increases
directly to the weighted average cost of capital. This outcome agrees with that of
Barakat et al. (2014).
Similarly, the weighted average cost of capital has a direct positive relation with
the market price per share. The market price per share demonstrates that the market
price per share increases directly to the weighted average cost of capital. This outcome
agrees with that of Barakat et al. (2014).
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 61
Finally, the study concludes that the weighted average cost of capital, dividend per
share, net profit margin, the growth rate of dividends, and debt ratio, in the model estimate
the MPS. The EPS, DR, WACC, NPM, DPS, and G positively impact MPS. The overall
analysis shows that the stock market of Nepal is still growing to mature, and the dividend
policy of commercial banks in Nepal is following standard norms and practices.
Concluding Remarks
This study sought to determine the relationship between the cost of capital,
financial leverage, and the growth rate of dividends on the market price per share of
Nepalese commercial banks for the period (2010/11-2018/19), using multiple linear
regression analysis. Moreover, the study showed a positive statistically significant effect
on debt ratio, net profit margin, the weighted average cost of capital, earnings per share,
dividend per share, and growth rate of dividend on the market price per share
(dependent variable). The average MPS of all Nepalese banks is Rs 574.82. A
significant positive correlation exists between MPS and DR, G, WACC, EPS, NPM,
and DPS. The study concludes that the MPS and DR, G, WACC, EPS, NPM, and DPS
have significant positive relations, and the variation of the model was explained with
0.63 percent.
It also concludes that market price per share effectively attracts and retains
current investors. Therefore, enterprises must respect investors' expectations and
decide on dividends accordingly. The growing financial markets of Nepal have
created an environment for establishing new business enterprises. This growth in
the number of enterprises has increased their attractiveness. Therefore, business
enterprises in different sectors must be competitive and systematic in returns.
Since the investors are also critical of the security of their investment, better
financial indicators of the enterprises help investors secure their investment.
However, the growing financial sector in recent years with the increasing number
of business firms has increased the scope of examining the returns and MPS and
contributing to acclaim policy agenda that can help improve the country's
economy. References
al Hasan, A., Uzzaman, M. A., al Karim, R., Al-Hasan, M. A., & Asaduzzaman, M.
(2013.). The Effect of Dividend Policy on Share Price: An Evaluative Study.
IOSR Journal of Economics and Finance, 1. www.iosrjournals.org
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Arkan, T. (2016). The importance of financial ratios in predicting stock price trends: A
case study in emerging markets. Finanse, Rynki Finansowe, Ubezpieczenia, 79,
13-26.
Bhattarai, Y. R. (2014). Determinants of Share Price of Nepalese Commercial Banks.
Economic Journal of Development Issues, 17.
Bustani, B., Kurniaty, K., & Widyanti, R. (2021). The Effect of Earning Per Share,
Price to Book Value, Dividend Payout Ratio, and Net Profit Margin on the
Stock Price in the Indonesia Stock Exchange. Journal Maksipreneur:
Manajemen, Koperasi, Dan Entrepreneurship, 11(1), 1.
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Corporate Market Value: Empirical Evidence from Nigeria. International
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Structure and Value of a Firm in Nigeria. American Based Research Journal, 8.
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Corporate Profitability: A Case Study of the Cement Industry, Pakistan. Journal
of Risk and Diversification,4, 6-9.
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(2011). Can Dividend Decisions Affect the Stock Prices: A Case of Dividend
Paying Companies of KSE. International Research Journal of Finance and
Economics. ISSN 1450-2887 Issue 76 (2011) © Eurojournals Publishing, Inc.
2011 http://www.internationalresearchjournaloffinanceandeconomics.com
Modigliani, F., & Miller Merton. H., (1958 June). The Cost of Capital, Corporation Finance
and the Theory of Investment. American Economic Review, 48, 261-297.
Murniati, S. (2016a). Effect of Capital Structure, Company Size, and Profitability on the
Stock Price of Food and Beverage Companies Listed on the Indonesia Stock
Exchange. Information Management and Business Review, 8.
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Omodero, C. O., & Amah, K. O. (2017). Analysis of Divided Policy and Its Impact on
Shareholders Wealth Maximization in Nigerian Firms (A Study of Brewery
Industry). Applied Economics and Finance, 4(5), 1.
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Pradhan, R. S., & Adhikari, N. (2003). A Survey of Dividend Policy and Practices of
Nepalese Enterprises. Research in Nepalese Finance, 220-250.
Pradhan, R.S. (1993).Stock market behavior in a small capital market: A case of Nepal,
Nepalese Management Review, 20-32
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Theories and Firm’s Value-Evidence from Bursa Malaysia Construction Sector.
International Journal of Business and Management, 12(9), 163.
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Vijayakumar, A. (2010). Effect of Financial Performance on Share Prices in the Indian
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64 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Service Quality and Students' Satisfaction of Management Department of
Kanakai Multiple Campus
Dilli Bahadur Bhattarai
Assistant Lecturer
Kanakai Multiple Campus, Surunga, Jhapa
email: dillibhattarai1986@gmail.com
https://doi.org/10.3126/kj.v3i1.65899
Abstract
Service quality is an important tool for increasing student satisfaction. This study
examines the service quality of the management department of Kanakai Multiple
Campus (KMC) from students’ perspective. It also examines the order of strength and
relationship of service quality dimension as student satisfactions. The study was
conducted among 52 bachelor-level students of management department of KMC
located at Jhapa district of Nepal was taken as sample based on SERVEQUAL gap
model developed by Parasuraman et al.(1985, 1988a), and used four likert scale and
random sampling method was applied to collect data. Major Findings were compared
with the main objective to measure the level of students’ satisfaction and factors that
contribute the service quality in management department of KMC. The result of the
study emphasizes on the improvement of service quality dimensions of management
department of KMC so as to satisfy students and get strategic advantage in this
competitive marketplace. This study contributes valuable insights for educational
institutions seeking to optimize service quality and bolster their market positioning.
Keywords: service quality, student satisfaction, quality assurance
Introduction
Students Satisfaction Survey on management department of Kanakai Multiple
Campus (KMC) is the major key factor of evaluating the service quality of the Campus.
Educational institutions are not merely established to impart education and knowledge
to the students but also to provide various services to uplift the overall performance of
institution. The services include basic facilities and cleanliness, physical facilities,
facilities of information technology, logistic, medical and library facilities, sports and
extracurricular, learning environment and administrative behavior. Higher education
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 65
plays a crucial role in shaping the academic, personal and career development of the
students. A key determinant of their success lies in the quality of services provided by
the institution. Service quality in the education context refers to the level of excellence
in administrative, academic and sport services offered to students throughout their
educational journey. Various studies have shown that there is a strong relationship
between service quality and student satisfaction. When student perceive that the
institution is genuinely committed to meet their needs and providing them with a
supportive environment, their satisfaction level rises significantly. As a result, satisfied
students are more likely to excel academically, actively participate in extra-curricular
activities and become ambassadors for the institution. A well satisfied person has
positive feelings, honor and good perception towards his study and his institution.
Hence, a quality service of the campus helps in achieving the goal of institution and
students' satisfaction.
The topic of service quality and student satisfaction by Caruana et al. (2015),
European journal of marketing where the author conducted an extensive research study
on the relationship between service quality and student satisfaction in various higher
educational institutions. They found compelling evidence that high service quality
positively correlates with increase level of student satisfaction and vice versa. This
study not merely focused the significance of service quality but also shaded light on the
specific areas where institutions could focus their effort to enhance student satisfaction.
In contrary, Carey, Cambiano, and DeVore (2002) believed that satisfaction actually
covers issues of students' perception and experiences during the college years. They
considered student satisfaction as a match between what students expect while entering
colleges, and perception and experiences they develop during the college years, while
most studies on satisfaction focus on the perspective of customers. Researchers are
facing a problem of creating a standard definition for student satisfaction thus providing
a need of customer satisfaction theory to be selected and modified so that it can explain
the meaning of student satisfaction.
Statement of the Problem
1. How does service quality impact student satisfaction in educational institutions?
2. What are the key factors that influence service quality and student satisfaction in
educational institutions?
66 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Objectives of the Study
Institutional Arrangement to conduct the survey, KMC, an esteemed educational
institution always focuses on its academic prosperity and success. Besides, it equally
gives priority to the students' overall satisfaction towards the education and extra-
curricular activities. KMC believes on team work to achieve its objectives and goals. It
has formed various committees and sub-committees in order to perform various
academic as well as non-academic works for the holistic development of the students.
To identify the level of students' satisfaction, the researcher prepared a standard form to
collect the opinion, views and feedback of students towards the institution. The specific
objectives are mentioned below.
1. To measure the level of student satisfaction in management department of KMC;
2. To identify the key factors that contribute the service quality in management
department of KMC.
Delimitation of the Study
Delimitation of the study is that the data collected from students’ satisfaction
and service quality were based on a relatively small sample size, which may not fully
represent the diverse students’ population on the campus. Additionally, the reliance of
self-reported data may introduce bias as students might be influenced by their current
emotions when providing feedback. Furthermore, the study’s cross-sectional design
does not account for potential changes of students’ satisfaction and service quality over
time and the lack of a control group hinders the establishment of causal relationship.
Literature Review
Service Quality
Service quality refers to the overall level of excellence and satisfaction
experienced by customers when interacting with a company's products, services, and
processes. It is a measure of how well a business meets or exceeds customer
expectations and fulfills their needs. Service quality is a critical factor in building
customer loyalty, increasing customer retention, and maintaining a positive brand
image. It consists of reliability, responsiveness, assurance, empathy tangibles, and
perceived value. Service is a product. Its unique characteristics distinguish it from
tangible products. Service is intangible, inseparable, and heterogeneous. Services
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 67
cannot be seen, touched, held, or stored; they cannot be packaged and put in a bag to
take home when you purchase them (Zeithaml and Bitner, 2003). Its quality has to be
assessed by a customer on the premise of service performance. Defining the
intangibility, inseparability and heterogeneity characteristics of service is important, as
it helps to lay the groundwork for the focus on service central to this study, especially
for the production and delivery logic regarding the measurement of service quality. It
also highlights the idea that there are instances where services accompany goods, and
vice versa.
Service quality and customer satisfaction
It is understood as the customer’s emotional reaction to the perceived difference
between performance appraisal and expectation. According to Kotler & Keller (2006),
satisfaction is an individual perception based on their expectations of product or service
performance, whether they are satisfied or dissatisfied. In this context, Reichheld &
Sasser (1990) from their investigation of various service industries demonstrated that
loyal customers generate more revenue over more years, and that the cost of
maintaining customers is often lower than the promotion cost needed to acquire new
customers.
The expectancy disconfirmation model of satisfaction postulated by Patterson
(1993) is the dominant conceptual model for the evaluation of customer satisfaction
(THE BATUK, 2022). This model posits that consumers' pre-purchase expectations
about a product or service are a major determinant of the level of post purchase
satisfaction (Patterson, 1993). Assessment of service quality is concerned with
measuring attitudes of the service users on various dimensions of service quality which
is subjective and qualitative, too. Common models in measuring service quality are the
Grönroos' model (1984), SERVQUAL (Parasuraman et al., 1988), and SERVPERF
(Cronin Jr & Taylor, 1992). The SERVQUAL model was developed by Parasuraman,
Zeithaml, and Berry (1985, 1988; Zeithaml et al., 1990) for measuring service quality.
This model suggests that customer satisfaction is a function of the perceptions of
service quality relative to the customer’s initial expectations. The broadly adopted tool
for measuring and supervising service quality was SERVQUAL (Buttle, 1996) which
has, at its beginning, 10 determinants of service quality, reliability, responsiveness,
competence, access, courtesy, communication, credibility, security, understanding the
customer and tangibles. Afterwards, Parasuraman, Berry, and Zeithaml (1988) exposed
68 I Kanakai Journal I Vol. 3 I No. 1 I 2023
a high degree of correlation between some components and combined them to five
dimensions: Reliability, Assurance, Tangibles, Empathy, and Responsiveness.
The modified SERVQUAL model reduced the number of statements/items
under each dimension, firstly from a total of 97 to 34 and further to a 22-item
instruments and grouping those 22 items into just five general dimensions. Similarly,
Cronin and Taylor (1992, 1994) found loopholes in the SERVQUAL instrument and
developed the SERVPERF model. In SERVPERF model, the researchers eliminated
the expectations component from the SERVQUAL model. The result was the single
score perceptions-only model, a service performance-based model as a measure of the
service quality construct. The model suggests that service quality is an important
antecedent of consumer satisfaction and that consumer satisfaction has a significant
effect on purchase intentions. The instrument has been described as the best fit for the
assessment of service quality and satisfaction because of its high reliability and validity.
The SERVPERF model has been widely used to measure perceived service quality in
sectors such as retailing, restaurants, banking, telecommunication, airlines, catering,
hotels, hospitals,
68
utomotive, and education (Landrum et al., 2009). Thus, this model
SERVPERF has been used in this study to investigate service quality status and its
relationships with students' satisfaction.
The study of service quality in education sector has risen from last two decades.
Researchers have conducted both descriptive studies to analyze student perception on
service quality and correlation studies to examine effect of service quality on student
satisfaction. In this context, Rasli et al.(2012) assessed service quality in Malaysia
higher education sector using a SEERVQUA model. This study uncovered negative gap
between student perceptions and expectations in all five dimensions. Jalal et al. (2011)
did student satisfaction assessment in determining service quality at higher learning
institutions (HEIs) and concluded that the majority of students are satisfied with the
facilities provided by universities. Similarly, their findings suggested toa significant
relationship between the five dimensions of service quality and students’ satisfaction.
Similarly, the study of Onogo (2019) examined service quality perceived by the
international students in Indiana and Michigan using SERVPERF framework. The
result found that respondents were very satisfied with the service quality of non-
academic departments in their universities and the service performance dimensions of
reliability, tangibility and empathy explained a significant percentage of the relationship
between satisfaction and service quality (Onogo, 2019).
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 69
Kattab (2019) reported a positive significant relation between the various
dimensions considered and the student satisfaction except for the independent variable
campus physical facilities which had a negative non-significant relation. Schwantz
(1996) applied a 7-point Likert scale designed by Parasuraman, Zethamil, and Berry to
investigate traditional and non-traditional students' view to investigate service quality at
higher education institutions. His findings revealed no significant difference in the
expectations or perceptions of traditional versus non-traditional students.
Yamaqupta (2014), using multiple regression and hierarchical regression
analysis, confirmed that several dimensions of service quality and academic quality
were significantly related to student satisfaction. Yusuf et al. (2012) analyzed service
quality differences between research universities and non-research universities and
observed remarkable differences. Similarly, a number of studies have found significant
impact of service quality on student satisfaction. The study of Hasanet et al., (2009)
proved to a significant positive relationship between service quality and student
satisfaction.
Usman (2010) used structural equation modeling technique (SEM) to reveal
impact of service quality on students' satisfaction in higher education institutes of
Punjab, Pakistan. The results of the study indicated significant impact of service
quality on the students' satisfactory level. In addition, Ali & Mohamed (2014) found
positive significant relationship between service quality dimensions and student
satisfaction.
The previous researchers have investigated in different dimensions about the
facilities of campus to enhance the service and create a distinct image in the
institutional sector of KMC, however; the service quality and student satisfaction of
KMC, Jhapa has not been researched. In this article, the researcher has presented
various facilities offered by campus to the students and tries to measure the level of
student satisfaction based on the cleanliness facilities, physical facilities,
information technology, logistic, medical and library facilities, sports, extra-
curricular and other student related facilities.
Methods
This study is based on descriptive research design. In this study, the researcher
examined the service quality by using SERVEQUAL gap model propounded by
70 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Parasurman et al. (1988). It helps to determine the expectation and perception of
students about service quality and service quality gap (P-E). Service quality gap helps to
determine satisfaction of students towards service quality of KMC in Jhapa district.
A well-structured questionnaire was designed using four likert scale, i.e.,
1=high, 2=medium, 3=low, and 4=no experience. To know the rate value of
students' expectation and perception about service quality of KMC. The survey
was conducted in management department of KMC. Random sampling method was
used for selecting respondents from BBS program. Total respondents were 52
students.
Data Collection Tools and Approach
The study was conducted on the basis of primary data. The primary data were
collected through questionnaire method and direct approach. Secondary data were not
used in this study.
This chapter deals with analysis of data and presentation of data. Analysis and
interpretation are done in line with the objective, to establish the effect of students ’
satisfaction of KMC, Surunga. Analysis is the process of splitting the complex topic
into smaller parts in order to get a better understanding of it.
Basic Facility and Cleanliness in the Campus and Department The researcher
conducted the survey to identify the requirements of students and measure the level of
students ’satisfaction towards basic facility and cleanliness services offered by the
campus. The feedback of students ’representative is presented below in the table and bar
diagram.
Data Presentation and Analysis
This chapter deals with analysis of data and presentation of data. Analysis and
interpretation were done in line with the objective, to establish the effect of students'
satisfaction of KMC, Surunga. Analysis is the process of splitting the complex topic
into smaller parts in order to get a better understanding of it.
Analysis of Responses of BBS Fourth-Year Students
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 71
The researcher conducted the survey to identify the requirements of students and
measure the level of student's satisfaction towards basic facility and cleanliness services
offered by the campus. Total 17 students from BBS fourth year were taken as sampling
for feedback. The feedback of student's representative is presented below in the table
and bar diagram.
Table 1
Water and Cleanliness Facility of Campus
S N
Parameters
High
Medium
Low
No Experience
1
Drinking Water Facility
0
7
10
0
2
Canteen Facility
2
13
2
0
3
Cleanliness in the Campus
6
8
3
0
4
Waste Management Facility
0
10
4
3
5
Cleanliness of Toilet
3
8
6
0
Figure 1
The above data shows that drinking water facility of campus should be improved
as 41.18% of respondents responded that drinking water facility is medium and
remaining 58.82% of respondents responded that water facility is low. So, it shows that
the water facility in the campus is not so good. Likewise, canteen facility of campus
seems good as 11.76 % of the respondents have given the feedback that the quality of
canteen is high, 76.47% response medium and rest of 11.76% of the respondents have
given the feedback that the quality of canteen is low. So, it shows that canteen facility
of the campus is just an average.
72 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Likewise, cleanliness facility in the campus seems good as 35.29% of respondents
provided the feedback that cleanliness of the campus is high, 47.06% responses informed
medium and remaining 17.65% of respondent provided the feedback that the cleanliness in
the campus is low. Hence, it shows that the quality of cleanliness is medium. Similarly,
waste management facilities in the campus is high as 58.82% of respondent response the
waste management is high 23.53% of respondents responded that the waste management is
medium and 17.65% of respondents responded the waste management facilities is low.
Therefore, the quality of waste management in campus is high. Cleanliness of the toilet in
the campus seems medium as 17.65% of respondent response high, 47.06% medium and
rest of 35.29 % of respondent response low services.
Table 2
Physical Facility in the Campus
S N
Parameters
High
Medium
Low
No Experience
1
Facility of Classroom
10
6
1
0
2
Availability of Furniture
11
5
1
0
3
Availability of Toilet
7
9
1
0
4.
Availability of Library Building
11
4
2
0
5
Availability of Cycle Shed and Bike Parking
4
6
6
1
6
Availability of Stationery and Sport items
6
7
1
3
Figure 2
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 73
The above figures show the result of the physical facility of the campus in
various parameters. As per the responses regarding classroom facility, 58.82 % of
respondents provide the feedback as high, 35.29% as medium and remaining 5.88% as
low. Hence, the figure shows that the facility of the classroom is high. The availability
of furniture, 64.71% of the respondent response high, 29.41 % as medium and 5.88% of
the respondent responses as low, which shows that the availability of the furniture in the
campus is high. With reference to availability of toilet, 41.18% response is high,
52.94% is medium and 5.88% of the respondent response is low and therefore, the
figure reveals that the availability of toilet in the campus is good.
Likewise, regarding library building, 64.71% of the respondent provides the
feedback as high, 23.53% as medium and 11.76% as low. Hence, the availability of the
library building is high. The figure presents that the availability of the cycle shed and
bike parking facility in the campus is good as 29.41% of the respondent responses high,
35.29% as medium, 35.29% as low and 5.88% as no experience. The data regarding the
availability of stationery and sports in the campus is just as good as 35.29% respondent
response high, 41.18% medium, 5.88% low and 17.65% no experience.
Table 3
Facility of Information Technology Enabled Services (ITES)
S N
Parameters
High
Medium
Low
No Experience
1
Computer Lab Facility
1
3
6
7
2
Use of Teaching Aids in Classroom
1
9
7
0
3
Use of Projector and Laptop in Classroom
0
8
9
0
4.
Availability of e-library
1
5
4
7
5
Availability of Internet Facility
0
0
11
6
6
Use of CCTV Camera
2
6
8
1
Figure 3
74 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Figure 3 presents facility of information technology enabled services on various
parameters. The figure regarding computer lab facility shows that 5.88% of the respondent
responses high facility, 17.64% medium, 35.29% low and remaining 41.17% no experience.
Hence, it shows that the facility of information technology enabled services is low. Likewise,
the figure concerning use of teaching aids shows that 5.88% of the respondent responses high
facility, 52.94% medium, 41.17% low. Hence the figure reveals that use of teaching aids in
the classroom is just medium. As per the figure use of projector and laptop in the classroom is
low as 47.05% of the respondent responses medium and 52.94% low.
The figure regarding availability of e-library shows that 5.88% of the respondent
presents the feedback as high, 29.41% medium, 23.52% low and 41.17% no experience.
Hence, the availability of e-library in the campus is not satisfactory. The use of internet
facility seems quite low as the figure shows that 64.70% of the respondents present
feedback negatively as low and 35.29% as no experience. Likewise, the use of CCTV
camera in the campus is low as data shows that 11.76% of the respondents present
positive feedback as high, 35.29% as medium, 47.05% low and 5.88% as no experience.
Table 4
Logistics, Medical and Library Facilities
S N
Parameters
High
Medium
Low
No Experience
1
Transportation Facility
7
8
2
0
2
Availability of Health Facility
5
6
4
2
3
Street Light Facility in the Campus
5
5
2
5
4.
Availability of Books in the Library
2
8
6
1
Figure 4
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 75
Figure 4 presents Logistics, Medical and Library Facilities. The figure shows
that transportation facility of the campus seems average as 41.17% of the respondent
response high, 47.06% medium and merely 11.76% low. The availability of the health
facility seems to be improved as 29.41% of the respondent from the survey respond the
facility as high, 35.29% medium and 23.52% as low. Similarly, the facility of the street
light in the campus need to be improved as the figure shows that 9.41% of the total
respondent response the facility as high, 29.41% as medium, 11.76% as low. Regarding
the availability of books in the library is not satisfactory as per the survey as 11.76% of
the respondent response the facility as high, 47.06% as medium, 35.29% as low facility.
Logistic, medical and library facility should be improved to achieve students’
satisfaction.
Table 5
Sports, Extra Curricular and Other Students related Facilities
S N
Parameters
High
Medium
Low
No Experience
1
Playground Facility
3
7
6
1
2
Facility of Indoor and Outdoor sports
0
3
7
7
3
Facility of Student Counseling
3
5
6
3
4
Facility of Remedial Coaching
1
0
7
9
5
Facility of Cocurricular Activities
4
4
4
5
Figure 5
76 I Kanakai Journal I Vol. 3 I No. 1 I 2023
The figure presents Logistics, Medical and Library Facilities. In the figure
17.65% of the respondent responses high, 41.18% medium, 35.29% low and remaining
5.88% expresses no experience. Hence, the playground facility in the campus is just
medium. The figure presents 17.65% responses medium, 41.18% low, 41.18% no
experience. Hence the figure presents that the facility of indoor and outdoor sports is
also low. The facility of student counseling in the campus as presented in the figure is
presented as below. 17.65% of the respondent represents high, 29.41% responses
medium, 35.29% low and 17.65% as no experience. The facility of remedial coaching
in the campus is low as the figure presents that 5.88% of the respondent responses high,
41.18% low and 52.94% no experience. The figure presents that 23.53% of the
respondent responses high, 23.53% medium, 23.53% low and 29.41% as no experience.
Hence, the facility of co-curricular activities is good.
Table 6
Learning Friendly Environment and Administrative Behavior
S N
Parameters
High
Medium
Low
No Experience
1
Peaceful Environment in Campus
3
8
6
0
2
Qualified and Energetic Teachers in Campus
8
8
0
1
3
Use of Teaching Method and Materials
1
12
4
0
4
Punctuality of Teachers
10
7
0
0
5
Enough Supportive Feedback from the Teachers
5
10
1
1
6
Treated Respectfully by the Chief
10
4
2
1
7
Treated Respectfully by the Teachers
8
7
2
0
8
Treated Respectfully by the Non-Teaching Staffs
10
5
2
0
Figure 6
0
3
6
9
12
15
1 2 3 4 5 6 7 8
High
Medium
Low
No Experience
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 77
Figure 6 presents the Learning Friendly Environment and Administrative
Behavior in various parameters. The result of parameter 1 reveals 11.76% of the
respondent responses high, 47.06% medium and 35.29% low. It shows that the peaceful
environment in the campus is average. The figure regarding parameter 2 presents that
47.06% of the respondent responses high, 47.06% medium and 5.88% as no experience.
Hence, the qualified and energetic teachers in the campus are high. The figure of
parameter 3 shows that the use of teaching method and materials in the campus is
average as 5.88% of the respondent responses high, 70.59% medium, 23.53% low.
Likewise, the result as to punctuality of the teachers in the campus is very good
as 58.82% of the respondent responses high and 41.18% medium. The figure
concerning parameter 5 presents that 29.41% of the respondent responses high, 58.82%
medium, 5.88% low and 5.88% as no experience. Hence the enough supportive
feedback from the teachers is just an average. The respectful treatment by the chief is
high as the figure shows that 58.82% of the respondent responses high, 23.53%
medium, 11.76% low and 5.88% as no experience.
Similarly, the data regarding parameter 7 presents that 47.06% of the respondent
responses high, 41.18% medium and 11.76% low. Hence, the respectful treatment by
the teachers in the campus is high while the figure of parameter 8 shows that 58.82% of
the respondent responses high, 29.41% medium and 11.76% of the respondent
responses low. Therefore, the respectful treatment by the non-teaching staffs is so high.
Analysis of Responses of BBS First-Year Students
For the survey, sample collected from BBS 1st Year management department for
identifying the requirement of students to enhance the quality of services in the campus
which ultimately revealed the following data. Total 35 students were taken as sample
collecting as representative from BBS first year.
Table 7
Basic Facility and Cleanliness in the Campus and Department
S N
Parameters
High
Medium
Low
No Experience
1
Drinking Water Facility
1
21
12
1
2
Canteen Facility
12
10
10
3
3
Cleanliness in the Campus
12
14
8
1
4.
Waste Management Facility
7
23
5
0
5
Cleanliness of Toilet
1
13
20
1
78 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Figure 7
The above figure shows that drinking water facility of campus is just an average
as 2.86% of respondent response high, 60% medium, 34.29% low and 2.86% as no
experience. Likewise, the figure shows that canteen facility of campus seems good as
34.29 % of the respondents have given the feedback that the quality of canteen is high,
28.57% medium, 28.57 % low and 8.57 % as no experience.
Cleanliness in the campus is just an average as 34.29 % of respondents provide the
feedback that cleanliness of the campus is high, 40% response medium, remaining 22.86 %
low and 2.86% no experience. The figure shows that waste management facilities in the
campus is just medium as 20% of respondent response the waste management is high ,
65.71% of the respondents response the waste management is medium and 14.26% of
respondents response the waste management facilities is low. Cleanliness of the toilet in the
campus is low as 2.86% of respondent response high, 37.14% medium, 57.14% of
respondent response low and 2.86% response no experience.
Table 8
Physical Facility in the Campus
S N
Parameters
High
Medium
Low
No Experience
1
Facility of Classroom
8
21
6
0
2
Availability of Furniture
6
11
5
3
3
Availability of Toilet
3
16
15
1
4.
Availability of Library Building
21
14
0
0
5
Availability of Cycle Shed and Bike Parking
14
12
2
7
6
Availability of Stationery and Sport items
0
8
10
17
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 79
Figure 8
The above figure shows that the facility of classroom is just an average as
22.86% of respondent response that the physical facility in the campus is high, 60%
medium, and 17.17% as low facility. The figure shows that availability of furniture is
just medium as 17.14 % of the respondents have given the feedback that the facility is
high, 31.43% response medium, 14.26% low and 8.57 % of them responses no
experience. The figure shows that the availability of toilet in the campus as just an
average as 8.57 % of the respondent response high, 45.71% medium, 42.86% low and
2.86% no experience. The figure shows that 60% of the respondent responses that the
availability of the library building in the campus is high and 40% responses medium.
Hence the availability of the library building in the campus is high. The figure shows
that 40% of the respondent responses high, 34.29% medium, 5.71% low and 20% no
experience. Hence, the figure shows that the availability of the cycle shed and bike
parking area is good as majority of the respondent response high. The availability of
stationery and sports items in the campus is low as 22.81% of the respondent responses
medium, 28.57% low and 48.57% no experience.
Table 9
Facility of Information Technology Enabled Services (ITES)
S N
Parameters
High
Medium
Low
No Experience
1
Computer Lab Facility
2
6
4
23
2
Use of Teaching Aids in Classroom
1
10.
20
4
3
Use of Projector and Laptop in Classroom
0
3
20
12
4.
Availability of e-library
5
10
8
12
5
Availability of Internet Facility
0
5
18
12
6
Use of CCTV Camera
1
7
11
16
80 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Figure 9
Figure 9 presents the facility of information technology enabled services on
various parameters. The figure regarding parameter 1 shows that 5.71% of the
respondent responses high facility, 17.14% medium, 11.43% low, and 65.71% no
experience. Hence, it shows that computer lab facility in the campus is not so good.
Likewise, the figure shows that 2.86% of the respondent responses high, 28.57%
medium, 57.14% low, and 11.43% no experience. Hence the figure reveals that use of
teaching aids in the classroom is quite low.
As per the figure use of projector and laptop in the classroom is quite low as
8.57% of the respondent responses medium,57.14% low and 34.29% no experience.
The figure shows that 14.26% of the respondent presents the feedback as high, 28.57%
medium, 22.81% low and 34.29% no experience. Hence, the availability of e-library in
the campus is not satisfactory. The use of internet facility seems quite low as the figure
shows that 14.26% of the respondents present medium, 51.43% low and 34.29 as no
experience. The use of CCTV camera in the campus is low as figure 2.3 shows that
2.81% of the respondents present high, 20% as medium, 31.43% low, and 45.71% as no
experience.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 81
Table 10
Logistics, Medical and Library Facilities
S N
Parameters
High
Medium
Low
No Experience
1
Transportation Facility
14
11
6
4
2
Availability of Health Facility
5
5
7
18
3
Street Light Facility in the Campus
6
11
5
13
4.
Availability of Books in the Library
14
14
6
1
Figure 10
Figure 10 shows logistic, medical and library facility in various parameters
availabe in the campus. As per the survey the transportation facility of the campus seems
good as 40% of the respondents have responded the facility as high, 31.43% medium,
17.14% as low and 11.43% as no experience. The availability of health facility seems
average as 14.29% of the respondents have responded the facility as high, 14.29% medium,
20% low and remaining 51.43% as no experience. Similarly, the street light facility in the
campus seems to be good as the survey shows that 17.14% of the respondents response the
facility as high, 31.43% medium, 14.29^% low and 37.14% as no experience. The
availability of books in the library is good as mojority of the respondents have responded
positively. The figure shows that 40% of the respondents have responded the facility as
high, 40% medium , 17.14% low and 2.86% as no experience. The figure shows that the
facilities of sports, medical and library in the campus should be improved to achieve the
goal of institution and enhance students’ satisfaction.
82 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Table 11
Sports, Extra Curricular and Other Students related Facilities
S N
Parameters
High
Medium
Low
No Experience
1
Playground Facility
9
15
8
3
2
Facility of Indoor and Outdoor sports
2
6
7
20
3
Facility of Student Counseling
10
8
7
10
4
Facility of Remedial Coaching
1
4
5
25
5
Facility of Co-curricular Activities
1
17
6
11
Figure 11
Figure 11 shows the sports, extracurricular and other students related facilities
on various parameters. The figure shows that the playground facility of the campus
seems good as 25.71% of the total respondent has responded the facility as high,
42.86%, 22.86% as medium and 22.86% as low. The facility related to indoor and
outdoor sports in the campus seems to be poor as 5.71% of the respondents has
responded the facility as high,17.14% as medium, 20% as low and 57.14% of the
respondends has responded as no experience.
Likewise, the facility of students counselling seems to be good as 28.57% of the
respondents responded the facility as high, 22.86% as medium, 20% as low facility and
28.57% as no experience. The facility of remedial coaching seems to be improved as
2.86% of the respondents have responded the facility as high, 11.43% as medium,
14.29 as low and 71.43% of the respondents have provided no experience. The co-
curricular facility of the campus seems good as 2.86% of the respondents have
responded as high, 48.57% as medium, 1.71% as low and remaining 31.43% of the
respondent have responded as no experience.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 83
Table 12
Learning Friendly Environment and Administrative Behavior
S N
Parameters
High
Medium
Low
No
Experience
1
Peaceful Environment in Campus
1
19
11
3
2
Qualified and Energetic Teachers in
Campus
13
17
1
4
3
Use of Teaching Method and Materials
3
11
18
3
4
Punctuality of Teachers
17
15
3
0
5
Enough Supportive Feedback from
Teachers
15
12
3
5
6
Treated Respectfully by the Chief
12
19
2
2
7
Treated Respectfully by the Teachers
17
13
3
2
8
Treated Respectfully by Non-teaching
Staffs
11
20
2
2
Figure 12
Figure 12 shows the learning friendly environment and administrative behavior
of the campus in various parameters. The situation of peaceful environment in the
campus seems good as majority of the respondents have responded positively. The
figure shows that 2.86% of the respondents have responded the facility as high, 54.29%
84 I Kanakai Journal I Vol. 3 I No. 1 I 2023
medium, 31.43% as low and remaining 8.57%. The qualified and energetic teacher in
campus seems to be excellent as 37.14% of the respondents have responded the facility
as high, 48.57% medium, 2.86% low and remaining 11.43% have responded as no
experience. The facility of teaching method and material in the campus need to be
improved as the figure shows that 8.57% of the respondents have responded the facility
as high, 31.43% as medium, 51.43% as low and remaining 8.57% as no experience.
Likewise, the punctuality of teachers is good as 48.57% of the respondents have
rated as high, 42.86% as medium, 8.57% as low. The feedback from the teachers to the
students seems good as the figure shows that 42.86% of the respondents have rated
high, 34.29% as medium, 8.57% as low and 14.28% as no experience. The chief of the
campus treats respectfully to all the students as the figure shows that 34.29% have rated
high, 54.29% as medium, 5.71% as low and 5.71% as no experience.
The figure shows that teachers treat the students in a respectful manner.
Majority of the respondents have responded very positively. The figure shows that
58.57% of the respondents have rated high, 37.14% as medium, 8.57% as low and 5.71
as no experience. Similarly, the non- teaching staffs of the campus also treat students in
a respectful manner. The figure shows that 31.43% of the respondents have rated the
facility as high, 57.14% as medium, 5.71% as low and 5.71% as no experience.
Main Findings
The researcher has used SERVVQUAL model which is widely used framework
for assessing and measuring the quality of service in various industries. This model
consists of reliability, assurance, tangibles, empathy and responsiveness. On the basis of
SERVQUAl model’s dimensions, the researcher has presented the findings and results.
The main objective of this research is to enhance the service quality of the institution,
identifying both the limitation and strength aspects, which ultimately increase students’
satisfaction and achieve organizational goal. The researcher has focused to obtain the
feedback from students on overall facilities of KMC. The reliability and assurance of
KMC is moderate whereas empathy, responsiveness and tangible seem high. The basic
facilities, physical facilities and cleanliness in the campus are moderate. The classroom
facility in the campus seems student-friendly with good atmosphere. The overall result
in the information technology enabled services in the campus is not satisfactory and
need to enhance modern technologies for student security and quality service. However,
the use of teaching aids and CCTV in the campus is moderate. The overall result of
logistic, medical and library facility in the campus is satisfactory. However, the street
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 85
lights facility of the campus need to be improved. The sports, extracurricular and other
students ’related facility in the campus is medium in overall but the data present no
experience in the facility of remedial coaching classes and facility of co-curricular
activities. The overall result of learning friendly environment and administrative
behavior in the campus seems good.
Conclusion
Service quality plays a vital role in student satisfaction. By focusing on
dimensions such as adaptability, involvement, and consistency, the department can
create a positive and healthy learning environment that meets students' expectations.
The quality of curriculum and teaching, administrative support, and the provision of
facilities and resources all contribute to shaping the student experience. Moreover,
fostering positive student-faculty interactions, providing career support, and inspiring
feedback mechanisms contribute to a supportive and enriching educational journey. The
adaptability of the department to changing needs, offering research opportunities, and
creating an inclusive environment further enhance the overall educational experience.
Continuous improvement initiatives, effective communication channels, and students’
participation in decision-making processes are integral for maintaining transparency and
trust. Student satisfaction significantly impacts the success of educational institutions in
a competitive environment. Ignoring student perspectives leads to a partial
understanding of challenges like student retention and low intake.
In essence, a holistic approach that considers various dimensions of service
quality and student satisfaction is vital for the sustained success of the department. By
prioritizing these elements, educational institutions can create an environment that not
only imparts knowledge but also prepares students for successful and fulfilling careers
in the dynamic field of management. Overall, understanding and addressing student
perspectives are crucial for the success and improvement of educational institutions.
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88 I Kanakai Journal I Vol. 3 I No. 1 I 2023
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kf7\oqmddf ef}lts hutsf] k|ToIf cg'ej u/]/ ljBfyL{n] cfˆgf] 1fg lgdf{0f ug]{ vfnsf Jofks
ljifoj:t'x¿ ;dfj]z ul/g' kg]{df hf]8 lbOG5 . o;df afndgf]lj1fgdf cfwfl/t /xL afns]lGb|t
lzIf0f ljlwx¿ tyf ?lrk|]l/t z}lIfs ;fdu|Lx¿sf] k|efjsf/L k|of]u ul/G5 .
d'Vo zAbfjnL
M kf7\oqmd, l;sfO, ;+1fgjfb, Jojxf/jfb, k|efj, p2Lks, k|ltlqmof,
k|ToIfLs/0f, cGt/b[li6, lzIff dgf]lj1fg, ljifos]]lGb|t, afn÷l;sf?s]lGb|t
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 89
kl/ro
kf7\oqmd cf}krfl/s l;sfOsf] cfwf/ xf] eg] l;sfO l;4fGt kf7\oqmd of]hgf / ljsf;sf]
dfu{bz{g xf] . kf7\oqmd cyjf Curriculum zAb Nofl6g efiffsf] Currere zAbaf6 cfPsf] xf],
h;sf] cy{ To run or Race Course eGg] x'G5 . elgG5, kf7\oqmd Tof] af6f] xf] h;df bf}l8P/
ljBfyL{ cfˆgf] nIfdf k'Ug ;S5 -hj/f, @)&$, k[= @_ . kf7\oqmd lzIffsf] nIo k|flKtsf] k|lqmof;Fu
hf]l8Psf] x'Fbf lzIffsf] zAbsf]z cg';f/– ækf7\oqmd eGgfn] lzIffsf] p2]Zo, nIo, ljifoj:t', lzIf0f
k|lqmof, lzIf0f ;|f]t tyf d"NofËgsf ;fwgx¿sf] Joj:yf eGg] a'lemG5, h'g ljBfno leq / aflx/
lzIf0f tyf ;DalGwt sfo{qmdåf/f k"/f ug{ of]hgfsf] ¿kdf nfu' ul/Psf] x'G5 .Æ To;} u/L
lzIffzf:qL lxN8f 6fafsf cg';f/– æljBfnoleq / aflx/ ljBfyL{sf] P]lR5s pknlAwx¿ xfFl;n
u/fpg ul/g] ;Dk"0f{ l;sfOsf] of]hgfnfO{ kf7\oqmd elgG5Æ . Curriculum zAbsf] ;a}eGbf klxn]
cf}krfl/s ¿kdf k|of]u ug]{ JolQm k|m\ofª\slng ala6 x'g\ h;n] ;g\ !(!* df "Curriculum
Theory" gfds k':ts n]v]sf lyP -hj/f, @)&$, k[= @_ .
lu|;]nL bfz{lgs Kn]6f]af6 g} kf7\oqmdk|ltsf] wf/0ffsf] ;'?jft ePsf] xf] . k|frLg tyf
k/Dk/fut wf/0ff cg';f/ x]bf{ ljifoj:t'sf] ;"rL jf kf7\of+znfO{ g} kf7\oqmdsf ¿kdf lnOPsf]
b]lvG5 . o:tf kf7\oj:t' -kf7\oqmd_ n] dfgl;s Pj+ af}l4s k|lqmofdf hf]8 lbO{ l;sf?sf] vfnL
lbdfudf 1fgsf] e08f/0f ug{' kg]{ b[li6sf]0f /fv]sf] x'G5 . o:tf ljifoj:t' a9L 1fgfTds tyf
;}4flGts k|s[ltsf x'gfn] To;nfO{ ;ª\s'lrt cy{sf] kf7\oqmdsf ¿kdf x]l/g] ul/G5 . lzIffsf]
ljsf;;Fu} kf7\oqmd;DaGwL æs] l;Sg]Æ eGg] ;ª\s'lrt wf/0ffdf lj:tf/ x'Fb} ælsg / s;/L l;Sg]Æ
eGg] k|Zg cfTd;ft\ ubf{ kf7\oqmdsf] cfw'lgs cjwf/0ff ljsf; eof] . o; cjwf/0ffn] Jofjxfl/s
hLjg;Fu k"0f{ ¿kdf ;DaGw /fVg] ;Dk"0f{ lqmofsnfk -cg'ej_ x¿sf] ;+ul7t ¿k g} kf7\oqmd xf]
eGg] b[li6sf]0fnfO{ hf]8 lbof] . ctM cfw'lgs b[li6sf]0f jf Jofks cy{sf] cfwf/df x]bf{ kf7\oqmd
eg]sf] z}lIfs sfo{qmdsf] Ps a[xt\ of]hgf xf] h;df afnaflnsfx¿nfO{ plrt 1fg l;k / wf/0ff
k|bfg u/L pgLx¿sf] ;jf{ËL0f ljsf; u/fpg] nIf /fv]sf] x'G5 . To;}n] kf7\oqmdnfO{ z}lIfs
sfo{qmdsf] ;+ul7t / of]hgfa4 ¿k dflgG5 h;n] ;Dk"0f{ z}lIfs sfo{qmdnfO{ g} lglZrt dfu{bz{g
/ lbzfaf]w ub{5 .
kf7\oqmdsf] ljsf; tyf sfof{Gjog k|lqmofnfO{ l;sf?sf] dgf]lj1fg;Fu hf]8]/ lzIff k|bfg
ug]{ k4lt lzIff dgf]lj1fg xf] . lzIff dgf]lj1fgsf] dxÎjk"0f{ c+z l;sfO l;4fGt xf] . o;n]
afnssf] ljsf;fTds cj:yfcg';f/ slt;Dd / s;/L l;S5g\ eGg] s'/fdf JolQm / l;sfOlardf
;DaGw :yflkt ub{5 . l;sfO l;4fGtn] dfgj / p;sf] l;sfO Jojxf/ cyjf l;sf?sf] :jefj,
ljsf; k|lqmof, l;sfO k|lqmof tyf :j¿ksf] af/]df 1fg lbG5 . d'Vo l;sfO l;4fGtn] l;sfO s]
xf] < of] s;/L ;Dej 5 < o;nfO{ k|efj kfg{] tŒjx¿ s] s] x'g\ < l;sfOnfO{ dfgl;s jf
jftfj/0fLo s'g k|lqmofsf ¿kdf lng] < h:tf dxTjk"0f{ kIfx¿df :ki6 ¿kdf JofVof u/]sf 5g\ .
ctM l;sfO k|lqmofsf ;DaGwdf k|of]u l;4 ePsf tYox¿ g} l;sfO l;4fGt x'g\ .
90 I Kanakai Journal I Vol. 3 I No. 1 I 2023
dfgj ;Eotfsf] ljsf;qmd ;Fu;Fu} s'g} g s'g} ¿kdf l;Sg] / l;sfpg] sfo{sf] yfngL
ePsf] kfOG5 . o;} qmddf lzIff lng] / lbg] k|lqmofsf] kl/jt{g :j¿k cf}krfl/s lzIffsf]
;'?jft;Fu} lzIff dgf]lj1fg jf l;sfO l;4fGtsf] cjwf/0ff cufl8 cfof] h'g dflg; / p;sf]
Jojxf/sf] wf/0ffdf cfwfl/t 5g\ . dflg; jf l;sf?sf] k|s[ltnfO{ s:tf] ¿kdf x]g]{ eGg] cfwf/df
l;sfOsf l;4fGt ljsf; ePsf] kfOG5 . cfh;Dd l;sfO k|lqmofsf ;DaGwdf hlt klg l;4fGtx¿
ljsf; ePsf 5g\ ltgLx¿nfO{ s]nfpFbf dfgj l;sfO Jojxf/k|lt x]g]{ b'O{ j6f dxTjk"0f{ b[li6sf]0fx¿
b]lvG5g\ h;df klxnf] b[li6sf]0f xf]– dg÷dl:tis;Fu ;DalGwt l;sfO l;4fGt h;nfO{
;+1fgjfbaf6 lrGg ;lsG5 / bf];|f] xf]– zlQm k|0ffnL;Fu ;DalGwt l;sfO l;4fGt h;nfO{
Jojxf/jfbaf6 lrGg ;lsG5 -e§/fO{, @)&$, k[= @@_ .
;+1fgjfb cg';f/ afnaflnsfx¿sf dl:tis ;'¿df vfnL geO{ Ps lsl;dsf] 9fFrf jf
LAD (Language Aquisition Device) n] el/Psf] x'G5 -Noamchomsky, d08n, @)&$, k[= #)
af6 pb\w[t\_ . o; l;4fGtn] dfgl;s lbdfunfO{ ljleGg Ifdtfx¿sf] e08f/ dfGb} l;sfOsf nflu
dfgj dl:tisdf ;Demg] sNkgf ug]{, lrGtg ug]{, :d/0f ug]{, ts{ ug]{ h:tf Ifdtfx¿ x'G5g\
h;nfO{ dfgl;s cEof;åf/f ljsf; / k|:km'6g ug{ ;lsG5 . o;nfO{ lbdfuL l;4fGt klg elgG5 .
o; cg';f/ b]vfk/]sf l;sfO l;4fGtnfO{ dfgl;s ljwfsf] l;4fGt jf ljefuLo dgf]lj1fg elgG5 .
o; b[li6sf]0f cGtu{t k|ltkflbt l;4fGtx¿ ¥of:glnHd\, h]g/l6Hd\ / d]6flnHd\ x'g\ . logLx¿n]
ljifoj:t'sf] tfls{s qmdnfO{ a9L hf]8 lbg] xF'bf ul0ft, efiff h:tf ljifonfO{ dfgl;s k|lzIf0fsf
nflu a9L dxTj lbOPsf] 5 . l;sfO l;4fGtsf] If]qdf k|ltkflbt of] k'/fgf] l;4fGt xf] . Kn]6f],
Pl/:6f]6n, PSjLg;, hf]g ns, k]:tfnf]hL, cflbsf] of] l;4fGtsf] ljsf;df of]ubfg 5 -e§/fO{,
@)&$, k[= @@_ .
Jojxf/jfb cg';f/ dflg; Ps pmhf{ k4lt xf] . of] ultzLn zlQmx¿sf] k|0ffnL xf] . o;
k|0ffnLdf 1fg]G›Lodfkm{t cGt/lqmof x'g] cGo pmhf{ k4ltsf] k|lqmof;Fu ;Gt'ngsf] k|of; ul/G5 .
o; cg';f/ Jofjxfl/s l;k / of]Uotf k|flKt l;sfOsf nflu z/L/sf :gfo', df+;k]zL / ljleGg
c+ux¿lar ;dGjo / ;Gt'ng sfod x'gsf ;fy} af/Daf/tf -ult_, ;fdYo{ -zlQm_ / ;dofjlwsf]
vfFrf] kb{5 . o; b[li6sf]0fn] zf/Ll/s / lqmofTds l;knfO{ d'Vo ljifoj:t' dfg]sf] 5 . o; cGtu{t
k|ltkflbt ePsf cg'ejjfbL cyf{t\ k|of]ujfbL l;4fGt kb{5g\ ->]i7, @)&$, k[= #!_ . o; b[li6sf]0fn]
tflnd / Jojxf/ lgdf{0fdf hf]8 lbg] x'gfn] l;sfO eg]sf] Jojxf/x¿sf] k|sfzg xf] eGg] dfG5g\ .
o; b[li6sf]0fn] ljz]if u/L l;sfO k|lqmofnfO{ cjnf]sgof]Uo Jojxf/ lgdf{0fdf hf]8 lbg] x'gfn]
o;nfO{ Jojxf/jfbL l;sfO l;4fGt jf Jojxf/jfb eGg] ul/G5 . o; l;4fGtn] p2Lks -l:6d'n;_ /
k|ltlqmof -/]:kf]G;_ sf] ;+of]hgnfO{ l;sfOsf] cfwf/ dfGb5 .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 91
k[i7e"ld
dfgj pTklQsf] r/0faf6} lzIffsf] pTklQ / ljsf; ePsf] xf] / of] ;Fu} kf7\oqmdsf]] klg .
kf7\oqmdsf] ljsf;qmdaf6 g} l;sfOsf] k|s[lt / l;sfOsf] l;4fGtsf] ;'?jft ePsf] dfGg' kb{5 .
k|frLg o'ub]lv g} la:tf/}–la:tf/} 3/kl/jf/ ;dfhn] cfˆg} lsl;daf6 lzIffsf] ljsf; ub}{ nu] .
klxnf] lu|s bfz{lgs 8]df]lqm6;n] 3/fo;L jftfj/0fn] aRrfsf] JolQmTjdf k|ToIf k|efj kfb{5 eg] .
Kn]6f] / Pl/:6f]6nn] O{;fk"j{ rf}yf] ztfAbLdf æl;:6d ckm Ph's];gÆ sf] ljsf; u/L lzIffsf y'k|}–y'k|}
kIfx¿sf] lgdf{0f u/L lzIff dgf]lj1fg / lzIffsf l;4fGtx¿sf] ljsf; u/] . bfz{lgs Pl/:6f]6nn]
dgf]j}1flgs wf/0ffnfO{ lbdfusf] ljefuLo l;4fGtsf] ¿kdf ljsf; u/L o;nfO{ qmda4 / lj:t[t
¿kdf k|:t't u/] -zdf{ tyf zdf{, k[= !#^_ .
l;sfOsf] l;4fGtsf] ljsf; / l;sfOsf] k|s[ltsf] lgwf{/0f ug{df hd{g k|fWofks xa{6{ /
k|mf]a]nn] lzIff dgf]lj1fgsf] ljsf;df dxTjk"0f{ of]ubfg u/] pgLx¿n] ljefuLo l;4fGtsf] ljkl/t
dgf]lj1fgsf l;4fGtx¿sf] cfwf/df z}lIfs ;'emfjx¿ k|:t't u/] . pgLx¿n] dfgjLo ljefu
JolQmut 9fFrfsf] x'G5 / JolQmut ljleGgtf cg';f/ ultzLn 5 egL JofVof u/] . bfz{lgs k|mf]j]nn]
lzIf0f ljlwsf] ljsf; u/L lsG8/uf6]{g k4ltsf] ;'?jft u/] . o;n] lzIffsf] l;4fGtnfO{ dfgjLo
Jojxf/sf] cWoogsf] kIfdf lgs} cl3 a9fof] . o; lsl;dsf l;4fGtn] afns]lGb|t kf7\qmdsf]
ljsf;df ;xof]u k'¥ofP -k"j{jt\, k[= !#^_ .
l;sfOsf l;4fGtx¿sf] j}1flgstf jf cfw'lgstf jf:tjdf c7f/f}F ztfAbLsf] kl5Nnf]
bzsaf6 dfq ;'? eof] . o;df ljåfg\x¿ ufN6g, :6]Gn] xn / Plaª\u;sf] dxŒjk"0f{ / k|yd of]ubfg
b]lvG5 . pgLx¿n] dfgj Jojxf/sf ljljw kIfx¿sf] JofVof u/L l;sfOsf] l;4fGtsf] ;d]t JofVof
u/] . ;g\ !*() df ljlnPd h]D;\n] ædgf]lj1fgsf l;4fGtx¿Æ n]vL sfo{ut ;'emfj k|:t't u/] .
Sof6nn] JolQmut leGgtf / dl:tis k/LIf0fsf af/]df of]ubfg u/] . cNk|m]8 lag]n] dfgjsf]]
æJolQmut af}l4s dfkÆ lgdf{0f u/] . An'dn] l;sfO p2]Zox¿sf] juL{s/0f -6\ofS;f]gf]dL ckm
cAh]lS6E;\_ k|:t't u/] . o; k|sf/ l;sfO l;4fGtx¿sf] If]qdf y'k|}–y'k}| l;4fGtx¿ k|ltkfbg eO{
of]ubfg u/]sf] kfOG5 . o:tf of]ubfgx¿n] ljZjel/ ljleGg b]zdf rln/x]sf kf7\oqmdx¿nfO{
l;4fGt cg'¿k ldnfg ub}{ cl3 a9fP . o;af6 s] k|dfl0ft x'G5 eg] kf7\oqmd ljsf;sf] ;Gbe{df
l;sfOsf l;4fGt / l;sfOsf] k|s[ltnfO{ cfwf/sf ¿kdf dfGg} kb{5 -Krathwol and Bloom, zdf{,
@)&*, k[= !#^ af6 pb\w[t_ .
lzIf0f l;sfOnfO{ k|efjsf/L agfpg l;sfOsf l;4fGtnfO{ j}1flgs ¿kaf6 ljsl;t u/L
Jofjxfl/s k|of]udf ;kmn agfpg cfh klg y'k|}–y'k|} sfdx¿ eO/x]sf 5g\ . dgf]j}1flgsx¿n]
ljleGg k|f0fLx¿sf] dl:tis tyf Jojxf/sf] cWoog u/L l;sfOsf l;4fGtx¿sf] lgdf{0f tyf la:tf/
u/] . oL l;4fGtx¿ cfh klg plQs} k|efjsf/L 9ª\uaf6 nfu' eO/x]sf 5g\ . l;sfOsf l;4fGtsf
¿kdf ljsl;t l;4fGtdf pQ]hgf / k|ltlqmofsf] l;4fGtx¿ kb{5g\ . To;df klg l;sfOnfO{ l;Sg
92 I Kanakai Journal I Vol. 3 I No. 1 I 2023
lqmofzLn agfpg] tTj k'ga{n ;lxt / k'ga{nlagf u/L b'O{ lsl;dn] pQ]hgf / k|ltlqmofsf
l;4fGtx¿ ljsl;t ul/Psf 5g\ . k'ga{nlagfsf] pQ]hgf k|ltlqmof l;4fGt cGtu{t KofAnjsf]
zf:qLo ;DaGwg l;sfO l;4fGt, jf6\;gsf] l;sfO l;4fGt / u'ly|sf] l;sfO l;4fGt /x]sf 5g\ eg]
k'ga{n ;lxtsf pQ]hgf k|ltlqmof l;4fGt cGtu{t l:sg/sf] sfo{k/s ;DaGw k|Tofjt{g l;sfO
l;4fGt, O=Pn= yg{8fOssf] k|oTg / e'n l;sfO l;4fGt, x8\;gsf] l;sfO l;4fGt /x]sf 5g\ .
sIffdf ljBfyL{ ;fd' pkl:yt x'g] p2Lks;Fu pgLx¿sf plrt k|ltlqmofsf lardf ;DaGw ufF;]/
vf; Jojxf/ l;sfpg d2t k'¥ofpg' o;sf] kf7\oqmdLo pkof]u xf] . To;} u/L k'ga{n ;lxtsf
pQ]hgfdf k|ltlqmof l;4fGtdf k|ltlqmofnfO{ k'ga{nåf/f cEo:t agfpb} nlu Jojxf/ lgdf{0f u/fpg'
l;sfO xf] . l;sf?åf/f k|bQ ;xL k|ltlqmofnfO{ k'ga{n lbg] p2Lks;Fu ;DalGwt u/fP/, l;sfpg]
l;sfOnfO{ o;n] hf]8 lbG5 . o;af6 Jojxf/ kl/jt{gsf lglDt kf7\oqmdsf lzIf0f gd'gfx¿ ljsf;
ug{ ;lsG5 . o;} u/L 1fgfTds l;4fGtx¿sf ¿kdf h]:6fN6sf] l;sfO l;4fGt h;nfO{ cGtb{[li6
l;sfO l;4fGt eg]/ klg lrGg ;lsG5 . To:t} n]lj;sf] If]q l;4fGt / 6f]Nd]gsf] l;sfOsf]
;fª\s]lts l;4fGt h:tf k|d'v /x]sf 5g\ . oL ;+1fgjfbL l;4fGtn] l;sf?n] s'g} klg Jojxf/x¿
ug'{ eGbf klxn] dl:tisdf k}bf ePsf] ljrf/nfO{ pkof]u ul/G5 / dfq Jojxf/ pTkGg x'G5 . o;n]
;lqmo dfgl;s l;sfOnfO{ dxŒj k|bfg ub{5 .
o; k|sf/ l;sfOsf l;4fGtx¿nfO{ Jofks b[li6sf]0faf6 x]bf{ pQ]hgf k|ltlqmof l;4fGt
/ ;+1fgfTds l;sfO l;4fGt u/L b'O{ efudf ljefhg ug{ ;lsG5 . log} l;sfOsf l;4fGtsf b'O{
b[li6sf]0fx¿nfO{ cfwf/ dfg]/ cGo ;+/rgfjfbL l;4fGtx¿ klg k|sfz / Jojxf/df cfPsf
kfOG5g\ . l;sfOsf o:tf l;4fGtx¿n] kf7\oqmd s:tf] x'g'k5{ egL dfu{lgb]{zg u/]sf 5g\ .
l;sfOsf If]qdf tf]lsPsf ljifox¿df klg s;}n] dfgl;s ljsf;df hf]8 lbg], s;}n] lqmofTds
kIfdf hf]8 lbg], s;}n] ;fdflhs k|lqmofdf t s;}n] tfls{s Ifdtfdf hf]8 lbg] x'G5g\ . To;}n]
kf7\oqmd lgdf{tfn] s'g ljifosf] s'g kf7 s'g l;sfO l;4fGtsf cfwf/df lgdf{0f ul/Psf] xf] .
o;n] ljBfyL{nfO{ s'g txsf] 1fg, l;k k|bfg ug]{ p2]Zo /fv]sf] 5, To; l;sfOdf s] s:tf
kf7\oj:t'x¿sf]] 5gf]6 / ;+u7g ug]{ / To;nfO{ sfof{Gjog ug{ s'g s'g ljlw jf
lqmofsnfkx¿sf] 5gf]6 / ;+u7g tyf k|of]u ul/G5 eGgsf nflu klg ;Dk"0f{ l;4fGtx¿sf]
ljZn]if0f ug'{kb{5 .
cWoogsf] p2]Zo
o; cWoogsf] d'Vo p2]Zo kf7\oqmd ljsf;df l;sfO l;4fGtsf] k|efjsf] cjwf/0ffTds
ljZn]if0f ug{' /x]sf] 5 .
cWoog ljlw
of] cWoog u'0ffTds cg';Gwfg 9fFrfdf cfwfl/t eP/ ul/Psf] 5 . k':tsfnoLo cWoogsf
cfwf/df ;"rgfsf ;xfos ;|f]tx¿nfO{ k|of]u ul/Psf] 5 . o; qmddf ljåfg\x¿sf k':tsx¿, n]v–
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 93
/rgfx¿, hg{nx¿, b:tfj]hx¿, k|sflzt÷ck|sflzt ;flxTox¿ / ;Gbe{ u|Gyx¿nfO{ ;"rgf
k|flKtsf] dxTjk"0f{ ;|f]tsf ¿kdf lnOPsf] 5 .
glthfsf] ljZn]if0f / JofVof cGtu{t l;sfOsf ;+1fgfTds l;4fGt jf ;+1fgjfb /
l;sfOsf Jojxf/jfbL l;åfGt jf Jojxf/jfbsf] kl/ro / kf7\oqmdsf] d'''Vo 9fFrfx¿df tL l;4fGtsf]
k|efj;DaGwL kIfx¿nfO{ ;d]l6Psf] 5 .
cWoogsf] cf}lrTo
kf7\oqmd lgdf{0f tyf ljsf;sf qmddf lzIff If]qdf k|ltkflbt ;a} l;4fGtx¿sf] ljZn]if0f
ug{' cfjZos dflgG5 lsgls l;sfOsf l;4fGtx¿n] lgb]{lzt ul/Psf lqmofsnfkx¿nfO{ cfwf/
dfg]/ kf7\oqmdsf] lgdf{0f tyf ljsf; ul/of] eg] l;sf?n] JolQmut / ;fdflhs tyf Jofjxfl/s
;d:of ;dfwfg ug{ ;Sg] u/L /fli6«o tyf cGt/fli6«o hgzlQm lgdf{0f ug{ ;lsG5 . o;sf nflu
kf7\oqmd lgdf{tf / k|of]ustf{ b'j} kIf To:tf l;4fGtx¿sf af/]df lj1 x'g cfjZos 5 .
1fgsf] k|s[lt cfˆg} lsl;dsf] x'G5 / ltgLx¿nfO{ l;sfOsf l;4fGtx¿n] lgb]{lzt
ub}{÷u/fpFb} n}hfG5g\ -zdf{, @)&$, k[= !#%_ . Psflt/ kf7\oqmd ljsf; tyf lzIf0f l;sfO
k|lqmofdf ljBfyL{nfO{ ljifout ¿kdf ;txL 1fg lbg] k|j[lQ a9b} uO{ of]Uotfsf] k|df0fkq lng] sfd
dfq ePsf] b]lvG5 . pgLx¿df lrGtg, ts{, ljwfut cg';Gwfg dfkm{t cfˆgf] cGt/lglxt 1fglar
gofF ;DaGwsf] :yfkgf u/L dfgl;s ;+u7g jf 1fgsf] ljsf; ug{ sdhf]/ /xFb} uPsf] cj:yfn] ubf{
ulx/f] / tfls{s ¿kdf 1fgnfO{ ;ª\ul7t u/]/ df}lns tyf ;}4flGts ¿kdf k|:t'tLs/0f ug{
g;Sg'af6 k|:6 x'G5 . cs]f{lt/ ljBfyL{sf] dgf]lj1fgsf cfwf/df Jofks ljifoj:t' tyf l;sfO
pQ]hgfsf jftfj/0fnfO{ ;d]6L To;;Fu ;d'lrt x'g] u/Lsf k|ltlqmof jf ljlwx¿lar ;DaGw sfod
u/L k|ToIf cg'ejåf/f gofF cjnf]sgof]Uo Jojxf/sf] ljsf; ug{ g;s]sf] cj:yfn] ubf{ pgLx¿n]
cfˆgf JolQmut tyf ;fdflhs hLjgsf Jofjxfl/s ;d:ofx¿ ;dfwfg ug{ g;Sg'sf s}of}+
pbfx/0fx¿nfO{ lng ;lsG5 . To;} u/L sIffsf]7fdf lzIf0f l;sfOsf l;4fGtx¿nfO{ z}lIfs d'2fsf]
¿kdf hf]8 lbb} cfPsf] kfOG5 . o;/L kf7\oqmdsf] lgdf{0f / To;sf] k|of]usf] ;Gbe{df b]lvPsf]
pko'{St sdhf]/L jf ;d:ofnfO{ xn ub}{ hfgsf nflu k|fl1s tyf hLjgf]kof]uL kf7\oqmdsf] lgdf{0f
tyf ljsf; ug{sf nflu l;sfO l;4fGtx¿sf] ljZn]if0f u/L tfbfTDo ldnfpg ;xof]u k'¥ofpg of]
cf}lrTok"0f{ x'g hfG5 .
;}4flGts cfwf/
cd]l/sf / hd{gLdf k/Dk/fjfbL / Jojxf/jfbL dgf]j}1flgsx¿sf] ljrf/sf] lj?4df
k|ltkflbt ljrf/sf] Ps ;d"x jf ljBfno h]:6fN6 dgf]lj1fg xf] . h]:6fN6sf] zflAbs cy{ ;du|tfdf
k|ToIfLs/0f jf k"0f{ ;+ul7t eGg] x'G5 . o;}sf] pkhsf] ¿kdf ;+1fgfTds l;sfO l;4fGt nfO{
lnOG5 . To;}n] o; l;4fGtnfO{ h]:6n l;4fGt klg elgG5 . o; l;4fGtn] l;sfOnfO{ k"0f{
94 I Kanakai Journal I Vol. 3 I No. 1 I 2023
k|ToIfLs/0fsf] k|lqmofsf ¿kdf k|:t't ub{5 . h]:6fN6jfbL Wertheimer eG5g\ æThe whole is not
more than the collection of partsÆ -ha/f, @)&$, k[= #( df pb\w[t\_ . o; l;4fGtn] JolQm -
k|f0fL_ sf] ;f]rfO, Ifdtf, 1fg / ;"Id b[li6sf]0fdf l;sfO lge{/ ePsf] dfG5 . k|ToIfLs/0fnfO{
l;sfOsf] k|d'v dfWod dflgPsf] 5 . h]:6fN6jfbL eG5g\– hj xfd|f] cufl8 s'g} ;d:of cfpF5, xfdL
;d:ofsf] ;du|tfnfO{ cy{k"0f{ ¿kn] k|ToIfLs/0f ub{5f}+, ;d:ofsf] pkfo PSsfl; xfd|f] cufl8 cfpF5
. o;/L xfd|f] k|ToIfLs/0fdf cfPsf] tLj| kl/jt{gnfO{ cGt/b[li6 elgG5 . oxL cGt/b[li6af6 l;sfO
x'G5 -zdf{ tyf zdf{, @)&$, k[= &#_ . To;}n] o;nfO{ pNkmUofª sf]n/n] cGt/b[li6sf] l;4fGtsf]
gfd lbPsf 5g\ . cGt/b[li6 eg]sf] dgdf cfPsf] ljleGg s'/fx¿ jf lbdfudf v]n]sf ljleGg
ljrf/x¿ jf 1fgsf] cfwf/df b]lvg] ljleGg ts{x¿ x'g\ . o:tf s'/fx¿ ;d:ofsf] :j¿k / To;
:j¿ksf] k|ToIfLs/0fsf cfwf/df x'g] ub{5g\ eGg] o; l;4fGtsf] d'Vo cfzo xf] -k"j{jt\, k[= &#_ .
cGt/b[li6 l;sfOn] d'Vo u/L ts{sf] dfWodaf6 lgisif{ lgsfNg], lg0f{o ug]{ sfo{ dfkm{t ;d:ofsf]
;dfwfg ub{5 . o;jf6 ;du| ;d:ofsf] ljljw kIfsf] a'emfOsf] ;DaGw dfkm{t l;sf?n] cfsl:ds
¿kaf6 ;d:ofsf] ;dfwfg ub{5 . o;af6 l;sf?x¿sf]] cfˆg} df}lns 9ª\uaf6 l;sfO xfl;n x'g]
ub{5 . o:tf] l;sfO afXo ¿kaf6 geO{ cfGtl/s ¿kaf6 k|fKt x'G5 . o; l;sfO l;4fGtnfO{
æXjfO6 aS; l;4fGtÆ klg elgG5 .
sf]n/sf] ljrf/df JolQm jf l;sf?nfO{ dfgl;s ¿kdf ;lqmo gu/fP;Dd l;sfO ;Dej
x'Fb}g . l;sfO pRr dfgl;s k|lqmof ePsf]n] l;sf?df ;du| j:t'l:yltsf af/]df a'em\g], lrGtg ug]{,
cjnf]sg ug]{ / k|ToIfLs/0fsf dfWodaf6 dfq} ;Dej 5 . ljsl;t pRrtxsf] l;sfO xfl;n ug{
of] pkof]uL 5 .
h]:6fN6jfbLsf cg';f/ l;sf?n] s'g} klg ;d:ofsf] ;dfwfg ubf{ cfˆgf] cg'ej, 1fg, a'l4
tyf Ifdtfsf cfwf/df ;d:ofsf] klxrfg, ljZn]if0f / lg0f{odf k'Ug' g} k|ToIfLs/0f xf] .
k|ToIfLs/0fsf] dfWodaf6 dfq l;s]sf] l;sfO k"0f{ / :yfoL x'G5 . JolQmn] ;d:ofsf] k|ToIfLs/0f ug{
;s]g eg] l;sfO xF'b}g .
glthfsf] ljZn]if0f
l;sfOsf b'O{ k|d'v l;4fGtx¿ ;+1fgjfb / Jojxf/jfbsf] cWoogaf6 k|fKt tYout
glthfx¿n] qmdzM kf7\oqmdsf] ljifos]lGb|t / l;sf?s]lGb|t 9fFrfx¿sf] kf7\oqmd ljsf;df s]
s:tf] k|efj kf5{ egL oxfF cjwf/0ffTds ¿kdf ljZn]if0f ul/Psf] 5 .
;+1fgfTds l;sfO l;4fGt -;+1fgjfb_
l;sfOsf] of] ;+1fgfTds l;4fGt jf b[li6sf]0f Jojxf/jfbsf lj?4df b]lvPsf] 1fgk|ltsf]
;}4flGts jf ljifout b[li6sf]0f xf] h;df dfgj dl:tisdf sNkgf ug]{, ;Demg], lrGtg ug{], :d/0f
ug]{, ts{ ug{] / ;d:of ;dfwfgsf] k|lqmofdf ;+nUg x'g] ub{5 . ;+1fgjfb dfgl;s ;+/rgf;Fu
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 95
hf]l8P/ ;"rgf k|zf]wg k|lqmof;Fu ;DalGwt x'G5 . dfgl;s ;+/rgfsf] d'2f ;}4flGts xf] . o;
;+1fgfTds l;4fGt cg';f/ af]w tyf k|ToIfLs/0f dfkm{t k"j{1fgx¿lar gofF ;DaGwsf] vf]hL u/]/
l;sfO xfl;n x'G5 eGg] s'/fdf ljZjf; ul/G5 . l;sfO dflg;sf] cGt/lglxt tyf k|fs[lts Jojxf/
larsf] ;DaGwåf/f gofF 1fgsf] l;sfO k|lqmof xf] h'g lrGtg ts{åf/f ljsf; ePsf] x'G5 -hj/f,
@)&$, k[= #*_ . t;y{ o;n] l;sfOnfO{ dfgl;s ;+/rgfsf] k'gM ;+u7g tyf kl/jt{g k|flKtsf
¿kdf x]5{ h;åf/f JolQmn] 1fg]G›Lox¿dfkm{t k|fKt ;"rgfsf] k|zf]wLs/0f / ;~ro ug]{ sfo{ ub{5 .
ctM l;sfO JolQmsf] dfgl;s ;+/rgf / k"j{ k|ToIfLs/0fsf] ;+u7gdf x'g] kl/jt{g xf] .
o; l;4fGt cg';f/ lrGtg k|lqmof, af}l4s of]Uotf / l;ksf] ljsf; ug{ dfgl;s÷af}l4s
lqmofsnfksf] cEof;åf/f ljleGg tYo, 36gf / j:t'sf af/]df hfgsf/L lbg] If]q;Fu ;DalGwt /xG5
. dfgl;s lrGtg / ts{, 1fgsf] klxrfg / k|TofXjfg, 1fg jf af]w;Fu ;DalGwt kIfnfO{ hf]8
lbOG5 -e§/fO{, @)&$, k[= $$_ . ;+1fgfTds l;sfOn] l;4fGtjfbL l;sfOnfO{ 1fgfTds k|lqmof
dfGb5 . o; l;4fGtn] ;lqmo dfgl;s l;sfOnfO{ dxTj k|bfg ub{5 . kl/l:ylt;Fu dfgl;s ;DaGw
:yfkgf x'g ;s]df dfq l;sfO x'G5 t;y{ l;sfO pRr:t/Lo dfgl;s k|lqmof xf] . dflg;df ePsf]
;+1fgfTds of]Uotf cg';f/ af}l4stf k|bz{g x'G5 . ;+1fgjfbL l;sfO l;4fGtx¿n] ;+1fgfTds
ljsf;df hf]8 lbG5g\ . ;+1fgn] 1fg af]w, To;sf] k|of]u, ljZn]if0f, ;+Zn]if0f / d"NofÍg h:tf ;a}
vfn] af}l4s l;k / of]Uotf a'emfpF5 . log} of]Uotfx¿sf] pkof]u u/]/ l;sfO jftfj/0fsf] k'/}
cjnf]sg Pjd\ k|ToIfLs/0f -cg'ej_ u/]/ cfˆgf] dfgl;s lqmofx¿sf] u7g / k'gM ;+u7gåf/f l;sfO
sfo{ x'G5 . To; sf/0f l;sfO 1fgfTds Ifdtfdf e/ k5{ / a'emfO zlQm lagf a'emfO sfo{ x'Fb}g -
lh=;L=, @)&*, k[= !$^_ .
o; l;4fGtn] lrGtg k|lqmofsf] ljsf;, wf/0ffsf] ljsf;, afXo ljZjnfO{ x]g]{ Ifdtfsf]
ljsf; h:tf ax'p2]ZonfO{ ;d]6\5 . lzIf0fsf] p2]Zo hlxn] klg ljBfyL{nfO{ :jtGq / cfkm}F
dfgl;s k|lqmofaf6 l;Sg] s'/fdf s]lGb|t x'g'k5{ . lzIfss]lG›t lzIf0f ljlwx¿, cf}krfl/s
ljlwx¿sf] dfWodaf6 lzIf0f ul/g' kg]{ s'/fdf hf]8 lbOG5 . l;sfOnfO{ hlxn] klg ;d:of
;dfwfgsf] dfgl;s lqmofsnfk dfkm{t kl/of]hgf sfo{, vf]h sfo{, cGj]if0ffTds sfo{ OToflbdf
;+nUg u/fpg' kg]{df hf]8 lbOG5 . o;n] lzIf0f l;sfOdf cGt/ k|If]k0f ljlwnfO{ k|of]u ul/g'kg]{
dfGotf /fVb5 . lzIf0f l;sfOnfO{ k|efj kfg]{ /0fgLltx¿df :d/0f ug]{, 3f]Sg], cEof; tyf k'gM
cEof; cflb kb{5 . ctM ;+1fgjfb cg';f/ lzIf0f l;sfO JolQmsf] h}ljs Ifdtf / ef}lts
jftfj/0f lar x'g] cGt/lqmofsf] glthf xf] h;df k|ToIfLs/0f cGt/b[li6 a'emfO cflb h:tf
kIfsf] dxTjk"0f{ e"ldsf /xG5 .
;+1fgfTds l;sfO l;4fGtsf] kf7\oqmddf k|efj
kf7\oqmdnfO{ ;+1fgfTds k|lqmofsf ¿kdf klg cYof{pg ;lsG5 . kf7\oqmdsf] o;
cjwf/0ffn] JolQmnfO{ p;sf] ;+1fgfTds ljsf;sf] cj:yf klxrfg u/]/ l;sfpg' k5{ eGg]
96 I Kanakai Journal I Vol. 3 I No. 1 I 2023
s'/fdf hf]8 lbG5 . To;df klg ljifos]lG›t 9fFrfsf] kf7\oqmdnfO{ ;+1fgfTds l;sfO l;4fGtsf
cfwf/df lgdf{0f tyf ljsf; ul/Psf] kfOG5 . o; 9fFrfn] l;sf?sf] ljifout 1fgfTds
lgk'0ftfdf hf]8 lbO{ dfgl;s Ifdtf alnof] agfpg] / lj:t[t 1fgsf] Ifdtf ljsl;t ug]{ nIf
/fv]sf]] x'G5 . ljifos]lG›t kf7\oqmdsf] 9fFrfn] 1fgsf] Jojxfl/s kIfsf] ;6\6f ;}4flGts kIfdf
hf]8 lbPsf] kfOG5 lsgls of] lg/ª\s'z k|s[ltsf] eO{ lzIfss]lG›t eP/ o;sf] k|of]u ul/G5 .
o:tf] kf7\oqmdnfO{ sIffsf]7fleq ljleGg ljifox¿df 1fg k|bfg ug]{ ;fwgsf ¿kdf dfq
lnOPsf] kfOG5 h'g k/Dk/fjfbL wf/0ff cg';f/ 5 . r]tgf sfo{af6 ljifout 1fgx¿ xfl;n
ul/G5 . of] kf7\oqmd k"0f{¿kdf ;+1fgfTds If]q;Fu ;DalGwt /x]sf] x'Fbf o;n] lzIf0f l;sfOsf
p2]Zox¿sf] lgwf{/0f ubf{ 1fg, af]w k|of]u, ljZn]if0f, ;+Zn]if0f, d"NofÍg h:tf af}l4s l;k /
of]Uotfsf r/0fx¿nfO{ cfkm}F dfgl;s Ifdtfsf] ljsf;df hf]8 lbPsf] x'G5 . o; kf7\oqmd 9fFrf
cGtu{t /x]sf ljleGg ljifo s]lG›t kf7\oqmdx¿ h:tf] ljifout, ljwfut Jofks If]q PsLs[t
ljifox¿ ;x;DaGwsf ljifox¿ cflbsf] klg k|fl1s ljsf;sf lglDt hf]l8Psf sdLsdhf]/Lx¿
x6fpb} 1fgsf] k|efj :j¿k Ps kl5 csf]{ kl/:s[t ¿kdf b]vf k/]sf ljifos]lGb|t kf7\oqmd
x'g\ -zdf{ tyf zdf{, @)&$, k[= %%_ . o; 9fFrfdf kf7\oqmd lgdf{0f tyf ljsf;sf] of]hgf
agfpFbf l;sf?sf] k|fs[lts ljsf;fTds r/0fx¿sf cfwf/df tfls{s qmd / If]q cg';f/ ;+ul7t
ul/Psf ljifoj:t'x¿;Fu cGt/lqmof u/fP/ l;sfO ug]{ s'/fdf Wofg lbg' ;+1fgfTds k|efj
dflgG5 . l;sfOg] s'/fnfO{ k"0f{tfsf] ¿kdf dfgL kf7\oj:t'nfO{ k"0f{af6 c+zsf] ¿kdf x]l/G5 .
l;sfO sfo{df kl/j]z / To;sf ljleGg kIfx¿ larsf] ;DaGwnfO{ k"0f{ ¿kdf a'em\g] k|lqmofnfO{
hf]8 lbg] ul/G5 . ljifoj:t'sf] ;DaGwdf lzIffljb\ a|'g/sf] egfO 5– æljifoj:t'sf] 9fFrf eg]sf]
l;4fGt xf], ljifo;"rLsf] ;+u7g xf], ljifoj:t' vf]h ljlwsf] cfwf/df lgwf{l/t ljBf xf]Æ
-hj/f, @)&$, k[= %^ df pb\w[t_ . o;/L ljifoj:t'nfO{ ljifout jf tfls{s ;+ul7t ;+/rgfsf]
¿kdf kl/eflift ul/Psf] kfOG5 . o; 9fFrfsf]] kf7\oqmddf To:tf l;sfOsf ;d:ofd"ns
kl/l:ylt jf ljifoj:t'nfO{ ;dfj]z ug{ hf]8 lbOG5 h;df ljBfyL{sf] pTk|]/0ffnfO{ k|f]T;flxt u/L
of]hgfa4 tj/df ts{ / lrGtgdfkm{t oL ;d:ofsf] ;dfwfg u/]/ 1fgsf] lgdf{0f tyf ljsf;
ug{ ;sf];\ . ljifout kf7\oqmdnfO{ k|frLg pbfx/0fsf ¿kdf Kn]6f]åf/f k|:tfljt 3R -Reading,
Writing and Arithmetic_ / o; afx]s dWoo'udf b]vf k/]sf] Seven Liberal Arts cGtu{t
Grammar, Logic, Rhetoric (Trivium), Arithmetic, Astronomy, Geometry,
Music/Harmonics (Quadrivium) h:tf ;}4flGts ¿kdf :jtGq ljifox¿nfO{ hf]8 lbPsf]
kfOG5 -hj/f, @)&$, k[= !)%_ .
;+1fgfTds l;sfO 9fFrfsf ljifox¿sf] lzIf0f ubf{ lzIfss]lGb|t lzIf0f ljlwdf cfwfl/t
cf}krfl/s ljlwsf] dfWodaf6 l;sfOg] s'/fdf hf]8 lbG5 . l;sfOnfO{ k|efjsf/L kfg{] lzIf0f
/0fgLltx¿df :d/0f ug]{, 3f]Sg], lrGtg ug]{, jfbljjfb, cEof; jf k'gM cEof; h:tf ljlwx¿sf]
k|of]udf hf]8 lbOG5 . ljifout 1fg jf l;sfOnfO{ dfgl;s k|lzIf0f tyf ;"rgf k|zf]wg k|lqmofåf/f
k|fKt ug{ ;lsG5 . o; 9fFrfsf] lzIf0f l;sfOdf kf7\oqmd kf7\ok':ts, lzIfs lgb]{lzsf tyf cGo
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 97
;xfos ;fdu|Lx¿sf]] k|of]u ul/G5 . o; 9fFrfsf] kf7\oqmddf lnlvt, df}lvs / lg0f{ofTds
d"NofÍgsf ;fwgx¿df hf]8 lbOPsf] x'G5 . ctM ljifos]lG›t kf7\oqmddf /x]sf] ljifoj:t', p2]Zo
tyf ljlwx¿df ljBfyL{x¿ lrGtg, ts{ / ;d:of ;dfwfgsf] k|lqmofdf ;+nUg x'G5g\ h;af6
pgLx¿sf] dfgl;s ;+u7g -1fg_ lgdf{0f jf dfgl;s ;+/rgfdf kl/jt{g x'Fb} hfG5 h'g s'/fdf
;+1fgfTds l;sfO l;4fGtsf] k|ToIf k|efj /xg] ub{5 .
Jojxf/jfbL l;sfO l;4fGt -Jojxf/jfb_
Jojxf/jfbL l;sfO l;4fGt dgf]lj1fgsf If]qdf ;j{k|yd cd]l/sL k|Voft dgf]j}1flgs hf]g
jf6\;gn] leq\ofPsf lyP . pgn] dfgj Jojxf/nfO{ oflGqs sfo{;Fu t'ngf u/]sf 5g\ . pgsf
cg';f/ dflg; h}ljs oGq xf] h;n] r]tgk"0f{ sfo{ ug'{sf] ;§f l;sfOsf] jftfj/0fLo j:t' -p2Lks_
sf nflu :jrflnt k|ltlqmof k|bz{g ub{5 t;y{ JolQm eGbf jftfj/0f p;sf] k|ltlqmof -l;sfO_ sf
nflu lhDd]jf/ x'G5 . Jojxf/jfbLx¿ p2Lks / k|ltlqmofsf] ;DaGw sfod eP/ x'g] l;sfOnfO{ hf]8
lbG5g\ To;}n] Jojxf/jfbnfO{ p2Lks–k|ltlqmof ;xrfo{ l;4fGt klg elgG5 . of] l;4fGt cg';f/
k|f0fLn] cfˆgf] jftfj/0fdf /x]sf p2Lks -pQ]hgf_ k|lt ljlzi6 k|ltlqmof k|bz{g u/]/ tyf oL
b'O{lar ;DaGw :yfkgf u/]/ l;Sb5 . Jojxf/jfbLx¿ l;sfOnfO{ afgL lgdf{0fsf ¿kdf lnG5g\ .
pgLx¿sf cg';f/ l;sfO j+zfg'ut sf/0faf6 geO{ jftfj/0fLo sf/0faf6 x'g] atfpF5g\ . o;
;Gbe{df hf]g jf6\;gn] eg]sf lyP– ædnfO{ Ps bh{g :j:y lzz'' b]pm, d ltgsf] j+zf0f'qmdnfO{
Wofg glbO{ ltgLx¿nfO{ Pp6f 8fS6/, jlsn, k|fljlws, rf]/, 8fFsf cflb agfpg ;S5' .Æ p2Lksk|lt
ha/h:tL k|ltlqmof u/]/ l;lsg] ;Lldt kIfdf l;sfOnfO{ lnOPsf] x'gfn] Jojxf/jfbL l;4fGtnfO{
æANofs aS; l;4fGtÆ eg]/ cfnf]rgf ul/Psf] 5 -lh=l;=, @)&*, k[= !##_ .
Jojxf/jfb cg'ejjfbL 1fgzf:qsf] k|of]u xf] . of] l;sfO k|lqmofk|ltsf] Ps k|fs[lts tyf
j:t'ut b[li6sf]0f xf] . Jojxf/jfbn] j:t' / hut\nfO{ ;To dfgL 1fg k|flKtsf] ;fwgsf] ¿kdf
1fg]lG›onfO{ dxTj lbG5 . o;n] l;sfOnfO{ ef}lts hut\sf] k|ToIf cg'ej dfly hf]8 lbg] ePsf]n]
o;sf] kf7\oqmd ef}lts hut\sf] cg'ej k|wfg x'G5g\ . o; l;4fGtsf] b[li6sf]0f cg';f/ l;sf? Ps
u|x0fstf{ ePsf]n] p;nfO{ kof{Kt ef}lts cg'ejx¿ k|bfg u/L p;sf] 1fgnfO{ ljsf; ug{ ;lsG5 -
ha/f, @)&$, k[= #*_ . t;y{ l;sfO p2Lks / k|ltlqmofsf lgs6tf / ;DaGwsf] cEof;sf] k|ltkmn
xf] . o; l;4fGtn] l;sfO k|lqmofnfO{ cjnf]sgof]Uo afXo Jojxf/sf] kl/jt{gsf] ¿kdf JofVof
ub{5 . o;n] l;sfOnfO{ dfgl;s k|lqmofsf] ;§f k'/fgf] Jojxf/sf] kl/dfh{g tyf gofF Jojxf/sf]
ljsf; k|lqmofsf ¿kdf x]b{5 .
o; l;4fGtn] l;sfOsf nflu z/L/sf c+u k|ToË, ljleGg k|0ffnLx¿ larsf] ;dGjo /
zlQm, ult / ;dofjlwsf] cfjZostf kb{5 eGg] s'/f l:jsf5{ . o; cg';f/ l;sfOnfO{ dfgl;s
tyf zf/Ll/s lqmofåf/f ljleGg lsl;dsf sfo{x¿ ug]{ Ifdtf jf l;ksf] j[l4 tyf ljsf;sf]
k|lqmofnfO{ hgfpF5 . o;df l;sfOsf] ;DaGw :gfo', xft, v'6\6f / lhp;Fu x'G5 . o;sf d'Vo
98 I Kanakai Journal I Vol. 3 I No. 1 I 2023
ljifoj:t'' zf/Ll/s / lqmofTds l;k g} x'g\ . o;n] 1fg]lG›odfkm{t cGt/lqmof x'g] cGo pmhf{
k|0ffnLsf] k|lqmof;Fu ;Gt'ngsf] k|of; ul/Psf] x'G5 . o;n] l;sfO k|lqmofnfO{ lqmofsnfkd'vL jf
cg'ejhGo ¿kdf hf]8 lbg] x'gfn] kf7\oqmdnfO{ cg'ejx¿sf] ;ª\ufnf] dfGb5 / To;df ljleGg
ljifoj:t'sf] 9sfOnfO{ a9L dxŒj lbOG5 . l;sfO pTk|]/0ff, ;DaGw k|Tofjt{g, k|oTg / e'naf6
x'G5 . o; ;Gbe{df Pu]g / sf}rs ;f]j]n -!((^ O{=_ sf] egfO pNn]vgLo x'g cfpF5– æl;sfOn]
cg'ejsf] kl/0ffd :j¿k b]Vg ;lsg] Jojxf/df lbuf] kl/jt{gnfO{ hgfpF5Æ ->]i7, @)&$, k[= #!_ .
Jojxf/jfbL l;sfO l;4fGtsf] kf7\oqmddf k|efj
Jojxf/jfbL l;sfO l;4fGt cg';f/ afns]lGb|t kf7\oqmd lgdf{0f u/]sf] kfpg ;lsG5 .
o:tf] kf7\oqmd cg'ej tyf lqmofsnfks]lGb|t x'G5 . ljBfyL{x¿nfO{ cfkmF} ef}lts / ;fdflhs
cfjZostf k"/f ug{ tyf ;d:ofx¿ ;dfwfg ug{ lqmofsnfkx¿df ;lqmo ;xeflutf u/fO{ l7s
l;sfO cg'ej k|fKt ug]{ p2]Zon] ;+ul7t ul/Psf] kf7\oqmd g} l;sf? jf afns]lGb|t kf7\oqmd
xf] . o; kf7\oqmdsf] p2]Zo l;sf?sf] zf/Ll/s, dfgl;s tyf ;[hgfTds / ;d:of ;dfwfg ug]{
Ifdtfsf] ljsf; u/fpg' x'G5 . o;sf nflu l;sfOsf ljifoj:t' jf l;sfOsf x'g'kg]{ sfo{,
l;sf?sf] Ifdtf, cfjZostf, ?lr, lqmofsnfk, ;xeflutf, p2]Zo / cg'ejdf cfwfl/t x'g'kb{5
. Jojxf/jfb cg';f/ l;sf?sf] cfGtl/s Ifdtfsf] ljsf;df ;xof]u k'Ug] kf7\oqmd /fvL
hLjgofkgsf nflu ;xof]u k'¥ofpg] Jojxfl/s ljifox¿, j:t' tyf hut\sf] cWoog /
cjnf]sg;DaGwL ljifox¿ zf/Ll/s / cg'ejsf] ljsf; ug]{ ljifox¿ OlGb|ox¿sf] dfWodaf6
l;Sg] ljifoj:t' kf7\oqmdf ;dfj]z ug'{ kb{5 . Jojxf/jfbLx¿n] afns]lG›t lzIf0f ljlwdf hf]8
lbg] x'gfn] kf7df afnssf] ?lrnfO{ s]lG›t agfpg pko'Qm k|]/0ff / z}lIfs ;fdu|Lsf] k|efjsf/L
k|of]u ug{' kb{5 . afnsnfO{ :jfg'ejaf6 l;Sg ;Sg] lzIf0f l;sfOsf] k|lqmof ckgfpg' k5{ .
cjnf]sg, k|of]u, vf]h Pjd\ cg';Gwfg ljlwdf hf]8 lbg' k5{ . lzIf0f u/L k|To]s c+u jf sfo{df
bIf agfpgsf nflu ;f] sfo{sf] cEof; u/fOG5 h'g sfo{df k"0f{¿kdf bIf geP;Dd cEof;nfO{
lg/Gt/tf lbOG5 . ;xL sfo{ jf k|ltlqmof u/] nut} k'ga{n :j¿k k'/:s[t ul/G5 . To:t}
ck]lIft Jojxf/nfO{ cfwf/ dfgL k|fKt ul/g' kg]{ ;Ifdtfsf] tx lgwf{/0f u/L ;f] sfo{sf] k|To]s
efu Pjd\ sfo{df l;sf?n] slt;Dd bIftf k|fKt u/] To;sf cfwf/df d"NofÍg ul/G5 .
cfjZos l;kx¿ l;Sg g;s]sf]df k'gM lzIf0f ul/G5 .
ljBfnosf] l;sfO k|lqmofdf Jojxf/jfbL l;sfO l;4fGtsf] k|efj;DaGwL Pp6f cGt/f{li6«o
cg';GwfgfTds n]vsf] lgisif{nfO{ k'g/fjnf]sg ug{ ;fGble{s 7fgL ;f]sf] lgisif{ pNn]v ul/Psf] 5
h; cg';f/ Jojxf/jfbL l;sfO l;4fGtn] pQ]hgf / k|ltlqmof larsf] cGt/lqmofsf] kl/0ffd:j¿k
Jojxf/df cfpg] Pp6f :yfGt/0fnfO{ l;sfOsf] ¿kdf JofVof ub{5 h;df k'/:sf/åf/f l;sfOnfO{
a9jf ug]{ sfd ul/G5 . o; l;4fGtn] l;sfOnfO{ dfgl;s lqmofsnfk;DaGwL ;jfnnfO{ gsfb}{ a?
l;sfO pQ]hs / k|ltlqmof lardf pTkGg x'g] ub{5 . o; l;4fGtn] ljBfyL{sf] l;sfOnfO{ d]l;g;Fu
t'ngf ub{5 . oflGqs l;sfO b[li6sf]0fn] 1fgnfO{ s]xL lglZrt / j:t'ut ¿kdf x]b{5 . l;sfO
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 99
lqmofsnfkdf lzIfseGbf ljBfyL{ k'/} ;lqmo /xg'kg]{ x'G5 t;y{ kf7\oqmdsf] 9fFrf lgdf{0f ubf{ ;a}
ljBfyL{x¿sf] OR5f, l;k, l;sfO k|fyldstf tyf cGo ljljwtfnfO{ Wofg lbO{ ljBfyL{s]lGb|t x'g]
u/Lsf] kf7\oqmdsf] 9fFrf k|of]u ug'{ kb{5 . tyflk o:tf] l;sfO k"0f{ x'g ;Sb}g h;nfO{ s]xL
;fdu|Lx¿ / kl/l:yltn] k|efj kfl//x]sf x'G5g\, h:t}]M tTsfnLg cfjZostf, e"ldsf, gd'gf,
k'ga{ng, cflbnfO{ v';L / k'/:sf/sf] ¿kdf lnOg] ul/G5 eg] s]xL kl/l:yltdf b08sf] kl/0ffdsf]
¿kdf klg lng] ul/G5 (Yasra & Erianjoshi, 2023, p. 87) .
lgisif{
lzIff dgf]lj1fg;Fu ;DalGwt l;sfO l;4fGtx¿n] klg kf7\oqmd of]hgf / ljsf;df 7'nf]
k|efj kf/]sf x'G5g\ . o;af6 kf7\oqmd, l;sf? / l;sfO k|lqmof lardf plrt ;DaGw :yfkgf ug{
dbt ldNb5 . l;sfOsf l;4fGtx¿n] kf7\oqmdsf] p2]Zo nufot cGo ;Dk"0f{ tŒjx¿sf] ;'lgZrttf
ug{ ;lhnf] x'G5 . kf7\oqmd l;sfOsf] nflu Ps of]hgf ePsf]n] o;sf] d'Vo p2]Zo klg l;sf?sf]
Jojxf/df ;'wf/ Pjd\ kl/dfh{g Nofpg' xf] . dflg; / Jojxf/sf] wf/0ffdf cfwfl/t eP/ ljsl;t
ePsf ljleGg l;4fGtx¿sf] k|j[lQnfO{ ;d"xut ¿kdf juL{s/0f ubf{ dfgj l;sfOsf] Jojxf/ k|lt
x]g]{ b'O{j6f dxTjk"0f{ b[li6sf]0fx¿ ;+1fgjfb / Jojxf/jfbsf] ¿kdf b]lvG5 .
dflg;df ePsf] ;a}vfn] af}l4s l;k / of]Uotfx¿sf] pkof]u u/]/ l;sfO jftfj/0fsf]
k"/} cjnf]sg Pjd\ k|ToIfLs/0faf6 ;+1fgfTds ljsf; x'G5 eg]/ ljZjf; /fVg] dgf]j}1flgs
l;sfO l;4fGtsf] wf/ ;+1fgjfb xf] . o; jfbn] l;sfOnfO{ ts{ / dfgl;s lrGtgsf] pkh
dfg]sf] x'Fbf ljifos]lGb|t kf7\oqmdsf] 9fFrfsf] ljsf; ubf{ klg ;+1fgfTds l;sfO l;4fGtsf]
d'Vo k|efj k/]sf] kfOG5 . o; 9fFrfsf] kf7\oqmddf ljifoj:t'sf] ulx/f] 1fg;Fu} tfls{s qmddf
ljifout :j¿ksf 1fgnfO{ ;+ul7t u/L To;sf] l;sfO sfo{ ul/G5 . o;sf nflu ;}4flGts,
af}l4s Pjd\ df}lvs lqmofsnfknfO{ Hofb} dxŒj lbOG5 . l;sf?sf] dgf]lj1fgsf cfwf/df
k|ToIfLs/0fnfO{ hf]8 lbFb} pgLx¿sf] Jofjxfl/s tyf ;fdflhs cfjZostfnfO{ k"/f ug{
;jf{ª\uL0f u'0fx¿sf] ljsf; ug]{ u/Lsf] ljifoj:t's]lGb|t kf7\oqmd 9fFrfsf] ljsf; ug'{ cfjZos
b]lvg cfPsf] 5 .
dfgj l;sfOsf] afXo / cjnf]sgLo kIfdf s]lGb|t /xL Jojxf/x¿sf] j:t'ut cWoogdf
hf]8 lbg] dgf]lj1fgsf] If]q g} Jojxf/jfb xf] . o;n] pko'Qm p2Lks;Fu OR5f ul/Psf] k|ltlqmofsf]
;+of]hgnfO{ clejl[4 ug'{ l;sfO dfg]sf] 5 . o;df JolQmn] cg'ejåf/f l;sfO k|fKt u/L afgL lgdf{0f
ug'{kg]{ s'/fdf hf]8 lbOPsf] 5 . Jojxf/jfbL l;sfO l;4fGtn] kf7\oqmdnfO{ cg'ejx¿sf] ;+ufnf]
dfg]sf] x'Fbf o;sf] k|efj ljBfyL{s]lGb|t kf7\oqmdsf] 9fFrfdf k/]sf] kfOG5 . o; 9fFrfsf] kf7\oqmdn]
ljBfyL{sf] OR5f cfjZostf / cg'ejsf] cfwf/df ljleGg lqmofsnfkx¿ u/L cg'ejåf/f Jojxf/df
cfpg] kl/jt{gnfO{ l;sfO dfGb5 . o; 9fFrfn] PsLs[t ¿kdf ljifoj:t' k|bfg ug{sf nflu
ljifoj:t'sf] 9sfOnfO{ a9L dxTj lbPsf] kfOG5 . o:tf] kf7\oqmddf ljBfyL{n] OR5fPsf z}lIfs
100 I Kanakai Journal I Vol. 3 I No. 1 I 2023
;fdu|Lx¿sf] cfwf/df ;d:of ;dfwfg ljlw k|of]u u/L lzIf0f u/fOG5 . o; 9fFrfdf k|fKt
cg'ejnfO{ ;dfhsf nflu pkof]u x'g] u/Lsf] Jojxf/df kl/dfh{g ug'{kg]{ x'G5 eg] dfgl;s
Ifdtfsf] ljsf; u/fOg] vfnsf] 1fgsf] ;+ul7t ljsf;df klg Wofg lbg' kb{5 . o;sf nflu afXo
Jojxf/ tyf lqmofTds l;k l;sfOsf lglDt zf/Ll/s cEof;df kf]Vt agfpg' k5{ eg] af}l4s tyf
1fgfTds l;sfOsf nflu dfgl;s cEof;df ;l/s u/fpg' k5{ . afnaflnsfx¿sf] ljsf;fTds tx
cg';f/ o:tf cEof;x¿df ;xefuL u/fpg ;Sg' k5{ .
;Gbe{ ;"rL
hj/f, :jo+k|sfz -@)&$_,
kf7\oqmd tyf d"NofÍg
, lkgfsn klAns]zg k|f=ln= .
lh ;L, s[i0faxfb'/ -@)&*_,
kf7\oqmdsf cfwf/x¿
, h'lk6/ lk|lG6Ë P08 klAnl;Ë xfp; k|f=ln= .
e§/fO{, xf]dgfy, / wfdL, s]zj l;+x -@)&$_,
kf7\oqmd / d"NofÍg
, /Tg k':ts e08f/ .
zdf{, lr/~hLjL, / zdf{, lgd{nf -@)&@_,
kf7\oqmd of]hgf / cEof;
, Pd=s]=klAn;;{ P08
l8l:6«Jo'6;{ .
zdf{, lr/~hLjL, / zdf{, lgd{nf -@)^&_,
lzIff dgf]lj1fg
, Pd=s]= klAn;;{ P08 l8l:6«Jo'6;{ .
>]i7, rGb|axfb'/, / /l~htsf/, ls/0f/fd -@)&$_,
kf7\oqmd / d"NofÍg
, e'F8Lk'/f0f k|sfzg .
Yusra, A., & Erianjohi, N.S. (2023). A review of Behaviouristic learning Theory and its
impact on learning process in school, 87. ijeds.ppj.unp.ac.id view.
Krathwon, D. R., Benjamin, S. B., & Bertram, B. M. (1964). Taxonamy of educational
objectives. Devid McKay Company Inc.
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 101
k|]tsNk pkGof;df k|o'Qm pvfgsf] ljZn]if0f
sdnfb]jL e08f/L
pk–k|fWofks
sgsfO{ ax'd'vL SofDk;, ;'?ª\uf, emfkf
email: subedikamala2023@gmail.com
https://doi.org/10.3126/kj.v3i1.65899
n]v;f/
o; n]vdf gf/fo0f 9sfnsf] …k|]tsNkÚ pkGof;df k|o'Qm pvfgx¿sf] cWoog / ljZn]if0f ul/Psf]
5 . pQm pkGof;df s] s:tf / slt pvfg 5g\, eGg] ljifonfO{ o; n]vdf cWoog u/L JofVof
ul/Psf] 5 . o; cWoogdf pQm pvfgsf dfWodåf/f ;dfhdf r]tgf hufpg] / g]kfnL efiffsf]
df}lnstf emNsfpg] sfo{ ePsf] 5 ls 5}g eGg] s'/fsf] vf]hL ul/Psf] 5 . zf]wfyL{x¿åf/f pvfgsf
;DaGwdf ljZjljBfnoLo ;f]kflws cg';Gwfgx¿ ul/Psf 5g\ . ;flxlTos kqklqsf / k':tsdfk{mt
pvfg tyf …k|]tsNkÚ pkGof;sf af/]df klg cWoog ljZn]if0f ePsf 5g\ . o; n]vdf eg] …k|]tsNkÚ
pkGof;df k|o'Qm pvfgsf] dfq cWoog ul/Psf] 5 . of] u'0ffTds cg';GwfgcGtu{tsf] cWoog
ePsfn] o;df k':tsfnoLo sfo{af6 ;fdu|L ;ª\sng u/L j0f{gfTds cg';Gwfg ljlwcGtu{t
JofVof–ljZn]if0f ul/Psf] 5 . o;df pvfg tyf …k|]tsNkÚ pkGof;sf] ;fdfGo kl/ro lbP/
pkGof;df k|o'Qm pvfgx¿sf] vf]hL u/L ltgsf]] ;|f]t, cy{ tyf pkGof;sf] k|;ª\usf cfwf/df
ljZn]if0f ul/Psf] 5 . pkGof;df jl0f{t g]kfnL ;dfhdf ljBdfg clzIff, ul/aL, zf]if0f, hflte]b,
ju{e]b, /fhgLlts tyf k|zf;lgs lg/ª\s'ztfsf] cfnf]rgfTds lrq0fdf pvfgn] cem :ki6 kf/]sf]
x'Fbf of] g} k|:t't pkGof;df pvfg k|of]usf] k|flKt xf] . ctM o; pkGof;df pvfgx¿sf] k|efjsf/L
k|of]u u/L ;dflhs r]tgf hufPOPsf] x'Fbf of] pvfg k|of]usf b[li6n] ljlzi6 :t/sf] pkGof; xf]
eGg] o; n]vsf] lgisif{ /x]sf] 5 .
zAbs'~hL
M cfVofg, cfxfg, pvfg, k|ltlaDa, Jo~hgf÷Jol~ht, Jolerf/, lg/ª\s'z,
dfgjtfjfbL ljrf/
ljifo–kl/ro
cfw'lgs g]kfnL ;flxTosf ;'k|l;4 cfVofgsf/ gf/fo0f 9sfnåf/f lnlvt …k|]tsNkÚ cfw'lgs
;fdflhs oyfy{jfbL pkGof; xf] . o;df s]xL pvfgsf] k|;ª\ufg';f/ ;d'lrt ¿kdf k|of]u ul/Psf]
5 . pvfg g]kfnL ;dfhsf dfGotf, wf/0ff, k];f, /xg;xg, cg'ej tyf dfgj:jefjsf] snfTds
eflifs k|:t'lt xf] . pvfgn] cfVofg ;flxTodf /f]rstf / snfTdstf yk]sf x'G5g\ . …k|]tsNkÚdf s]
s:tf pvfgx¿ k|o'Qm 5g\ < eGg] k|Zg o; n]vssf] ;d:of xf] . pkGof;df k|o'Qm pvfgsf] vf]hL
u/L ljZn]if0f ug'{ o; n]vsf] p2]Zo /x]sf] 5 .
102 I Kanakai Journal I Vol. 3 I No. 1 I 2023
g]kfnL ;flxTodf dxŒjk"0f{ :yfg /x]sf pvfgsf] cWoog ug'{ cfjZos ePsf] x'Fbf o;
cWoogsf] cf}lrTo ;flat x'G5 . g]kfnL pvfg g]kfnL efiffsf ofjt\\ If]qdf k|o'Qm 5g\ . To;}n] of]
ljifo Jofks /x]sf] 5 . …k|]tsNkÚ pkGof;df k|o'Qm pvfgsf] dfq cWoog ug'{ o; n]vsf] ;Ldf
/x]sf] 5 eg] vf]hL ul/Psf pvfgsf] ;|f]t jf cfwf/, cy{ tyf k|;ª\unfO{ k|:6\ofpg] k|of; ul/Psf]
5 . of] u'0ffTds cg';GwfgfTds cWoog ePsf] x'Fbf Gof/]l6e OGSjfP/L 9fFrfdf ljj]Ro pkGof; tyf
cGo ;Gbe{ u|Gyx¿ cWoog ub}{ cfjZos s'/f l6kf]6 u/]/ k':tsfnoLo sfo{af6 ;fdu|L ;ª\sng
u/L j0f{gfTds cg';Gwfg ljlwcg';f/ pQm ;fdu|Lsf] ljZn]if0f ul/Psf] 5 .
g]kfnL pvfgsf ;DaGwdf ;d;]/ -@)%)_ sf] …g]kfnL pvfg 6'Ssfsf] sf]zÚ k|sflzt ePsf]
5 eg] k|wfg -@)#(_ n] …g]kfnL ;flxTodf pvfgsf] :yfgÚ af/] rrf{ u/]sf 5g\ . sf]O/fnfsf] -@)&#_
…pvfg l;4fGt / ljZn]if0fÚ gfds k':ts k|sflzt 5 . o:t} ljBfjfl/lw tyf :gftsf]Q/ zf]wsfo{
cflb pvfgsf af/]df w]/} cWoog ePsf] kfOG5 . …k|]tsNkÚ pkGof;sf] cGo ljljw kIfsf ;DaGwdf
rrf{ ePsf 5g\ t/ o; pkGof;df k|o'Qm pvfgsf af/]df eg] xfn;Dd s;}n] cWoog u/]sf]
kfOFb}g . ctM oxfF o; ljifodf cWoog ul/Psf] xf] .
;}4flGts kof{wf/
s'g} klg dfgj ;dfhdf k/fk"j{sfnb]lv df}lvs tyf lnlvt ¿kdf k|of]u x'Fb} cfPsf
snfTds, ;"qfTds tyf ;f/ule{t 5f]6f egfOx¿nfO{ cfxfg jf pvfg elgG5 . ;+:s[t pkfVofg
zAbaf6 cke|+; eP/ ag]sf] pvfgsf] cy{ nf]shLjgdf k|rlnt cg'ejk"0f{ r'6\lsnf, plQm, nf]sf]lQm,
cfxfg, sxfjt eGg] x'G5 -kf]v/]n / cGo, @)$), k[==!##_ . pvfgx¿ jfSofTds / cjfSofTds
9ª\usf] ;f/ule{t ;"qfTds ¿kdf ;+/lrt x'G5g\ . æ;fdfGo ;To, kl/kSj 1fg jf ;femf cg'ejdf
cfwfl/t ;f/ule{t / ;"qfTds plQmnfO{ pvfg elgG5 -zdf{ / n'O6]n, @)^#, k[= %@)_ .Æ pvfgn]
Jofjxfl/s tyf ;flxlTos efiffdf /f]rstf, snfTdstfsf ;fy ;f/k"0f{ cleJolQm lbPsf x'G5g\ .
pvfg g]kfnL efiffsf] uxgf xf] . s'g} klg efiffnfO{ l;Fufg{ pvfgsf] k|of]u ug'{k5{ . logsf]
k|r'/ k|of]un] efiffdf Ps k|sf/sf] an ;~rf/ x'G5 . g]kfnL hfltdf rn]sf] pvfg g]kfnL efiff /
;flxTosf] ;DklQ, uxgf, w'sw'sL, Hofg / k|f0f klg xf] -k|wfg, @)#(, k[= @!&_ . pvfgn] g]kfnL
efiffdf df}lnstf emNsfPsf] x'G5 . pvfgdf nf]shLjgsf cfbz{, oyfy{, OR5f, ljrf/ / efjgf
JoQm x'G5g\ . pvfgdf /Lltl/jfh, nf]swd{, ljZjf;, cf:yf, nf]sJojxf/ / ;Gb]z k|s6 ePsf] x'G5 .
nf]shLjgdf ctL{pkb]z / ;Gb]z lbg tyf sdLsdhf]/Lsf] cfnf]rgf ug{ pvfgsf] lgdf{0f Pjd\
k|of]u ePsf] x'G5 . pvfg ;fdflhs ;f+:s[lts hLjgsf oyfy{ k|ltlaDa dflgG5g\ . nf]shLjgsf
ljljw ljifo wd{–;+:s[lt, Oltxf;, hflt, k|s[lthut\sf s'/f pvfgdf cfpF5g\ -kf}8\ofn, @)^*,
k[= !_ . pvfg g]kfnL hghLjgsf] cg'ej, wf/0ff, dfGotf, ;+:s[lt, ;xg;xg, dfgj :jefj / k|j[lQ
cflb ;|f]taf6 ;"qfTds ¿kdf l;lh{t x'G5g\ .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 103
cfVofg ;flxTodf ljz]if u/L syf / pkGof; kb{5g\ . syf n3' cfVofg xf] eg]
pkGof; a[xb\ cfVofg xf] . pkGof; æw]/} cWofo jf v08x¿df n]lvg] nfdf] ;flxlTos syf,
rl/qk|wfg uB dxfsfJo -kf]v/]n / cGo, @)$), k[= !%@_Æ xf] . a[xb\ uB cfVofgsf ¿kdf
;[lht pkGof;df d"n syf / k|f;ª\lus pksyfx¿ x'G5g\ . ltgdf ljleGg kfqsf ;+jfbx¿
x'G5g\ . ltgdf ;dfhsf ljleGg ju{ / :yfgsf kfqsf] ;+jfb x'G5 . ;+jfbdf kfq cg';f/
:yfgLo jf nf]shLjgsf] efiff k|o'Qm x'G5 / To:tf] ;+jfbdf pvfgx¿sf] k|z:t k|of]u ePsf]
x'G5 . pvfgsf] k|of]un] pkGof;nfO{ oyfy{k/s tyf /f]rs agfPsf] x'G5 eg] g]kfnL efiffsf]
df}lnstfnfO{ klg hLjGt /fv]sf] x'G5 . s'nk|;fb sf]O/fnfsf] …pvfg l;4fGt / ljZn]if0f -
@)&#_, lzjk|;fb kf}8\ofnsf] g]kfnL pvfgsf /rgf ;Gbe{ -@)^*_ tyf hubDaf g]kfnL
;flxTosf] a[xt\ Oltxf; -@)&^_ nufotsf u|Gyaf6 ;}4flGts cfwf/ u|x0f u/L oxfF …k|]tsNkÚ
pkGof;df k|o'Qm pvfgx¿sf] ljZn]if0f ul/Psf] 5 .
k|]tsNk pkGof;sf] 5f]6f] lrgf/L
g]kfnL cfVofgsf/ gf/fo0f 9sfn -@)!)_ sf] …k|]tsNkÚ -@)^% k|yd ;+=_ P]ltxfl;s
tyf ;fdflhs ljifoj:t'df cfwfl/t cfw'lgs ;fdflhs oyfy{jfbL pkGof; xf] . o; pkGof;df
nueu ;o jif{ klxnfsf] sf7df8f}+ / To;sf 5]p5fpsf] g]kfnL ;fdflhs tyf /fhgLlts lrq
ptfl/Psf] 5 . o;df afnljjfx, hftLo 5'jf5't, ju{e]b, lg/ª\s'z PstGqLo zf;gJoj:yfsf]
lj/f]w ul/Psf] 5 . To;} u/L ljwjf ljjfxsf] ;dy{g ul/Psf] 5 eg] gf/LlzIff, dlxnf /
blntsf] d'lQmsf nflu hf]8bf/ cfjfh p7fOPsf] 5 . To:t} o; pkGof;df csf{sf] /rgf rf]/]/
slj aGg] b'ik|j[lQnfO{ b]vfOPsf] 5 .
k|:t't pkGof;df zf;s ju{ / ;dfhsf s]xL dfG5]df /x]sf] Jolerf/sf] s'/f
cf}+NofOPsf] 5 . lg/ª\s'z zf;s / zf;gJoj:yfsf ;dy{sn] ;dfh;'wf/df nfu]sf Gofok|]dL
lgbf]{if JolQmx¿nfO{ e'm6f d'2fdf kFm;fP/ ;hfo jf oftgf lbg] u/]sf] /fhgLlts k|ltzf]wnfO{
b]vfOPsf] 5 . To:t} PstGqLo /f0ffzf;gdf hftLotfsf cfwf/df lgbf]{if hgtfnfO{ k|ltzf]wsf
sf/0f d[To'b08 lbg] / b]zlgsfnf ug]{ ul/Psf] s'/fsf] lrq0f ul/Psf] 5 . o; s[ltdf lzIffsf]
Joj:yf u/L ;j{;fwf/0fnfO{ lzIff;'ne agfP/ hgtfdf r]tgfsf] ljsf; ug'{kg]{ ljrf/ JoQm
ul/Psf] 5 . d"ntM PstGqLo zf;g Joj:yfn] hgtf cfS|mfGt / b]z vf]S|mf] aGb} uPsf] s'/f
cf}+NofP/ o; pkGof;df n]vssf] dfgjtfjfbL ljrf/ JoQm ul/Psf] 5 .
o; pkGof;df jl0f{t ;do / :yfgsf d"n tyf ;xfos kfq k+=afns[i0f cfrfo{, bdoGtL,
zª\vw/, /fds[i0f, dGgf]b/L, lji0f'eQm, rGb|z]v/, clZjgL cflbsf lardf ePsf] ;+jfbdf
k|;ª\ufg';f/ ljleGg pvfgx¿ k|of]u ePsf 5g\ . o;/L tTsfnLg ;dfhsf] hghLjgsf] oyfy{k/s
cleJolQm lbg] S|mddf o; pkGof;sf kfqx¿sf] ;+jfbdf bzj6f pvfg k|of]u ePsf 5g\ . k|:t't
n]vdf tL bzj6f pvfgsf] ljZn]if0f ul/Psf] 5 .
104 I Kanakai Journal I Vol. 3 I No. 1 I 2023
k|]tsNk pkGof;df k|o'Qm pvfgsf] ljZn]if0f
k|]tsNk pkGof;df k|o'Qm ljleGg k|;ª\u, ;|f]t jf If]qsf bzj6f g]kfnL pvfgx¿nfO{
lgDglnlvt tflnsfdf juL{s/0f ul/Psf] 5 M
S|md
pvfg
k[i7
If]q÷;|f]t
cfzo
!
sfnf cIf/ e}F;L
a/fa/
^
kz'kfng / lzIff
lg/If/ dflg;sf] ;d:of
@
ufO{ e] uf]/;, efO e]
e/f];
!#
kz'kfng /
kfl/jfl/s ;DaGw
ufO{e}F;L kfNbf bxLb'w vfg kfOG5 eg]
bfh'efOaf6 ;/;xof]u kfOG5 .
#
df}sf cfpF5 klv{Fb}g,
au]sf] vf]nf kmls{Fb}g
^$
/
!&(
k|s[lt / ;dfh
au]sf] vf]nf k]ml/ kms{Fb}g / ;do jf
cj;/ klg To:t} xf] r's]kl5 k]ml/
cfpFb}g .
$
v'§f eP h'Qf slt
slt
!$(
;fdflhs wf/0ff
n}ª\lus e]befj, gf/Lk|ltsf] pk]Iff
%
u'nfO{ rnf/ uGw
!%^
;fdflhs cg'ej
d"v{ jf b'i6nfO{ glh:Sofpg' a];
^
sfu s/fpFb} u5{, lkgf
;'Sb} u5{
!%^
kz'G5Lsf] :jefj /
;fdflhs cg'ej
r'gf}tL / afwf cfP klg cfˆgf] sfd
ug{ 5f]8\g'x'Fb}g .
&
sfnsf] rfn b}j g6f/
!^*
;dosf] ult /
;fdflhs cg'ej
;do ;dodf 36gfx¿ 36]/} 5f8\5g\,
ltgnfO{ tsf{pg ;lsFb}g
*
cfof] b;}F 9f]n ahfO{,
uof] b;}F C0f af]sfO
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rf8kj{ /
;fdflhs ef]ufO
g]kfnL ;dfhdf C0f u/]/} eP klg
rf8 dgfpg] k|rngsf] lrq0f
(
s]OnfO{ s] wGbf
3/HjfOFnfO{ vfg wGbf
!&(
;fdflhs wf/0ff
3/HjfOFk|ltsf] pk]lIft efj / ljz]if
dxŒjsf] s'/f 5f]8]/ ;fdfGo / lgtfGt
JolQmu s'/fdf Wofg lbg] k|j[lQ
!)
efUu]dfgLsf e"t}
sdf/f
@)^
;fdflhs wf/0ff
cGwljZjf; / kl/l:ylt cg's"ntfsf]
cleJolQm
pko'{Qm tflnsfdf juL{s/0f u/L k|:t't ul/Psf …k|]tsNkÚ pkGof;df k|o'Qm g]kfnL
pvfgx¿sf] lgDglnlvt cg';f/ JofVof–ljZn]if0f ul/Psf] 5 M
!= sfnf cIf/ e}F;L a/fa/
of] s[lifdf cfwfl/t g]kfnL ;dfhsf] kz'kfng If]q tyf z}lIfs ;d:ofsf] cg'ejaf6 lgld{t
pvfg xf] . lg/If/ dfG5]nfO{ cIf/ cyjf lnlvt ;fdu|L jg jf rf}/df rb}{ u/]sf e}F;Lh:t} sfnf
j:t' dfq b]lvG5g\ elgPsf] 5 . k'/fgf] g]kfnL hghLjg k|foM kz'kfng / v]tLkftLdf lge{/ lyof] .
w]/}n] lzIffsf] cj;/ kfpFb}g lyP . pgLx¿n] ;fg}b]lv ufO{e}F;L r/fpg jg rf}/df ;do JotLt
ug'{kYof]{ . To;}n] pgLx¿nfO{ lnlvt ;fdu|Ldf /x]sf cIf/x¿ e}F;Lh:t} nfUy] cyjf nfU5g\ . To;}
cfwf/df o; pvfgdf lg/If/ dflg;n] k9\g cyjf cIf/ 5'6\ofpg ;Q}mgg\ elgPsf] xf] .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 105
o; pvfgn] g]kfnL hghLjgdf lzIffsf] cefj / s[lifcGtu{t kz'kfngsf] ;fdflhs emns
lbG5 . s]xL 6f7faf7fn] clzlIft ;f]emf dflg;sf] sdhf]/Laf6 gfhfoh kmfObf p7fP/ zf]if0f ub{y] /
ce}m klg s]xL dfqfdf To:tf] ;d:of 5Fb} 5 eGg] g]kfnL ;dfhsf ;d:ofnfO{ o; pvfgn] Jol~ht
u/]sf] 5 . o;} u/L o;n] g]kfnL efiffdf df}lnstf / /f]rstf klg yk]sf] 5 .
k|]tsNk pkGof;sf] k|;ª\u cg';f/ rf]/sf] e'm6f] d'2f nufP/ h]n xflnPsf] /fhf/fd /
pkGof;sf] d'Vo kfq afns[i0fsf larsf] ;+jfbdf of] sfnf cIf/ e}F;L a/fa/ -9sfn, @)^^, k[= ^_
eGg] pvfg k|of]u ePsf] 5 . afns[i0fsf oyfy{ / Jofjxfl/s s'/f ;'g]/ k|efljt ePkl5 hjfkm lbg]
S|mddf lzlIft afns[i0f;Fu clzlIft /fhf/fdaf6 of] pvfg JoQm ePsf] xf] .
@= ufO{ e] uf]/;, efO e] e/f];
s[lifdf cfwfl/t g]kfnL hghLjgsf] kz'kfngcGtu{t ljz]if u/L ufO{kfng / bfh'efOsf]
Pscfk;sf] ;/;xof]uaf6 x'g] nfesf] cg'ejsf cfwf/df of] pvfg ag]sf] 5 . o; pvfgn]
g]kfnLx¿ ufO{e}F;L kfN5g\ / uf]/;df ?lr /fV5g\ eGg] klg hgfpF5 . To:t} o; pvfgn] bfh'efO
x'Fbf cf8e/f]; x'G5 / x'g'k5{ eGg] klg a'emfpF5 .
ufO{kfng / bfh'efOsf] dxŒj o; pvfgsf] lgdf{0f cfwf/ eP klg o;n] ufO{kfngaf6 s[lif
/ :jf:Yodf x'g] nfe tyf dflg;df aGw'Tjsf] efj eP Psn] csf]{nfO{ d2t k'Ug] cflb /
k|;ª\ufg';f/ oLeGbf leGg cGo cy{ klg cleJol~ht u5{ . o; pvfgn] eflifs cleJolQmdf g]kfnL
df}lnstf, /f]rstf tyf snfTdstf yk]sf] 5 . o;af6 Jofjxfl/s tyf ;flxlTos cleJolQmdf
;'Gb/tf k|s6 x'G5 .
k|]tsNk pkGof;sf] k|;ª\u cg';f/ agf/;af6 3/ cfOk'u]sf] afns[i0fn] cfdf;Fu alxgLsf]
vf]hL u5{ . cfdfaf6 alxgL 3fF; sf6\g uPsL eGg] yfxf kfPkl5 ;fgL alxgLnfO{ 3fF; sf6\g lsg
nufPsf] < eGg] k|Zg u5{ . To;sf] hjfkmdf cfdf dGgf]b/Laf6 of] …ufO{ e] uf]/;, efO e] e/f];Ú -
9sfn, @)^^, k[= !#_ eGg] pvfg JoQm ePsf] xf] .
#= df}sf cfpF5 klv{Fb}g, au]sf] vf]nf kmls{Fb}g
lg/Gt/ alu/xg] vf]nfsf] ;'Gb/ pbfx/0fsf ;fy ;do–ultsf] lg/Gt/tf / ;dofg's"n
rNg'kg]{ ;Gb]z :j¿k of] pvfg lgld{t 5 . o; pvfgdf dfG5]n] k|s[ltsf] ultzLntf / ;do
ultsf] lg/Gt/tfnfO{ a'e]m/ cfk"mnfO{ ;dofg';f/ ultzLn aGg'kg]{ ;Gb]z 5 .
vf]nf lg/Gt/ alu/xG5 / au]sf] kfgL kms]{/ pN6f] aUb}g . To:t} ;dosf] ultdf ljleGg
cj;/x¿ cfPsf x'G5g\ . To:tf cj;/nfO{ tTsfn pkof]u ug{ g;s] au]sf] kfgL gkms]{e}Fm Tof]
df}sf k]ml/ cfpFb}g . To;}n] au]sf] kfgLsf] ultzLntfnfO{ a'e]m/ cfPsf] cj;/nfO{ tTsfn pkof]u
ug'{k5{ eGg] o; pvfgsf] cfzo /x]sf] 5 .
106 I Kanakai Journal I Vol. 3 I No. 1 I 2023
k|]tsNk pkGof;sf] k|;ª\u cg';f/ rGb| ;d;]/ / afns[i0fsf] ;+jfbdf afns[i0fn]
lrQa'‰bf] hjfkm lbPkl5 rGb|;d;]/ k|efljt x'G5g\ . To;kl5 b/af/df hflu/ vfg
afns[i0fnfO{ k|:tfj cfpF5 . of] ;'g]/ afns[i0fsf] kl/jf/ / z'e]R5'sx¿ v';L eP/ p;nfO{
lbPsf] ;'emfjdf of] …df}sf cfpF5 klv{Fb}g, au]sf] vf]nf kmls{Fb{gÚ -9sfn, @)^^, k[= ^$ / !&(_
eGg] pvfg cfPsf] xf] . To:t} csf]{ k|;ª\udf z+vw/ k~rls:g]nfO{ 3f]8]hfqf x]g{ egL ;fyL
lnP/ sf7df8f}F hfG5 . t/ zª\vw/sf] p2]Zo 3f]8hfqf x]g{ geO{ >L # rGb|zdz]/nfO{ e]6]/
lhDdfjfn kfpg] /x]sf] x'G5 . 3f]8]hfqfsf] pT;'stf k|s6 ug]{ k~rls:g];Fusf] ;+jfbdf of]
pvfg zª\vw/af6 k|of]u ePsf] 5 .
$= v'§f eP h'Qf slt slt
of] g]kfnL ;dfhdf h/f] uf8]/ /x]sf] n}ª\lus e]befjo'Qm s'/Lltsf] dfGotfsf cfwf/df
lgld{t pvfg xf] . k'/fgf] / s]xL dfqfdf jt{dfg g]kfnL ;dfhdf klg k'?ifsf] klxnf] bhf{ / gf/Lsf]
bf];|f] bhf{ /x]sf] wf/0ff kfOG5 . gf/L eg]sf] k'?ifsf] pkof]usf nflu ;[hgf ePsL xf] eGg] wf/0ffnfO{
o; pvfgn] Jol~ht u/]sf] 5 .
k'?if v'§f / gf/L h'Qf eGg] o; pvfgsf] cfzo xf] . o;f] x]bf{ v'§fsf] ;+/If0f t h'Qfn] ug]{
b]lvG5 . t/ klg h'Qf t v'§fs} nflu lgld{t j:t' jf pks/0f xf] . d"n s'/f t v'§f g} xf] . To;}n]
h;/L v'§f d"n xf] eg] h'Qf uf}0f xf], To;/L g} k'?if d"n xf] eg] gf/L uf}0f xf] . cyf{t\ v'§fsf]
pks/0f h'Qf ePe}mF k'?ifsf] pks/0f gf/L xf] eGg] n}ª\lus e]befjhGo dfGotfnfO{ o; pvfgn]
a'emfPsf] 5 . To;}n] k'?ifsf nflu gf/L pkof]u ul/g] j:t' xf] eGg] wf/0ffn] gf/LnfO{ pk]Iff u/L
zf]if0f ug]{ / dfG5]sf] bhf{df u0fgf gug]{ s';+:sf/ o; pvfgdf k|s6 ePsf] 5 .
k|]tsNk pkGof;sf] k|;ª\ufg';f/ ljwjf bdoGtL / kl08t afns[i0f cfrfo{sf] k|]dkl5 ljjfx
x'G5 . k'?if eP gf/L hlt klg kfOG5g\ eGg] hdfgfdf ljwjf ljjfx ug{' ;fx;L sfd dflgGYof] .
gf/Lk|lt pk]lIft efj /fVg] dfgl;stfsf] lj/f]wsf] k|;ª\udf afns[i0fsf dfWodaf6 of] …v'§f eP
h'Qf slt sltÚ -9sfn, @)^^, k[= !$(_ eGg] pvfg JoQm ePsf] 5 .
%= u'nfO{ rnf/ uGw
dfgj–dndf v/fa dfgjk|j[lQsf] cf/f]k u/L h;/L lb;f rnfpFbf b'u{Gw k}mnG5, To;} u/L
v/fa k|j[lQ ePsf] dfG5]nfO{ rnfof] eg] cgfjZos tgfj lbG5 eGg] cfzo JoQm ug{ of] pvfg
lgdf{0f ePsf] b]lvG5 .
xf], k"mn rnfof] eg] ;'uGw k}mnG5 . dn rnfof] eg] b'u{Gw k}mnG5 . To:t} ;HhgnfO{ s]xL
eGof] eg] 1fg kfpg ;lsG5 t/ b'h{gnfO{ s]xL eGof] eg] cgfjZos ufnLunf}h kfpg ;lsG5 .
To;}n] b'h{g;Fu 6f9} /xg'k5{ eGg] ;Gb]z o; pvfgn] k|s6 u/]sf] 5 .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 107
k|]tsNk pkGof;sf] k|;ª\ufg';f/ afns[i0f / zª\vw/ afn;vf x'g\ t/ ljk/Lt :jefjsf
5g\ . pkGof;df afns[i0f cg's"n kfq xf] eg] zª\vw/ k|lts"n kfq xf] . zª\vw/sf] vnk|j[lQ
cg';f/ afns[i0fsL kTgL bdoGtLnfO{ ufnLunf}h / b'Jo{jxf/ u5{ . ToxL ;DaGwdf zª\vw/sf]
b':6\ofOFnfO{ ;ª\s]t u/]/ /fds[i0fåf/f åf/f 5f]/f] afns[i0f;Fu of] …u'nfO{ rnf/ uGwÚ -9sfn, @)^^,
k[= !%^_ eGg] pvfg JoQm ul/Psf] xf] .
^= sfu s/fpFb} u5{, lkgf ;'Sb} u5{
k|s[lt, kz'kG5L / s[lifdf cfwfl/t g]kfnL hghLjgsf] cg'ejsf cfwf/df o; pvfgsf]
lgdf{0f ePsf] 5 . tf]/L, ltn cflbaf6 t]n lgsfn]/ afFsL /x]sf] 7f]; kbfy{nfO{ lkgf elgG5 /
To;nfO{ ;'sfP/ pkof]udf NofOG5 . ;'s]sf] lkgf lehfP/ To;sf] n]kn] gfª\nf–8fnf lnk]/ ;'sfOG5
. To:tf] cj:yfdf sfun] vfg jf laufg{ ;S5 t/ klg lkgf ;'sfpg} k5{ .
s[lifhGo j:t' 3fddf ;'sfP/ pkof]u ul/G5 . To;nfO{ kz'kG5Ln] vfG5g\, ljgfz u5{g\ /
Tof] la:s'gnfO{ hf]ufP/ ;'sfOksfO u/]/ pkof]udf Nofpg] ul/G5 / ug'{k5{ . cyjf dflg;x¿n] s]
elg/x]sf 5g\ eGg] s'/fnfO{ a]jf:tf ub}{ cfˆgf] sfd ul//xg'k5{ eGg] o; pvfgsf] cfzo xf] . o;
cg';f/ afwf c8\rgaf6 ljrlnt geO{ jf To;df gcndlnO{ cfˆgf] sfd ul//xg'k5{ eGg] o;
pvfgsf] ;Gb]z xf] . lj/f]wLx¿n] lj/f]w ub}{ u5{g\ t/ p2]Zofg';f/ sfd u/]/} 5f8\g] s'/f o;
pvfgsf] Jo~hgf cy{ xf] .
k|]tsNk pkGof;sf] k|;ª\ufg';f/ zª\vw/n] afns[i0f / p;sf] kl/jf/sf] hlxn] klg lj/f]w
ul//x]sf] x'G5 . afns[i0fsf] Jojxf/af6 eg] ufpFn]x¿ ;sf/fTds ¿kdf k|efljt eP/ afns[i0fnfO{
g} ;dy{g ul//x]sf x'G5g\ . afwflj/f]waf6 slQ klg ljrlnt geO{ cfˆgf] c;n p2]Zodf b[9 /
lgeL{s eP/ nflu/xg] afns[i0fsf] g}lts tyf ;fdflhs ljho eO/x]s} x'G5 . To;} ;Gbe{df
afns[i0fsf lktf /fds[i0faf6 of] …sfu s/fpFb} u5{, lkgf ;'Sb} u5{Ú -9sfn, @)^^, k[= !%^_ eGg]
pvfg JoQm ePsf] xf] .
&= sfnsf] rfn b}j g6f/
of] pvfg …x'g] xf/ b}j g6f/Ú eg]/ klg k|rlnt 5 . of] pvfg ;dfh jf dfgjhLjgdf
cfOnfUg] cK7\of/f kl/l:ylt cyjf b'3{6gfsf] b'Mvb cg'ejdf cfwfl/t 5 . ;dosf] ultdf slta]nf
s] x'G5, eGg ;lsFb}g / cfsl:ds ¿kdf eOkl/cfpg] s'/fnfO{ 6fg{ ;lsFb}g eGg] ;fdflhs wf/0ff,
;d:of / cg'ejsf cfwf/df of] pvfg lgld{t 5 .
dfG5] cfˆgf] ck]Iff / p2]Zodf cl3al9/xFbf slxn] sfxLF crfgs g;f]r]sf] ;d:of cfOnfU5
. ljk/Lt 36gfx¿ 3l6lbG5g\ . cfOnfUg ;Sg] ;d:ofnfO{ ;dfwfg ug{ ul/Psf k|of; c;kmn
x'G5g\ . To:tf] b'Mvb rf]6n] dfG5] 56kl6G5 t/ sltko o:tf] kl/l:ylt x'G5, Tof] s;} u/L klg 6fg{
108 I Kanakai Journal I Vol. 3 I No. 1 I 2023
;lsFb}g jf ;dfwfg x'g ;Q}mg . oxL kl/l:yltnfO{ o; pvfgn] Jol~ht u5{ . cfk"mn] s]xL ug{
g;s]kl5 jf cfˆgf] sfa'eGbf aflx/sf] kl/l:yltnfO{ b}jn] klg 6fg{ ;Q}mg eg]/ dfG5]n] dg a'emfpg
of] pvfg k|of]u ul/G5 . dgf]j}1flgs 9ª\un] dfG5]sf] dg a'emfpg of] pvfg k|of]u x'g] u5{ .
k|]tsNk pkGof;sf] k|;ª\ufg';f/ sdf/f] ;fsL{sf] 5f]/f] x}hfsf] dxfdf/Ln] d/]kl5sf] zf]sfs'n
cj:yfnfO{ cfZj:t kfg{ lxGb':tfg] kfqsf] cleJolQmdf of] …sfnsf] rfn b}j g6f/Ú -9sfn, @)^^,
k[= !^*_ eGg] pvfg cfPsf] xf] .
*= cfof] b;}F 9f]n ahfO{, uof] b;}F C0f af]sfO{
of] pvfg C0f sf9]/} eP klg w'dwfd;Fu rf8kj{ dgfpg] g]kfnL ;dfhsf] k|rngdf
cfwfl/t 5 . cyjf rf8 dgfpg C0fdf 8'Ag] g]kfnL hghLjgsf] rngaf6 of] pvfg ag]sf] 5 .
o; pvfgdf v';L / lj:dft b'a} dgl:yltsf] ld>0f 5 . …9f]n ahfO{Ún] pNnf; jf v';Lsf]
xf]xNnf;lxt eGg] a'emfPsf] 5 eg] To; v';Ln] C0f af]sfPsf] b'Mv klg JoQm u/]sf] 5 .
;a}eGbf w]/} lgDg ju{ / To;kl5 S|mdzM lgDgdWod ju{, dWod ju{ tyf cToGt yf]/} pRr
ju{ /x]sf] g]kfnL ;dfhdf ;fdfGo u'h/f rnfpg g} w]/}nfO{ ;d:of kl///]sf] x'G5 . b;}F ltxf/
nufotsf rf8df ljz]if k|sf/sf] njfOv'jfO, k"hfcfhf, e]63f6, dgf]/~hg, ef]het]/ cflbdf
;fdflhs k|lt:kwf{ g} rN5 . To;sf nflu cy{ h'6fpg'kbf{ w]/}nfO{ C0f g} sf9\g'kg]{ x'G5 / To;f]
ug]{ rng g} /x]sf] 5 . To;f] gu/] rf8 dgfpg g;lsg], rf8 gdgfpFbf kl/jf/df lvGgtf x'g],
lj/f]wLx¿ v';L x'g] / cfk"m ;dfhdf pk]lIft eOg] x'gfn] C0f u/]/} eP klg rf8 dgfpg'kg]{
afWofTds ;dflhs k|rng g} ePsf] x'Fbf of] pvfg k|foM rl/tfy{ ePsf] kfOG5 .
k|]tsNk pkGof;sf] k|;ª\ufg';f/ x}hfsf] dxfdf/Ln] b'Mvk'/ ufpFdf cftª\s k}mlnP/ s]xL
;fDo x'gf ;fy b;}F cfof] . ufpFn]x¿ b;}F dgfpg] ;fdfg h'6fpg rsf]{ Aofhdf C0f ug{ nfu] .
ufpFn]x¿sf] To; cj:yfnfO{ o; …cfof] b;}+ 9f]n ahfO{, uof] b;}+ C0f af]sfO{Ú -9sfn, @)^^, k[=
!&#_ pvfgn] JoQm u/]sf] 5 .
(= s]OnfO{ s] wGbf 3/HjfOFnfO{ vfgf wGbf
of] pvfg …s;}nfO{ s] wGbf 3/HjfOFnfO{ vfgsf] wGbfÚ eg]/ klg k|rlnt 5 . c?sf]
dxŒjk"0f{ ;d:ofnfO{ klg jf:tf gu/L cfˆg} ;fdfGo OR5f k"lt{df nflu/xg] dfgj k|j[lQaf6 of]
pvfg lgld{t ePsf] b]lvG5 . o;df ;fdflhs e]befjsf] klg ;ª\s]t 5 . ;;'/fnLd} a:g] HjfOFnfO{
3/HjfOF eGg] rng 5 .
g]kfnL ;dfhsf s]xL ;d'bfoafx]s w]/} h;f] ;d'bfodf HjfOF slxn]sfxLF ;;'/fnL hfg]cfpg]
/ dfg;Ddfg k|fKt ug]{ ;DaGw dflgG5 . sf/0fjz ;;'/fnLd} a:g'kg]{ jf a:g] HjfOFnfO{ 3/HjfOF
eGg] / k'?ifk|wfg dfGotfdf cfwfl/t ;dfhn] To:tf] HjfOFnfO{ pk]Iff ug]{ b'ik|j[lQ /x]sf] 5 . To;}n]
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 109
3/HjfOFnfO{ ljz]if k'?iffy{xLg vfgnfpgsf] ;Lldt :jfy{df dfq Wofg lbg] k'?ifsf ¿kdf lrq0f ug]{
rng /x]sf] kfOG5 . To;}n] cfˆg} ;fdfGo ;Lldt :jfy{df lnKt x'g] / ljz]if sfdsfh gug]{
k'?iffy{xLg dfG5]nfO{ klg o; …s]OnfO{ s] wGbf 3/HjfOFnfO[{ vfgf wGbfÚ -9sfn, @)^^, k[= !&(_
pvfgn] Jol~ht u5{ .
k|]tsNk pkGof;sf] k|;ª\ufg';f/ zª\vw/n] k~rls:g] kfqnfO{ 3f]8]hfqf x]g{ egL ;fyL
lnP/ >L # ;Fu e]6\g hfG5 . zª\vw/sf] p2]Zo ga'e]msf] / 3f]8]hfqf x]g{ cfk"mnfO{ tLj| OR5f
ePsfn] k~rls:g]n] 3f]8]hfqfsf] dfq s'/f ubf{ zª\vw/n] p;nfO{ of] pvfg k|of]u u/]sf] 5 .
!)= efUu]dfgLsf e"t} sdf/f
cg's"n jftfj/0f aGg' cyjf cfk"mn] rfx]h:tf] ;kmntf k|fKt x'Fb} hfg'nfO{ efUu]dfgLsf] e"t}
sdf/f elgG5 . of] pvfg g]kfnL ;dfhdf rNb} cfPsf] ls+jbGtL / hgljZjf;df cfwfl/t 5 .
efUojfg\ JolQmnfO{ e"tn] klg ;3fpF5 eGg] hgwf/0ffdf of] pvfg rn]sf] 5 .
g]kfnL ;dfhdf s]xL l;l4 k|fKt u/]sf dfG5]n] e"tnfO{ nufP/ b'M;fWo sfd ;DkGg ug{
;S5 eGg] ljZjf; ul/G5 . To:tf JolQm w]/} 6f9f klg If0fe/d} k'U5g\, w]/} ann] ug'{kg]{ sfd
/x:odo 9ª\un] ;lhn} ;DkGg u5{g\ / c;Dej sfo{ ;Dej u/fpg] u5{g\ eGg] syfx¿ ;dfhdf
k|rlnt 5g\ . s;}sf] s'g} sfd /x:odo 9ª\uaf6 eof] jf 36gf 36\of] eg] e"t nufP/ ul/Psf]
x'g;S5 eGg] cGwljZjf; /lxcfPsf] 5 . ;dfhdf s;}sf] hLjgdf ;kmnt} ;kmntf jf cg's"n}
cg's"n x'Fb} uof] eg] klg To;nfO{ o; pvfgn] k|s6 ul/G5 .
k|]tsNk pkGof;sf] k|;ª\ufg';f/ afns[i0f kS|mfp k/]kl5 p;sf v]tsf] afnL klg To;}
/Xof] . To; kl/jf/k|lt ufpFn]sf] ;xfg'e"lt eP klg ToxfF ;3fpg uP ;/sf/sf] cfFvf nfUg] /
;hfo kfOg] 8/n] sf]xL klg ;3fpg hfg ;Q}mgy] . t/ uf]Ko ¿kdf /flt e]nf eP/ ux'F sf6]/
yGSofpg yflnof] . o:tf] jf:tljstf yfxf gkfpg]x¿n] cfrfo{ afh]n] e"t l;l4 u/]/ sfd nufPsf]
eGg] rrf{ u/] . ToxL k|;ª\udf of] …efUu]dfgLsf e"t} sdf/fÚ -9sfn, @)^^, k[= @)^_ eGg] pvfg
k|of]u ePsf] 5 .
k|flKt / 5nkmn
pvfg ;fdflhs cg'ejsf Ps jfSofTds, ;f/ule{t tyf ;"qfTds cleJolQm x'g\ . æpvfg
nf]shLjgsf ljz]if 36gf, nf]sk'?ifsf efj;3g plQm, hf] kBuBfTds z}nLdf ;"qfTds ;"lQmsf
¿kdf /x]sf x'G5g\ / h;n] ;dfh;fk]If / ;fj{ef}lds ;Gb]z lbG5g\ clg nf]s d'vk/Dk/faf6
k':tfk':tfGt/;Dd hLljt /x]sf x'G5g\ -sf]O/fnf / kf}8]n, @)&^, k[= @*^_ .Æ k|]tsNk pkGof;df
k|o'Qm bzj6f pvfgdWo] …sfnf cIf/ e}F;L a/fa/Ú df clzIffsf] ;d:of Jol~ht 5 eg] …ufO{ e]
uf]/;, efO e e/f];Ú pvfgn] pknAw j:t' / cfkmGtaf6 cf8 e/f]; / ;xof]u k|fKt x'g] hgfPsf] 5
110 I Kanakai Journal I Vol. 3 I No. 1 I 2023
. …df}sf cfpF5 klv{Fb}g, au]sf] vf]nf kmls{Fb}gÚ eGg] pvfgdf ;dofg';f/ rNg'kg]{ ;Gb]z 5 eg] …v'§f
eP h'Qf slt sltÚ pvfgdf ;fwgeGbf ;fWo dxŒjk"0f{ x'g] s'/f hgfpgsf ;fy} n}ª\lus e]b
Jol~ht 5 . …u'nfO{ rnf/ uGwÚ pvfgdf v/fa j:t' / b'h{gaf6 hf]lugkg]{ ;Gb]z 5 eg] …sfu
s/fpFb} u5{, lkgf ;'Sb} u5{Ú eGg] pvfgdf afwfc8\rg;Fu g8/fO{ cfˆgf] nIodf cl3a9\g'kg]{
Jo~hgf 5 . …sfnsf] rfn b}j g6f/Ú pvfgdf ;dofg';f/ cfOkg]{ ;d:ofnfO{ l:jsfg}{kg]{ s'/f
hgfOPsf] 5 eg] …cfof] b;}F 9f]n ahfO{, uof] b;}F C0f af]sfO{Ú eGg] pvfgdf ;'vn] b'Mv klg
lgDTofpFg] clek|fo JoQm 5 . …s]OnfO{ s] wGbf 3/HjfOFnfO{ vfgf wGbfÚ pvfgdf k'?iffy{xLgx¿
pb/k"lt{df g} s]lGb|t x'g] k|j[lQk|lt Joª\Uo ug{sf ;fy} n}ª\lus e]befj klg Jol~ht 5 eg]
…efUu]dfgLsf] e"t} sdf/fÚ pvfgn] h'g s'/faf6 klg nfe g} x'g] jf htfaf6 klg kmfOb} kmfObf x'g]
s'/fnfO{ hgfpF5 .
o;/L ;dfhsf] oyfy{ kl/l:yltsf] lrq0f ug]{ S|mddf g]kfnL efiffdf rn]sf pko'{Qm pvfgsf]
;fGble{s k|of]udf nf]shLjgsf pQm kIfx¿ Jol~ht ePsf 5g\ . æ;dfhn] nfdf] ;dosf cg'ejsf
:k[x0fLo s'/fnfO{ ;fgf 5f]6f jfSodf obfsbf pQ/ k':tfsf JolQmn] af6f] la/fpFbf, c;'xfpFlbnf] sfd
ubf{ of To:t} kl/l:ylt ;[hgf ePsf] b]lvFbf eg]sf egfO g} pvfgsf ¿kdf k|rlnt ePsf x'g\ -
sf]O/fnf / kf}8]n, @)&^, k[= @*)_ .Æ k|]tsNk pkGof;df k|o'Qm pQm pvfgx¿n] clzIff,
;/;xof]u, ;dosf] ;b'kof]u, n}ª\lus e]befj, v/fa / b'h{gaf6 aRg'kg]{, afwfaf6 g8/fO{ cfˆgf]
p2]Zodf cl3 a9\g'kg]{, cfOkg]{ ;d:of a]xf]g{ tof/ x'g'kg]{, ;'vn] b'Mv lgDTofpg ;Sg], k'?iffy{xLgtf,
cg's"ntf h:tf ;dfhsf ;sf/fTds tyf gsf/fTds kIfnfO{{ JoQm u/]sf 5g\ . æpvfgx¿
nf]shLjgsf] ;'bL3{ cGt/lS|mofsf pkhsf ¿kdf /x]sf kfOG5g\ . nf]shLjgsf /fd|f g/fd|f ;a}n]
pvfgdf nf]ss} cg'ej, ctL{ / pkb]z clg b[i6fGt af]s]/ bGtk/Dk/fdf afFr]/ cfPsf x'G5g\ -
sf]O/fnf / kf}8]n, @)&^, k[= @*@_ .Æ
;du|df nf]shLjgsf jf ;fdflhs ;d:of, dfgj cg'ej / ef]ufOnfO{ …k|]tsNkÚ pkGof;df
k|:t't ul/Psf] 5 / ltg} s'/fnfO{ ljZn]lift pvfgx¿n] cem :ki6 kfg{sf ;fy} g]kfnL efiffsf]
df}lnstfnfO{ ;d]t sfod /fv]sf 5g\ . oxL g} k|:t't cWoogsf] k|flKt xf] .
lgisif{
g]kfnL cfVofgsf/ gf/fo0f 9sfnsf] …k|]tsNkÚ P]ltxfl;s tyf ;fdflhs ljifodf cfwfl/t
oyfy{jfbL pkGof; xf] . pkGof;df jl0f{t ;do / :yfgsf] hghLjgsf] lrq0fdf kfqx¿sf] ;+jfbdf
pvfgx¿sf] ;d'lrt k|of]u 5 . pvfgsf] To:tf] k|f;ª\lus k|of]un] tTsfnLg / tT:yfgLo
hghLjgsf] jf:tljs cj:yf :ki6 ePsf] 5 eg] g]kfnL efiffsf] df}lnstf klg emlNsPsf] 5 .
o; pkGof;df k|o'Qm tyf o; n]vdf ljZn]lift pvfgdf lg/If/tfsf] ;d:ofnfO{ k|:t't
ul/Psf] 5 . To;} u/L kz'kfng, kfl/jfl/s ;/;xof]u, ;do / cj;/sf] pkof]u cflbsf] dxŒj
k|s6 ePsf] 5 . To:t} pQm pvfgdf n}ª\lus e]befj, gf/Lk|ltsf] pk]Iff, b'i6af6 arfp, r'gf}tL /
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 111
afwf;Fu ;ª\3if{ ug'{kg]{, cfˆgf] p2]Zodf b[9 /xg'kg]{, ljk/Lt kl/l:yltnfO{ ;fdgf ug}{kg]{, C0f u/]/
rf8 dgfpg] k|rng, ljz]if dxŒjsf] s'/feGbf ;fdfGo / lgtfGt JolQmut s'/fdf Wofg lbg] k|j[lQ,
cGwljZjf; cflb s'/fsf] cleJolQm kfOG5 . k|]tsNk pkGof;df jl0f{t ;do / :yfgsf] g]kfnL
;dfhsf] jf:tljs cj:yf / g]kfnL efiffsf] df}lnstf tyf k|efjsfl/tf k|s6 ug{ pkGof;df k|o'Qm
pvfgsf] dxŒjk"0f{ e"ldsf /x]sf] 5 .
ctM pkGof;df jl0f{t g]kfnL ;dfhdf ljBdfg ljjztf, clzIff, ul/aL, zf]if0f, hflte]b,
ju{e]b, /fhgLlts tyf k|zf;lgs lg/ª\s'ztfsf] cfnf]rgfTds lrq0f ul/Psf] 5 . o; lsl;dsf]
lrq0fdf pko'{Qm ljZn]lift pvfgx¿sf] pkGof;df k|efjsf/L k|of]u u/L ;dflhs r]tgf hufPOPsf]
x'Fbf of] pvfg k|of]usf b[li6n] ljlzi6 :t/sf] pkGof; xf] .
;Gbe{ ;fdu|L ;"rL
sf]O/fnf, s'nk|;fb -@)&#_,
pvfg l;4fGt / ljZn]if0f,
;femf k|sfzg .
sf]O/fnf, s'nk|;fb / kf}8]n, lzjk|;fb -@)&^_, …g]kfn pvfgÚ
hubDaf g]kfnL ;flxTosf] a[xt\
Oltxf; -bf];|f] 7]nL,
;Dkf= dfwjk|;fb kf]v/]n / cGo_, sdndl0f k|sfzg .
9sfn, gf/fo0f -@)^^_,
k|]tsNk -bf];|f] ;+=_,
;femf k|sfzg .
kf]v/]n, afns[i0f / cGo -;Dkf= @)$)_,
g]kfnL a[xt\ zAbsf]z,
g]kfn /fhsLo k|1f–k|lti7fg .
kf}8\ofn, lzjk|;fb -@)^*_,
g]kfnL pvfgsf /rgf ;Gbe{,
;'zLn kf}8\ofn .
k|wfg, kf/;dl0f -@)#(_, …g]kfnL ;flxTodf pvfgsf] :yfgÚ
kRrL; jif{sf eflifs rrf{
-;Dkf=
afns[i0f kf]v/]n_, g]kfn /fhsLo k|1f–k|lti7fg .
zdz]/, k'is/ -@)%)_,
pvfg 6'Ssfsf] sf]z
-t];|f] ;+=_,
;femf k|sfzg .
zdf{, df]xg/fh / n'O6]n, vu]Gb|k|;fb -@)^#_,
nf]sjftf{lj1fg / nf]s;flxTo
, ljBfyL{ k':ts e08f/ .
112 I Kanakai Journal I Vol. 3 I No. 1 I 2023
Ho]i7 gful/ssf] cfly{s, ;fdflhs tyf :jf:Yo cj:yf
kljqf clwsf/L
pk–k|fWofks
sgsfO{ ax'd'vL SofDk;, ;'?ª\uf, emfkf
email: pabitraadhikari34@gmail.com
https://doi.org/10.3126/kj.v3i1.65914
n]v;f/
g]kfndf ;fwf/0ftof ^) jif{ jf ;f]eGbf dflysf] hg;+VofnfO{ j[4 jf Ho]i7 hg;+Vofsf] ¿kdf lng]
ul/G5 . ;g\ @)@! sf] hgu0fgf cg';f/ g]kfnsf] s'n hg;+Vofsf] !)=@! k|ltzt Ho]i7
gful/sx¿sf] ;+Vof /x]sf] 5 . o; cWoogsf] k|d'v p2]Zo g]kfnsf] emfkf lhNnfl:yt sgsfO{
gu/kflnsfsf Ho]i7 gful/sx¿sf] pd]/, lzIff, k];f, cfo:t/, ;fdflhs ;'/Iff / :jf:y ;]jfsf]
cj:yf kQf nufpg' /x]sf] 5 . cfly{s tyf ;fdflhs If]qdf Ho]i7 gful/sx¿dfly ul/Psf] o;
cWoogdf pgLx¿sf] pd]/, lzIff, k];f, cfo:t/, ;fdflhs ;'/Iff / :jf:Yosf] cj:yf kQf nufpg]
ljifo ;d]l6Psf] 5 . Ho]i7 gful/s;DaGwL cfly{s tyf ;fdflhs If]qsf p2]Zox¿ /fv]/
kl/df0ffTds cg';Gwfg 9fFrfdf of] cWoog ;DkGg ul/Psf] 5 . p2]Zod"ns gd"gf 5gf}6 ljlw
k|of]u u/L tYofª\snfO{ ljZn]if0ffTds 9fFrfdf of] cWoog ;DkGg ul/Psf] 5 . k|fKt glthf cg';f/
pd]/ cg';f/ ul/Psf] cWoogdf ;a}eGbf a9L &%–&( jif{sf !$ hgf / ;a}eGbf sd ()–($
aif{sf # hgf Ho]i7 gful/s /x]sf 5g\ . lzIff cg';f/ ul/Psf] cWoogdf ;a}eGbf a9L lg/If/ @@
hgf, ;fIf/ / k|fylds !^÷!^ hgf, cfO{=P= ! hgf / Pd=P= ! hgf /x]sf] s'/f cWoogaf6 k|fKt
ePsf] 5 . s[lif k];fdf @^ hgf / cGo k];fdf #$ hgfsf] ;+nUgtf /x]sf] 5 . Go"g cfo:t/ ePsf
@@ hgf, dWod cfo:t/ ePsf #^ hgf / pRr cfo ePsf @ hgf /x]sf 5g\ eg] Ho]i7
gful/sx¿sf] :jf:Yosf] cj:yfsf] cWoog ubf{ ;fwf/0f /f]u nfu]sf !* hgf / bL3{ /f]u nfu]sf
$@ hgf /x]sf] 5 . Ho]i7 gful/s eQf k|fKt ug]{ $) hgf / eQf k|fKt gug]{ @) hgf /x]sf 5g\
eg] k|fKt ePsf] eQf /sdaf6 3/fo;L sfdsf] nflu vr{ ug]{ !& hgf / cf}iflw pkrf/df vr{ ug]{
@# hgf /x]sf] s'/f cWoogaf6 k|fKt ePsf] 5 . Ho]i7 gful/sx¿sf] cfly{s, ;fdflhs / :Jff:Yo
If]qdf pgLx¿sf] cj:yf sdhf]/ /x]sf] s'/f cWoogsf] lgisif{ /x]sf] 5 .
d'Vo zAbfjnL
M Ho]i7 gful/s, kfsf JolQm, a'9fa'9L, j[bfj:yf, a'9fkfsf, a'9\of}nL
k[i7e"ld
;+o'Qm /fi6« ;+3n] ^) jif{eGbf dflysf ;Dk"0f{ JolQmx¿nfO{ Ho]i7 gful/ssf] kl/efiffleq
/fv]sf] 5 . g]kfnsf] ;Gbe{df ufFp3/df a'9fa'9L eg]/ lrlgG5 eg] sfg'gL lx;fan] Ho]i7 gful/s
(Senior Citizen) eg]/ kl/eflift ul/Psf] 5 . hfkfg, cd]l/sf, a]nfot h:tf ljsl;t b]zx¿n]
^% jif{eGbf dfly pd]/ ePsf JolQmx¿nfO{ Ho]i7 gful/ssf] kl/efiff leq /fv]sf] 5 . ljZjdf x/]s
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 113
jif{sf] cS6f]a/ ! tfl/vnfO{ cGt/f{li6«o Ho]i7 gful/s lbj; dgfpg] ul/Psf] 5 . j[4;DaGwL
cWoog tyf cg';Gwfg ug]{ zf:qnfO{ h]/]G6f]nhL elgG5 . h]/]G6f]nhLdf pNn]v eP cg';f/
dflg;nfO{ a9L kl/>d, dfgl;s tgfj, cfn:o, /f]u cflbn] l56f] j[4 cj:yfdf k'¥ofpF5 .
a'9\of}nLn] a'9f] x'g] cj:yf cyjf j[4 pd]/df k|j]z ug]{ k|lqmofnfO{ hgfpFb5 . of] k|s[lt k|bt lgod
xf] . o; a|Dxf08df /x]sf x/]s dflg;, hLj–hLjfTdfx¿ pd]/ ylkb} hfFbf ;[li6sf] lgod cg';f/ g}
la:tf/} a'9f] xF'b} hfG5g\ . dfgj hLjg rqmdf dflg; e|'0ffj:yf, gjhft cj:yf, lzz' cj:yf,
afNofj:yf, of}jgfj:yf, lszf]/fj:yf, k|f}9fj:yf kf/ u/]/ cGTodf j[4fj:yfdf k|j]z ub{5 . dflg;
a'9f] Pp6} sf/0faf6 x'G5, Tof] xf]– pd]/ . a'9f] ePkl5 zf/Ll/s / dfgl;s Ifdtfdf x«f; cfpF5,
h:t}M xf8hf]gL{ sdhf]/ x'g', 5fnf rfpl/g', b[li6 sdhf]/ x'g', lx8\8'n ug{ c;lhnf] x'g', of}g
Ifdtfdf x«f; cfpg', :d/0fzlQm IfL0f x'Fb} hfg', d'6' tyf kmf]S;f]sf ;fy} lk;fj;DaGwL ;d:of b]lvg'
a'9\of}nLsf ;fdfGo nIf0fx¿ x'g\ -sfˆn], @)@!_ .
cS;kmf]8{ zAbsf]zn] lbPsf] kl/efiff cg';f/ æa'9\of}nLsf] cy{ j[4 x'g] k|lqmof xf]Æ . c+u|]hL
zAbsf]; cg';f/ a'9\of}nLsf] cy{ j[4 x'g] k|lqmofnfO{ hgfpFb5 t/ g]kfnL zAbsf]zdf dfgj hlGdP
kZrft\ Tolt a]nf o; r/0fdf k|j]z ub{5, hlt a]nf z/L/sf k|d'v cËx¿ -d'6', kmf]S;f], lgisf;g
k|0ffnL cflb_ df lzlyntf jf km]/abn cfpF5 . zf/Ll/s / dfgl;s b[li6sf]0f cg';f/ s'g} klg
dflg; czQm, sdhf]/ eO{ hf]; hfFu/ x/fpFb} hfG5 / z/L/sf] sf]if / tGt'n] ;d]t sfo{Ifdtf
u'dfpFb} hfG5g\ . k|s[ltdf ePsf s'g} klg s'/fx¿ ;w}el/ Psgf;sf x'Fb}gg\ o;df kl/jt{g
cfO/xG5 . To;} u/L dfgj hLjg ;w} Psgf;sf] cj:yfdf /xFb}g . afNofj:yf, lszf]/fj:yf,
k|f}9fj:yf / j[4fj:yf k|To]s dfgjn] kf/ ug}{ k5{, To;kl5 dfgjsf] d[To' x'G5 .
s'g} klg b]zdf j[4x¿sf] ;ª\VofTds cj:yfn] klg ;fdflhs tyf cfly{s If]qdf k|efj kfg]{
ub{5 h'g cWoogsf] ljifo xf] . s'n hg;+Vofdf j[4 hg;+Vofsf] cg'kft kQf nufpgsf] nflu j[4
;"rsfª\s -Index of Aging_ sf] k|of]u ul/G5 h'g lgDgfg';f/ 5 M
j[4 ;"rsfª\s =
of] ;"qåf/f j[4 ;"rsfÍ lx;fj ubf{ j[4 ;"rsfÍ ) / !)) sf] lardf cfpF5 . j[4 ;"rsfÍ
hlt a9L cfpF5 Tolt g} hg;+Vofdf j[4x¿sf] ;+Vof clws 5 eGg] s'/f a'lemG5 . j[4 hg;+VofnfO{
cfly{s b[li6n] lg:s[o cyf{t\ cfl>t hg;+Vofsf] ¿kdf lnOG5 .
a'9\of}nLsf] cWoogsf] cf}lrTo
a'9\of}nL / o;sf ljljw kIfsf af/]df cWoog ug{ cfhsf] hNbf]aNbf] cfjZostf xf]
lsgeg] ljZjdf hGdb/ 36\b} hfg] / cf};t cfo':t/ a9\b} hfFbf b]zsf] cf};t pd]/ klg a9\b} uPsf]
kfOG5 . o; tYonfO{ hg;+Vofsf] lk/fld8df b]vfpg] xf] eg] tNnf] efu ;fF3'/f] / dflyNnf] efu
114 I Kanakai Journal I Vol. 3 I No. 1 I 2023
km/flsnf] x'g hfG5 . hg;ª\Vof ;+/rgfdf o:tf] kl/jt{g b]lvPdf a'9\of}nLsf] ;fdflhs, cfly{s
nufot ljleGg kIfdf s]xL g s]xL k|efj /x]sf] x'G5 . xfdLn] pd]/sf] lj1fgdf ;aeGbf dxŒjk"0f{
k|ult xfl;n ub}{ uPsf] cj:yfdf a'9\of}nLzf:qsf] dfgjzf:q, dfgljsL, dgf]lj1fg, hg;+Vof,
;dfhzf:q, ;fdflhs{, hLjlj1fg, cf}iflw / cGodf ;d]t o;sf] ;DaGw /x]sf] kfOG5 . o;
cfwf/df a'9\of}nLsf] cWoog cf}lrTok"0f{ 5 .
a'9\of}nLsf] cWoog cGtu{t j[4 cfl>t cg'kftsf] u0fgfaf6 eljiosf of]hgf th{'df ubf{
canDag ug{'kg]{ kIfnfO{ dfu{bz{g k|fKt x'G5 eg] j[4j[4fsf] rfksf] cfwf/df ;fdflhs ;'/Iffsf
sfo{qmd to ug{ ;xof]u k'Ug] x'G5 . cf};t cfo', cjsfz x'g] pd]/ cflbsf] u0fgfsf nflu klg
hg;+Vof / o;sf ljleGg kf6fdf a'9\of}nLsf] cWoog ug{' cfjZos b]lvG5 .
s'g} klg b]z xfnsf] cj:yfdf cfOk'Ug o; cl3sf] ;lqmo pd]/ ;d"xdf /x]sf dflg;x¿sf]
of]ubfg /x]sf] x'G5 cyjf b]zsf] cfly{s, ;fdflhs pGgogsf nflu xfn uf}0f jf Go"g e"ldsfdf
/x]sf] j[4 dflg;x¿sf] of]ubfg ct'ngLo /x]sf] x'G5 . oxL kIfnfO{ dWogh/ u/]/ ;/sf/n]
lgj[lQe/0f cflbsf] Joj:yf u/]sf] x'G5 . b]znfO{ cfly{s bfloTj kg]{ dWo]sf] Ps dxTjk"0f{ kIf
;DaGwL of]hgf lgdf{0f, ;'wf/ jf kl/jt{g ubf{ ;/f]sf/jfnf dflg;x¿sf] cBfjlws cj:yf cjut
x'g' kb{5 . o; cy{df cy{tGqsf ljleGg kIfdf of]ubfg ug]{ j[4x¿sf] cWooglagf b]zsf] cy{tGq
w/fkdf kg]{ ePsf]n] klg a'9\of}nLsf] cWoog ug{' ckl/xfo{ dflgG5 .
;dfh hfthflt, efiffefifL, pd]/, ;+:s[lt cflbsf] ;+ud :yn xf] . k|To]s ;dfhdf cfˆg}
rfnrng, ;+:sf/, Oltxf; /x]sf] x'G5g\ . ljz]if u/L gofF k':tfnfO{ ;fdflhsLs/0f ug]{ sfo{df
k'/fgf] k':tfsf] of]ubfg /x]sf x'G5g\ . k'/fgf] k':tfn] gofF k':tfnfO{ ;fdflhs rfnrng l;sfpg] /
;fdflhsLs/0fdf lgMz'Ns ;xof]u ug]{ x'gfn] ;dfhn] pgLx¿nfO{ s;/L ;fdflhs pGgogdf
pTk|]l/t ug]{ eGg] hfgsf/L tyf pkof]usf dfWodaf6 k|:km'6g ug{sf nflu a'9\of}nLsf] cWoog
cfjZos 5 .
cGt/f{li6«o a'9\of}nL dxf;+3sf] Oltxf;
cGt/f{li6«o a'9\of}nL dxf;+3sf] sfo{ ;~rfng ;g\ !(&# af6 ePsf] xf] . o; dxf;+3n]
cfkm"nfO{ Ps dxTjk"0f{ laGb'sf] ¿kdf pEofpg lgDglnlvt aF'bfx¿df cfˆgf] sfdnfO{ s]lG›t u/]sf]
kfOG5 -Gof}kfg] / ;Tofn, @)@)_ M
;Dks{ M ljåt\ju{, u}/;/sf/L ;+:yfx¿, gLlt lgdf{tf tyf lghL If]qx¿nfO{ Pscfk;df hf]8Þg] .
;"rgf cfbfgk|bfg / ljlgdo M cfˆg} ;~hfnsf dfWodaf6 1fgsf] ljlgdodf ;xhLs/0f .
cg';Gwfg / jsfnt M ;"rgfsf] e08f/ k|bfg tyf cg';Gwfgdf ;fem]bf/L .
gLltut 1fg M ljZjJofkL pkfb]otf ;lxt If]q jl/kl/ pd]/ut ljljwtf, Ho]i7 gful/snfO{ ;+nUg
u/fOg] cfly{s ;+/If0f tyf pd]/d}qL ;d'bfo lgdf{0f .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 115
g]kfndf ^) jif{ jf ;f]eGbf dflysf] hg;+VofnfO{ j[4 hg;+Vofsf] ¿kdf lng] ul/G5 .
g]kfnsf] ;g\ !(^! b]lv @)@! ;Ddsf ^) jif{ jf ;f]eGbf dflysf] hg;+Vofsf] ljj/0f k|ltztdf
tnsf] tflnsf b]vfOPsf] 5 .
tflnsf !
g]kfnsf] j[4 dflg;x¿sf] k|j[lQ -;g !(^!–@)@!_
;g\
^) jif{ jf ;f] eGbf dflysf] hg;+Vof
!(^!
%=@
!(&!
%=^
!(*!
%=&
!((!
%=*
@))!
^=%
@)!!
*=!$
@)@!
!)=@!
;|f]t M s]G›Lo tYofÍ ljefu, ;g\ @))#, @)!$ / @)@!
dflysf] tflnsfaf6 g]kfndf Ho]i7 gful/sx¿sf] k|ltzt a9\b} uO/x]sf] k|i6 x'G5 . j[4
dflg;x¿sf] hg;+Vofsf] k|ltzt a9\g'df :jf:Yo cj:yf dha'b x'g', d[To'b/ 36\g' / cf};t cfo'
a9\g'nfO{ lng ;lsG5 . ctM a'9\of}nLsf ;Gbe{df ljleGg :t/sf cWoog cg';Gwfg ;~rfng ug{
cfjZos 5 . s'g} vf; ef}uf]lns If]qsf hg;+Vof ;j]{If0f u/L a'9\of}nL;DaGwL tYout lgisif{
lgsfNg ;lsPdf ;DalGwt :yfgLo ;/sf/n] sDtLdf cfˆgf] gu/kflnsf jf ufpFkflnsf:t/,
j8f:t/df hg;+Vof gLlt agfO{ ljsf; sfo{;Fu tfbfTDo ldnfpg ;Sb5 . o;} ;Gbe{df g]kfnsf]
sgsfO{ gu/kflnsfsf] a'9\of}nL;DaGwL tYofÍ ;Íng u/L lgisif{ k|:t'tLs/0fdf of] cWoog s]lG›t
5 . o; cWoogdfkm{t k|fKt lgisif{ ljleGg cg';Gwfgstf{ tyf ljBfyL{sf nflu a'9\of}nL;DaGwL 1fg
lgdf{0f ug{ / :yfgLo ;/sf/sf nflu :yfgLo :t/sf hg;+Vof;DaGwL of]hgfx¿ th{'df ug{ pkof]uL
x'g] ck]Iff ul/G5 .
cWoogsf] p2]Zo
o; cWoogsf] k|d'v p2]Zo sgsfO{ gu/kflnsfdf a;f]af; ug]{ Ho]i7 gful/sx¿sf] pd]/,
lzIff, k];f, cfo:t/, ;fdflhs ;'/Iff / :jf:Yo ;]jfsf] cj:yf kQf nufpg' /x]sf] 5 .
;flxTosf] k'g/jnf]sg
nlIft ju{ ;d"xsf Ho]i7 gful/s;Fu ;DalGwt s]xL cWoog tyf k|ltj]bgsf lgisif{x¿nfO{
oxfF k|:t't ul/Psf] 5 .
116 I Kanakai Journal I Vol. 3 I No. 1 I 2023
k"j{ cf}Bf]lus ;dfhdf k|foM hg;+Vofsf] cfsf/ ;fgf] /x]sf] tyf d[To'b/ pRr /x]sf]
kfOG5 . ;fdfGotof cfwf hlt afnaflnsfx¿ kfFr jif{ gk'Ub} d[To'sf] lzsf/ x'Gy] eg] clwsf+z
dflg;x¿sf] ^) jif{ gk'Ub} d[To' x'g] ub{Yof] .=Sokolovky -@))(_ sf cg';f/ o; lsl;dsf]
;dfhdf j[4 dflg;nfO{ pgLx¿df /x]sf] 1fg / a'l4sf] nflu ;Ddfg ul/GYof] . pgLx¿sf] :jf:Yosf]
cj:yf / 1fgsf] cj:yfn] pgLx¿sf] ;fdflhs cl:tTjsf] lgwf{/0f x'GYof] . :jf:Yosf] ;Gbe{df /fd|f]
:jf:Yo /x]sf j[4fj:yfsf dflg;x¿nfO{ ;Ddfgk"j{s x]l/GYof] eg] pgLx¿sf] dfgl;s cj:yf klg
;an /x]sf] cg'dfg ul/GYof] -Gof}kfg] / ;Tofn, @)@)_ .
Barkar -@))(_ sf cg';f/ k"j{ cf}Bf]lus ;dfhdf sdhf]/ :jf:Yo tyf dfgl;s cj:yf
/x]sf dflg;x¿nfO{ a]jf:tf ul/GYof] . :jf:Yosf] cj:yfsf cfwf/df a'9\of}nLnfO{ /fd|f] :jf:Yo
ePsfnfO{ æYoung OldÆ tyf /fd|f] :jf:Yo gePsfnfO{ æOld OldÆ u/L @ efudf ljefhg ;lxt
Jojxf/ ug]{ ul/Psf] cj:yf lyof] -k"j{jt\, @)@) af6 pb\w[t_.
Hooyman and Kiyak -@)!!_ sf cg';f/ olb j[4 dflg;sf] ;fydf kof{Kt wg ;DklQ
/x]sf] 5 eg] ;dfhdf pgLx¿sf] a9L k|efj /xg] t/ o;sf] ljk/Lt hf] JolQmdf wg ;Dklt x'Gg
To; k|sf/sf dflg;x¿sf] ;dfhdf j[4fj:yfdf ;d]t w]/} ;DklQ xfl;n ug{ g;Sg] x'gfn] tNnf]
:t/sf] hLjg lhpg' kg]{ x'G5 . cGo ;a} s'/fx¿ a/fa/ eP klg cfly{s kIfsf] sf/0f j[4 tyf
Ho]i7 gful/sx¿nfO{ ul/g] Jojxf/df km/skgf kfpg ;lsG5 -k"j{jt\, @)@) af6 pb\w[t_.
To:t} Thane -@))%_ / Minoic -!(*(_ sf cg';f/ u|L; tyf /f]dgsf] k|frLg ;Eotfdf
a'9\of}nL snf / n]vf]6n] a'9\of}nLsf ;Gbe{df cg'ej / wf/0ffx¿ cfˆg} lsl;dn] k|bfg u/]sf] kfOG5
h;nfO{ xfdL xfn j[4 cj:yf elg/x]sf] 5f}F To; ;dodf *) k|ltzt dflg;x¿sf] d[To' x'g] cf};t
pd]/nfO{ dWo pd]/sf] ;+1f lbOPsf] kfOG5 . o;n] s] b]vfpF5 eg] Ho]i7 gful/sx¿ pgLx¿sf] lbdfuL
Ifdtfsf] nflu k|frLg /f]d / lu|;df pRr ;Ddfg /x]sf] kfOG5 eg] csf]{ tkm{ j[4x¿sf] kl/ifb\sf]
;xof]udf lu|; / /f]dg ;dfhsf] zf;g Joj:yf ;~rflnt /x]sf] kfOG5 -k"j{jt\, @)@) af6 pb\w[t_ .
;g\ !(&* l8;]Da/ !$ a;]sf]] ;+o'Qm /fi6« ;+3sf] dxf;efn] k|:tfj gDa/ ##÷%@ kf; ub}{
;g\ !(*@ df ljZjdf Ho]i7 gful/s ;Dd]ng ug]{ p2]Zosf ;fy cli6«ofdf !@$ j6f b]zsf
k|ltlglwx¿n] efu lnPsf lyP . To; ;Dd]ngdf Ho]i7 gful/ssf nflu ljZj sfo{of]hgfsf] d:of}bf
k|:t't ul/Psf] lyof] h;nfO{ &# b]zn] ;dy{g u/]/ ax'dtaf6 kf; ul/Psf] lyof] . To;
sfo{of]hgfdf sfo{qmd / gLlt;DaGwL ^@ a6f a'Fbfut ;'emfjx¿ lyP . tL ;'emfjx¿df Ho]i7
gful/s ;DaGwL lgDglnlvt ljifox¿ ;dfj]z ePsf lyP M -!_ ;+:yf / kf]if0f, -@_ pkef]Qmf Ho]i7
gful/s ;+/If0f, -#_ kl/jf/, -$_ ;dfh sNof0f, -%_ cfo ;'/If0f / /f]huf/L, / -^_ lzIff tyf
cg';Gwfg -sfˆn] / g]kfn, @)@!_ .
g]kfndf Ho]i7 gful/s;DaGwL P]g, @))^ n] ^) jif{ pd]/ k"/f u/]sf ;a} gful/sx¿nfO{
Ho]i7 gful/ssf] ¿kdf kl/eflift u/]sf] 5 . pQm sfg'gn] Ho]i7 gful/snfO{ ;a}n] ;Ddfg ug{' kg]{,
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 117
kl/jf/sf k|To]s ;b:on] Ho]i7 gful/ssf] kfngkf]if0f ug{'kg]{ Joj:yf u/]sf] 5 . To:t} Ho]i7
gful/snfO{ leIff dfUg jfWo kfg{ gx'g], c? s;}sf] xs gnfUg] tyf a08f ug{' gkg]{ ;DklQ Ho]i7
gful/sn] cfkm" v';L k|of]u ug{ kfpg] Joj:yf /x]sf] 5 . ;fj{hlgs ;]jf k|bfg ug]{ lgsfox¿, h:t}M
c:ktfn, oftfoftsf ;fwgx¿n] Ho]i7 gful/sx¿nfO{ k|fyldstf / sfg'gn] tf]s] adf]lhd 5'6
;'ljwf lbg' kg]{ Joj:yf u/]sf] 5 . To;} u/L Ho]i7 gful/snfO{ sfg'g adf]lhd x'g] ;hfodf lglZrt
k|ltzt 5'6, Ho]i7 gful/ssf] lxt / sNof0fsf] nflu s]G›df Pp6f s]G›Lo Ho]i7 gful/s sNof0f
;ldlt / k|To]s lhNnfdf lhNnf Ho]i7 gful/s sNof0f ;ldltsf] u7g ug]{ Joj:yf u/L ltgLx¿sf]
sfd, st{Jo / clwsf/ ;d]t tf]lslbPsf] 5 . Ho]i7 gful/ssf] sNof0fsf] nflu Ho]i7 gful/s
sNof0f sf]ifsf] ;d]t :yfkgf ug]{ Joj:yf u/]sf] 5 . To;} u/L pQm sfg'gn] Ho]i7 gful/ssf]
kl/rokq ;DalGwt ufFpkflnsf jf gu/kflnsfaf6 pknAw u/fpg] tyf g]kfn ;/sf/n] Ho]i7
gful/s, c;xfo Ho]i7 gful/s, czQm Ho]i7 gful/snfO{ tf]lsP adf]lhd eQf jf ;'ljwf pknAw
u/fpg] Joj:yf u/]sf] 5 . pQm sfg'gn] Ho]i7 gful/ssf] gfddf s;}n] ablgot /fvL s'g} sfd–
sf/afxL u/]df ;hfo ;d]t x'g] Joj:yf u/]sf] 5 -sfˆn] / g]kfn, @)@!, k[= !%$_ .
;g\ !((! sf] l8;]Da/ !^ df Ho]i7 gful/ssf xs lxt ;+/If0f ug]{ p2]Zon] ljZje/df
nfu" x'g] u/L ;+o'Qm /fi6«;+3af6 s]xL l;4fGt kfl/t ul/Psf 5g\ h'g l;4fGtn] Ho]i7 gful/ssf
clwsf/x¿ lgDgfg';f/ ls6fg u/]sf] 5 M -!_ :jtGqtfsf] clwsf/, -@_ ;xeflutfsf] clwsf/, -#_
x]/ ljrf/sf] tyf :ofxf/ ;';f/sf] clwsf/, -$_ cfTd kl/k"lt{sf] clwsf/, / -%_ ;Ddfgsf] clwsf/ .
Ho]i7 gful/s ;|f]t k'l:tsf, @)!@ df pNn]v eP cg';f/ Ho]i7 gful/sx¿dfly x'g]
b'Jo{jxf/nfO{ ljZj :jf:Yo ;+u7gsf] k|ltj]bgn] lgDg tLg cf]6f lj:t[t If]qdf ljefhg u/]sf] 5 -
sfˆn] / g]kfn, @)@!_ M -!_ Pp6f If]q cjx]ngf / pk]Iff xf], sxfF pgLx¿ TofluG5g\, PSNofOG5g\
jf alx:s[t x'G5g\, -@_ csf]{ If]qdf pgLx¿ sfg'gL, dfgjLo / :jf:Yo clwsf/af6 al~rt x'G5g,\ /
-#_ t];|f] If]qdf Ho]i7;Fu gful/sx¿ x}l;ot, dfg, dof{bf / cfly{s clwsf/af6 dfq xf]Og, lg0f{o
ug]{ / 5gf}6 ug]{ clwsf/af6 klg al~rt x'G5g\ .
g]kfnsf] sf]zL k|b]zsf] emfkf lhNnfl:yt sgsfO{ gu/kflnsfsf] ;Gbe{df ljutdf Ho]i7
gful/sx¿sf] cfly{s, ;fdflhs / :jf:Yo cj:yf ;DaGwdf cWoog gePsfn] of] cWoog ;fGble{s
/x]sf] 5 . Ho]i7 gful/s;DaGwL k'g/jnf]sg ul/Psf k':ts tyf cWoog k|ltj]bgx¿n] o;
cWoogsf nflu tYout cfwf/ k|bfg u/]sf] 5 . o; cWoogdfkm{t k|fKt lgisif{n] ljleGg
cg';Gwfgstf{ / ljBfyL{x¿sf nflu gofF 1fg lgdf{0f ug{, :yfgLo lgsfosf nflu :yfgLo :t/sf
of]hgf lgdf{0f th'{df ug{ ;xof]u k'Ug] b]lvG5 .
cWoog ljlw
k|:t't cWoog kl/df0ffTds cg';Gwfg 9fFrfdf cfwfl/t 5 . p2]Zod"ns ¿kdf Ho]i7
gful/sx¿sf] pd]/, lzIff, k];f, cfo:t/;Fu ;DalGwt k|ZgfjnL e/fO{ tYofÍ ;Íng ul/Psf] 5 eg]
118 I Kanakai Journal I Vol. 3 I No. 1 I 2023
ljleGg k':ts, hg{n, u'un h:tf låtLo ;|f]tx¿ k|of]u u/L ;"rgf ;Íng ug]{ sfo{ ;DkGg ul/Psf]
5 . cWoogsfo{ ;~rfng ug{sf nflu emfkf lhNnfsf] sgsfO{ gu/kflnsf j8f # / $ nfO{ cWoog
If]qsf] ¿kdf lnOPsf] 5 . oL b'j} j8faf6 ^) jif{eGbf dflysf dlxnf / k'?if b'j} hg;+VofnfO{ gd"gfsf]
¿kdf lnOPsf] 5 . j8f # sf *)) / j8f $ sf &%) Ho]i7 gful/sx¿dWo]af6 j8f # af6 #) hgf /
j8f $ jf6 #) hgf u/L hDdf ^) hgf Ho]i7 gful/sx¿nfO{ c;+of]lht gd'gf 5gf}6 ljlwleqsf]
p2]Zod"ns gd"gf 5gf]6 ljlw k|of]u u/L tYofÍ ;Íng ul/Psf] 5 . tYofª\s ;ª\sng ug]{ qmddf pQ/
lbg;Sg] hf] hf] e]l6of] pgnfO{ gd'gf dflgPsf] 5 . of] gd'gf hg;+Vofsf] k|fKt ljj/0fn] sgsfO{
gu/kflnsf j8f # / $ sf ;Dk"0f{ Ho]i7 gful/sx¿sf] k|ltlglwTj ug{ ;S5 eGg] dfGotf /flvPsf] 5 .
5gf}6 ul/Psf] hg;+Vofdf k|ZgfjnL k|of]u u/L k|ToIf ;+nUgtfsf] dfWoddf tYofÍ ;+sng u/L k|fKt
tYofÍnfO{ tflnsfdf k|:t't ub}{ ljZn]if0f ug]{ k|of; ul/Psf] 5 .
cWoogsf] kl/;Ldf
;Lldt ;do, ;|f]t tyf ;fwgn] ubf{ k|:t't cWoognfO{ lgDg cg';f/ l;dfÍg ul/Psf] 5M
-!_ of] cWoog g]kfnsf] emfkf lhNnfl:yt sgsfO{ gu/kflnsf j8f # / $ df dfq ;Lldt /x]sf] 5,
-@_ of] cWoogdf ljleGg hfthfltsf dlxnf / k'?if b'j}nfO{ ;dfj]z ul/Psf] 5, of] cWoogdf ^)
jif{ dflysf ^) hgf dlxnf / k'?ifnfO{ gd"gfsf] ¿kdf ;dfj]z ul/Psf] 5, / -#_ of] cWoogn]
dfqfTds kIfnfO{ dfq hf]8 lbPsf] 5 .
glthfsf] ljZn]if0f
emfkf lhNnfsf] sgsfO{ gu/kflnsf j8f # / $ sf ^) jif{ jf ;f]eGbf dflysf Ho]i7
gful/sx¿dfly ul/Psf] cWoogaf6 k|fKt ePsf] tYofÍLo ljj/0fnfO{ rrf{ ul/Psf] 5 . pd]/
cg';f/sf Ho]i7 gful/s g]kfndf ;fwf/0ftofM ^) aif{ jf ;f]eGbf dflysf] hg;+VofnfO{ j[4
hg;+Vofsf] ¿kdf lng] ul/G5 . sgsfO{ j8f # / $ df /x]sf Ho]i7 gful/sx¿sf] pd]/ cg';f/sf]
ljj/0fnfO{ tnsf] tflnsfdf ljZn]if0f ul/Psf] 5 .
tflnsf @
pd]/ cg';f/sf] Ho]i7 gful/sx¿sf] hg;+Vof / k|ltzt
pd]/ ;d"x
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Kanakai Journal I Vol. 3 I No. 1 I 2023 I 119
dflysf] tflnsfaf6 s] k|i6 x'G5 eg] ^) jif{eGbf dflysf Ho]i7 gful/sx¿sf] pd]/
;d"xnfO{ x]bf{ cWoog ul/Psf] hg;+Vofdf ;a}eGbf a9L &%–&( jif{ pd]/ ;d"xsf !$ hgf Ho]i7
gful/sx¿ kfOG5 eg] ;a}eGbf sd ()–($ jif{ pd]/ ;d"xsf # hgf dfq Ho]i7 gful/sx¿sf]
;+Vof /x]sf] s'/f k|fKt x'g hfG5 .
lzIff cg';f/ Ho]i7 gful/s
lzIff ;dfh / dfgj ljsf;sf] Pp6f cfwf/e"t ;"rs xf] . lzIff lagf cfw'lgs ;dfhsf]
kl/sNkgf ;d]t ug{ ;lsb}g . o;n] dflg;nfO{ ;fF]Rg], ;dfhnfO{ a'em\g] / cfˆgf] kl/jf/sf] lxtdf
;dlk{t x'g] jf ljj]sk"0f{ lg0f{o ug{ ;Sg] Ifdtfsf] ljsf; u/fpFb5 . cWoog ul/Psf] hg;+Vofdf
lzIff cg';f/sf] agf]6nfO{ tnsf] tflnsfdf lbPsf] 5 .
tflnsf #
lzIff cg';f/ Ho]i7 gful/ssf] cj:yf
lzIff tx
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#^=^^
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dflysf] tflnsf cg';f/ ;a}eGbf a9L lg/If/ @@ hgf, ;fIf/ !^ hgf, !^ hgf, dfWolds @
hgf / P;=Pn=;L= eGbf dfly hDdf $ hgfsf] ;+Vof b]lvG5 . o;n] s] b]vfpF5 eg] g]kfndf
/fd|f];Fu cWoog cWofkg u/fpg] ljBfnosf] Joj:yfkg gePsf] sf/0fn] ^) aif{ eGbf dflysf Ho]i7
gful/sx¿ lzIffsf] cj:yfdf sdhf]/ ePsf] b]lvG5 .
k]zf cg';f/ Ho]i7 gful/s
k];fn] dflg;sf] cfly{s, ;fdflhs :t/dfly k'¥ofpg ;xof]u ub{5 . h'g dflg;x¿
clkml;on k];fdf ;+nUg 5g\ ltgLx¿sf] r]tgfsf] :t/ pRr x'g] ;fy} cfly{s l:ylt klg ;an x'g]
ub{5 t/ h'g dflg;x¿ gg\–clkml;on k];fdf ;+nUg x'G5g\, ltgLx¿sf] r]tgfsf] :t/ klg sdhf]/
x'g'sf ;fy} cfly{s l:ylt klg sdhf]/ aGg] ub{5 -sfˆn], @)@!_ . o; cWoogdf ;+nUg k];f
cg';f/ Ho]i7 gful/ssf] cj:yf tflnsf $ df k|:t't ul/Psf] 5 .
120 I Kanakai Journal I Vol. 3 I No. 1 I 2023
tflnsf $
k];f cg';f/sf] Ho]i7 gful/ssf] cj:yf
k];f
;+Vof
k|ltzt
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dflysf] tflnsfnfO{ cWoog ubf{ ;a}eGbf a9L s[lif k];fdf ;+nUg /x]sf] Ho]i7
gful/sx¿sf] cj:yf /x]sf] 5 . To;kl5 Jofkf/df !( hgf, dhb'/df & hgf, sd{sf08 # hgf,
lzIfs # hgf, ;fdflhs sfo{stf{ / sd{rf/L !÷! hgf b]lvG5 . of] tYofÍn] s] b]vfpF5 eg]
lxhf]sf] ;dodf dflg;x¿n] k9\g] ;'ljwf lyPg . dlxnfx¿nfO{ k9fpg] rng lyPg . afh]ah}n] h]
sfd ug{ x'GYof] 5f]/f, 5f]/Ln] ToxL sfddf g}{ ;+nUg x'g'kYof]{ . ;a}eGbf a9L gful/sx¿ s[lif k];fdf
;+nUg x'g] uy]{ . To;}n] cWoog ul/Psf] hg;+Vofdf klg s[lif k];fdf a9L / u}/–s[lif k];fdf ;+nUg
dflg;x¿sf] ;+Vof /x]sf] b]lvG5 .
cfo:t/ cg';f/ Ho]i7 gful/s
cfo:t/n] dflg;x¿sf] cfly{s cj:yfnfO{ lgwf{/0f ub{5 . h'g dflg;x¿sf] cfly{s cj:yf
pRr x'G5 pgLx¿sf] hLjg u'0f:t/Lo aGb5 . h'g dflg;x¿sf] cfly{s cj:yf sdhf]/ x'G5
pgLx¿sf] hLjg bogLo cj:yfdf /x]sf] x'G5 . o; cWoogdf cfwf/e"t cfjZostf k"/f ug{ klg
;d:of /x]sf Ho]i7 gful/snfO{ Go"g cfo:t/, cfwf/e"t cfjZostf ;lhn} k"/f ug{ ;Sg] tyf
3/hUuf ePsfnfO{ dWod cfo:t/ / kof{Kt 3/hUuf, Jofkf/÷Joj;fo jf gf]s/L ;d]t ePsfnfO{
pRr cfo:t/ dflgPsf] 5 . o;} cfwf/df k|fKt glthfnfO{ tnsf] tflnsfdf k|:t't ul/Psf] 5 . .
tflnsf %
cfo:t/ cg';f/ Ho]i7 gful/ssf] cj:yf
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Kanakai Journal I Vol. 3 I No. 1 I 2023 I 121
glthf cg';f/ dWod cfo ePsf] #^ hgf, Go"g cfo ePsf @@ hgf / pRr cfo ePsf] @
hgf b]lvG5 . o;n] s] b]vfpFb5 eg] g]kfnsf] cfly{s cj:yf g} sdhf]/ ePsf]n] ;Dk"0f{ g]kfnLx¿sf]
cfo:t/sf] cj:yf klg sdhf]/ b]lvG5 lsgeg] lxhf]sf dflg;x¿n] k9\g kfPsf lyPgg\ . k9\g
gkfPkl5 sfd ug]{ cj;/ klg k|fKt ug{ ;s]gg\ t/ cfhsf dflg;x¿n] k9\g] cj;/ kfPsf 5g\ t/
sfd ug]{ cj;/ gkfP/ b}lgs ¿kdf cfkm\gf] hGd e"ldnfO{ 5f]8]/ ljb]z hfg' kg]{ cj:yf ;[hgf
ePsf] 5 . o;n] cy{tGqdf Ifl0fs ;'wf/ eP klg lbuf] ¿kdf o;n] ;'wf/ ug{ ;Sb}g .
:jf:Yosf] cj:yf cg';f/ Ho]i7 gful/s
ljZj :jf:Yo ;+3sf cg';f/ :jf:Yo eg]sf] /f]u tyf b'j{ntfaf6 d'Qm x'g' dfq geO{
zf/Ll/s, dfgl;s tyf ;fdflhs ¿kn] k"0f{ tGb'?:t /x]sf] cj:yfnfO{ :jf:Yo elgG5 . To;}n]
:jf:YonfO{ wgsf] ¿kdf x]g]{ ul/G5 . h'g dflg;sf] :jf:Yo l7s 5 Tof] dflg;n] ;lhn} wg sdfpg
;S5 t/ h'g dflg;sf] :jf:Yo 7Ls 5}g p;n] cfˆgf] z/L/nfO{ l7s kfg{ wg vr{g' kg]{ wg
sdfpgsf] ;f6f] wg u'dfpg ;Sb5 . cWoog ul/Psf] hg;+Vofdf :jf:Yosf] cj:yfnfO{ tnsf]
tflnsfdf lbOPsf] 5 .
tflnsf ^
:jf:Yosf] cj:yf cg';f/ Ho]i7 gful/ssf] cj:yf
:jf:Yosf] cj:yf
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k|fKt glthfaf6 k|i6 x'G5 ;fwf/0f /f]u nfu]sf !* hgf / bL3{ /f]u nfu]sf $@ hgf /x]sf]
tYofÍn] hgfpFb5 . o;af6 s] k|i6 x'G5 eGg] ;dodf w]/} dflg;x¿nfO{ /f]u nfu]sf] 5 lsgeg]
cfw'lgs ;dodf /x]sf] vfgkfg / /xg;xgdf cfPsf] kl/jt{gn] ubf{ dflg;x¿ cfhsf] ;dodf
/f]usf] l;sf/ aGb} uPsf x'g\ . cWoog ul/Psf] hg;+Vofdf klg ;fwf/0f /f]ueGbf bL3{ /f]un]
;tfpg] dflg;x¿sf] ;+Vof a9L b]lvG5 .
;fdflhs ;'/Iff cg';f/ Ho]i7 gful/s
g]kfndf Ho]i7 gful/s ;DaGwL P]g, @))^ n] ^) aif{ pd]/ k'/f u/]sf ;a} gful/sx¿nfO{
Ho]i7 gful/ssf] ¿kdf kl/eflift u/]sf] 5 . g]kfn ;/sf/n] !((% ;fnb]lv ;fdflhs ;'/Iff eQf
sfo{qmd dfkm{t Ho]i7 gful/snfO{ s]xL /sd lbP/ ;Ddfg ug]{ sfo{qmdsf] ;'?jft u/]sf] kfOG5 . of]
qmd lg/Gt/ ¿kdf clxn];Dd rln/x]sf] kfOG5 . To;}n] cWoog u/]sf] hg;+Vofdf klg ;fdflhs
;'/Iff eQf k|fKt ug]{ Ho]i7 gful/sx¿sf] ljj/0f k|:t't ul/Psf] 5 .
122 I Kanakai Journal I Vol. 3 I No. 1 I 2023
tflnsf &
;fdflhs ;'/Iff cg';f/sf] Ho]i7 gful/sx¿sf] cj:yf
;fdflhs ;'/Iff eQf
;+Vof
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dflysf] tflnsfaf6 s] k|i6 x'G5 eg] ;fdflhs ;'/Iff eQf k|fKt ug{ ;Q/L jif{sf] x'g' kg]{
g]kfn ;/sf/sf] lgod /x]sf] 5 To;}n] cWoog ul/Psf] hg;+Vofdf $) hgf Ho]i7 gful/sn]
;fdflhs ;'/Iff eQf /sd k|fKt u/]sf] b]lvG5 eg] @) dWo] !^ hgfsf] ;fdflhs ;'/Iff eQf vfg]
pd]/ k'u]sf] b]lvb}g eg] $ hgfn] Ho]i7 gful/sx¿ g]kfn ;/sf/af6 k]G;g vfg] x'gfn] @) hgfn]
;fdflhs ;'/Iff eQf k|fKt u/]sf] b]lvFb}g .
;fdflhs ;'/Iff eQf /sdsf] ;b'kof]u cWoog ul/Psf] hg;+Vofdf ;fdflhs ;'/Iff eQf
/sd g]kfn ;/sf/af6 k|fKt ul/;s]kl5 Ho]i7 gful/sx¿n] lgDg adf]lhdsf] sfdsf] nflu k|of]u
ug{'x'G5 eGg] ljj/0f tnsf] tflnsfdf lbOPsf] 5 .
tflnsf *
k|fKt /sd k|of]u ug]{ ;DaGwdf
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dflysf] tflnsf]b]vfpF5 g]kfn ;/sf/af6 ;fdflhs ;'/Iff eQf sfo{qmd dfkm{t k|fKt u/]sf]
/sd klg pgLx¿n] cfˆgf] cfjZostf cg';f/ vr{ u/]sf] kfOG5 . cWoog ul/Psf] hg;+Vofdf !&
hgf Ho]i7 gful/sx¿n] 3/fo;L sfdsf] nflu / @# hgf Ho]i7 gful/sx¿n] cfˆgf] z/L/df nfu]sf]
/f]unfO{ lgd{"{n kf/L w]/} ;do;Dd afFRgsf] nflu cf}ifwL pkrf/df vr{ u/]sf] b]lvG5 .
lgisif{
g]kfndf ^) jif{ jf ;f]eGbf dflysf] hg;+VofnfO{ j[4 jf Ho]i7 gful/s dflgG5 . ;g\ @)@!
sf] hgu0fgf cg';f/ g]kfnsf] s'n hg;+Vofsf] !)=@! k|ltzt Ho]i7 gful/sx¿ /x]sf\ 5g\ . cWoog
If]q sgsfO{ gu/kflnsf j8f # / $ sf] ^) hgf Ho]i7 gful/sx¿ dfly ul/Psf] cWoogsf]
lgisif{cg';f/ pd]/ cg';f/sf] ljj/0fdf ;a}eGbf a9L &)–&$ jif{sf @!=#^ k|ltzt / ;a}eGbf sd
()–($ jif{ pd]/ ;d"xsf % k|ltzt, lzIff cg';f/sf] cWoogdf lg/If/ #%=^^ k|ltzt, ;fIf/
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 123
@#=^^ k|ltzt, cfO=P= !=## / Pd=P= !=^^ k|ltzt, k];f cg';f/sf] cWoog cg';f/ s[lif k];fdf
$#=## k|ltzt, Jofkf/ #!=^& k|ltzt / ;a}eGbf sd sd{rf/L !=^& k|ltzt tyf ;fdflhs
sfo{stf{ !=#^ k|ltzt /x]sf 5g\ . To;} u/L cfo:t/ cg'';f/ Go"g #^=^& k|ltzt, dWod ^)
k|ltzt / pRr @ k|ltzt, :jf:Yosf] cj:yf cg'';f/ ;fwf/0f /f]u nfu]sf] #) k|ltzt / bL3{ /f]u
nfu]sf &) k|ltzt /x]sf 5g\ eg] ;fdflhs ;'/Iff eQf k|fKt ug]{ ^^=^& k|ltzt / eQf k|fKt gug]{
##=## k|ltzt, eQfaf6 k|fKt /sdn] 3/fo;L vr{ ug]{ $@=%) k|ltzt / cf}iflwdf vr{ ug]{ %&=%)
k|ltzt /x]sf 5g\ .
Ho]i7 gful/sx¿ dfly ul/Psf] cWoogsf] lgisif{ cg';f/ g]kfnL gful/sx¿sf] cf};t
cfo'df j[l4, lg/If/ hg;+Vofsf] afx'Notf, s[lif / Jofkf/ k];fdf afx'Notf, dWod :t/sf] cfo:t/
a9L / pRr cfo:t/ sd, bL3{ /f]uLsf] ;+Vof a9L, eQf k|fKt ug]{ hg;+Vof a9L, k|fKt eQfn] cfˆgf]
/f]unfO{ lgd{"n kfg{ cf}iflw pkrf/df a9L vr{ ul/Psf] kfOof] . ljleGg b[li6sf]0faf6 x]bf{ pgLx¿sf]
cj:yf sdhf]/ g} b]lvG5 To;}n] pgLx¿sf] cj:yfnfO{ a'e]m/ :yfgLo ;/sf/n] jt{dfg ;dodf x/]s
If]qdf ;xof]u ug'{kg]{ cfjZostf b]lvG5 .
Ho]i7 gful/s 3/, kl/jf/, ;dfh / ;du| /fi6«sf cd"No gLlw x'g\, clttsf kf}/v x'g\,
jt{dfgsf ;Dkbf x'g\, pgLx¿ cfkm}df 1fg, l;k / cg'ejsf s'j]/ g} x'g\ . xfdLn] uf}/j ug{'k5{
pgLx¿ xfd|f] ;fydf 5g\, xfdLn] ;s]sf] ;Ddfg lbg'k5{, ;b\efj JoQm ug{'kb{5 / ;'/lIft /fvL
dof{lbt hLjg afFRg lbg' kb{5 . ;'/Iffdf klg ;DklQsf nflu cfˆg} ;Gtfg, xsjfnf c+lzof/ /
gft]bf/x¿af6 Ho]i7 gful/sx¿ bJo{jxf/sf] lzsf/ e}/x]sf] 5g\ . o:tf] b'Jo{jxf/ sxfF slt s;n]
ubf{ eGg] s'/fsf] tYofÍ cem;Dd klg /fd|f];Fu ;+sng ug{ ;ls/x]sf] 5}g . b]zsf] s'n hg;+Vofsf]
!)=@! k|ltzt k'lu;s]sf Ho]i7 gful/sx¿ dflysf] b'Jo{jxf/sf 36gfnfO{ n's]/ /x]sf] ;d:of dfGg]
ul/G5 lsgeg] kl/jf/leq a;]sf] 3/ j[4fdfly x'g] ckdfg cjx]ngf / b'Jo{jxf/ k|foM kl/jf/
leq}af6 x'g] x'gfn] o:tf ;d:ofnfO{ ;fdflhs b[li6n] k|sfzdf Nofpg lgif]lwt ljifo dflgG5 . Ho]i7
gful/sx¿df ePsf b'Jo{jxf/ / cjx]ngfnfO{ dfgj clwsf/ xggsf] 36gf 7fg]/ o;sf] lgjf/0f
ug{'k5{ eGg] k|of;df of] If]qsf clwsf/ afbLx¿ ulDe/ ¿kdf nfu]sf] kfOG5 . vf;u/L a9\bf]
ljZjJofkLs/0f, a9\bf] cfw'lgsLs/0faf6 6f9f 6f9fsf b]zdf dflg;x¿ sfd ug{ hfg yfn]kl5
;f+:s[lts, cfly{s / ;fdflhs ¿kof g} k':tfGt/sf 36gf tLj| ¿kdf b]vf kg{ yfn]kl5 Ho]i7
gful/ssf ;d:of ;dfhsf] 6fpsf]df tgfjsf ljifo aGg yfn]kl5 Ho]i7 gful/s dflysf b'Jo{jxf/
af/]df ;d]t ;dfh d'vl/t x'g yfn]sf] 5 . ljZjsf ljsl;t b]zx¿df Ho]i7 gful/sk|ltsf]
b'Jo{jxf/af/] ljleGg cWoog eO;s]sf 5g\ / lg/fs/0fsf pkfo klg ckgfOg] ub{5g\ t/ g]kfndf
o:tf] cWoog ug]{, b'Jo{jxf/;DaGwL tYofÍ ;Íng ug]{ / To;sf] lg/fs/0f ug]{ sfddf cem} klg
;/sf/sf] Wofg k'u]sf] 5}g . Ho]i7 gful/sx¿dfly x'g] c;'/Iff tyf b'Jo{jxf/ Go"g ug{ lzIffd"ns
Joj:yf, pkrf/fTds Joj:yf, lg/f]wfTds Joj:yf, cleof]hgfTds Joj:yf / k'g{:yfkgfsf] Joj:yf
cflb pkfox¿ cjnDag ug{ ;lsG5 -Ho]i7 gful/s ;|f]t k'l:tsf, @)!@_ .
124 I Kanakai Journal I Vol. 3 I No. 1 I 2023
;Gbe{ ;"rL
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a'9\of}nLsf d"ne"t kIf
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hg;+Vof lzIffdf kl/of]hgf sfo{ tyf uf]li7
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sfˆn], /fd]Zj/ -@)@!_,
hg;+Vof lzIffsf] cfwf/,
h'lk6/ klNns];g .
s]Gb|Lo tYofª\s ljefu -@)!$_,
kk'n];g df]gf]u|fkm ckm g]kfn
-cª\s !, @ / #_, n]vs .
s]Gb|Lo tYofª\s ljefu -@)@!_,
kk'n];g df]gf]u|fkm ckm g]kfn
, n]vs .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 125
d}n] ;l/tfsf] xTof u/]+
syfdf dgf]lj1fg
lbg]zs'df/ ltlD;gf
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email: timsinadinesh33@gmail.com
https://doi.org/10.3126/kj.v3i1.65915
n]v;f/
o; cWoogdf dfgj dgleq pTkGg dfgl;s cj:yfsf] lrq0f ePsf] 5 . afNo cj:yfdf dft[ljxLg
x'g k'u]sf] JolSt s;/L ck/fw dfgl;stf;Dd k'Ubf] /x]5 eGg] ljifonfO{ syfn] bzf{Psf] 5 .
afNosfnsf plrt :ofxf/ ;Dxf/ gkfPkl5 dflg;n] k|]d k|flKtsf nflu xTof h:tf] h3Go ck/fw
klg ubf]{ /x]5 eGg] laifonfO{ syfn] k|:t't u/]sf] 5 . k|:t't n]vdf cfw'lgs g]kfnL dgf]j}1flgs
syfsf/ uf]laGbaxfb'/ dNn uf]7fn]sf] d}n] ;l/tfsf] xTof u/]+ syfsf] dgf]j}1flgs ljZn]if0f ul/Psf]
5 . uf]7fn]sf syf cfw'lgs g]kfnL syf k/Dk/fdf ljZj]Zj/k|;fb sf]O/fnfaf6 ;'? ePsf]
dgf]j}1flgs oyfy{afbdf kb{5g\ . of] u'0ffTds cg';Gwfg ljlw cGtu{tsf] cg';Gwfg ePsf]n]
k':tsfnoLo sfo{af6 ;fdu|L ;ª\sng u/L j0f{gfTds Pjd\ ljZn]if0ffTds ljlwsf cfwf/df ljj]Ro
syfdf d kfqn] kl/jf/af6 cfjZos dfof / ddtf gkfpFbf s;/L dfgj xTof h:tf] h3Go
ck/fw;Dd ug{ k'Ubf]/x]5 eg]/ ljj]Ro syfdf ck/fw dgf]lj1fg ePsf] lgisif{ lgsflNnPsf] 5 .
zAbs'~hL
M sf]7L, u'KtL, dft[ljxLg, c;fdfGo, dgf]ljs[t, cf/f]k, u/uxgf, 8s}tL, hLljt,
xTof, em\ofnvfgf .
ljifo—kl/ro
g]kfnL syf k/Dk/fdf lj=;+= !((@ ;fnsf] …zf/bfÚ klqsfdf u'¿k|;fb d}gfnLsf] …gf;f]Ú
syf k|sfzg ePkl5 syf ;flxTon] cfw'lgstf k|fKt u/]sf] xf] . u'¿k|;fb d}gfnLsf] cfbzf]{Gd'v
oyfy{jfbL wf/faf6 ;'? ePsf] g]kfnL syf k/Dk/fnfO{ sf]O/fnfn] yk prfOdf nu]sf x'g\ . To;sf]
nut}kl5 !((@ ;fns} zf/bf klqsfdf ljZj]Zj/k|;fb sf]O/fnfn] rGb|jbg syf k|sflzt u/fP/
syf ;flxTodf dgf]j}1flgs oyfy{jfbsf] yfngL ePsf] xf] . æof] dflg;sf] leqL dgsf] ljZn]if0f
ul/Psf] g]kfnL ;flxTod} klxnf] dgf]j}1flgs syf xf]Æ -kf}8ofn, @)^!, k[= #!_ .
uf]ljGbaxfb'/ dNn {uf]7fn]Ú n]] lj=;+ !((& df …To;sf] efn]Ú zLif{ssf] syf k|sflzt u/fP/
cfw'lgs g]kfnL syf k/Dk/fdf b]vfk/]sf x'g\ . ljZj]Zj/k|;fb sf]O/fnfaf6 ;'? ePsf] dgf]j}1flgs
oyfy{jfbdf uf]7fn]sf syf b]vfk/]sf 5g\ . logsf syf ;ª\u|x -@))$_, sy}syf -@)!^_, k|]d /
d[To' -@)#(_ u/L tLgj6f syf ;ª\u|x k|sflzt 5g\ . dfgj dgsf] leqL cGt/s'Gt/ s]nfP/ syf
;[hgf ug{ logL lgk'0f dflgG5g\ . syf ;flxTosf] /l;nf] ljwf xf] . o;n] dflg;sf b'Mv, /f]bg,
126 I Kanakai Journal I Vol. 3 I No. 1 I 2023
s?0ff, v';L, xfF;f], d]nfkft,xf6 ahf/ ;a} 7fpFdf cfgGb k|bfg ub{5 . cfsf/ut ¿kdf of] 5f]6f]
eP/ klg cGo ljwfsf t'ngfdf a9L nf]slk|otf sdfpg' o;sf] ljz]iftf xf] . g]kfnL ;flxTosf]
Oltxf;df dgf]j}1flgs kmfF6sf ;kmn syfsf/sf ¿kdf uf]7fn]nfO{ lng ;lsG5 .
cfˆgf kl/jf/sf cu|h dftf, lktf / kl/jf/sf cGo ;b:o g} uf]7fn]sf] ;flxlTos k|]/0ffsf
;|f]tsf ¿kdf dflgG5g\ . afNosfnb]lv g} kl/jf/sf ;b:oaf6 ;flxTosf] rrf{ kl/rrf{ eO/x]sf]n]
pgdf klg ;flxTo /rgfdf e'msfj a9]sf] / o;}sf] kl/0ffd :j¿k pgn] of] prfO k|fKt u/]sf x'g\ -
a/fn, @)##, k[= @%_ .
ljj]Ro syfdf Pp6} sn]hdf cWoog ul//x]sf …dÚ kfq / ;l/tf larsf] k|]dnfO{ df+;n
k|]deGbf leGg k|sf/sf] cflTds k|]d agfpg] OR5f k|:t't ul/Psf] 5 . oxfF d kfqnfO{ cgf}7f] jf
c;fdfGo k]|dLsf ¿kdf k|:t't ul/Psf] 5 . d kfq / ;l/tf b'j} Ps csf{nfO{ dg}b]lv dg k/fpF5g\ .
h:t} sn]haf6 ;Fu} 3/ lkmg]{ tyf kmf]gdf 306f}+ ukm ug]{ cflb . d kfqsf] :jefj ;x/sf sf]7Ldf
wfpg yfn];Fu} s]xL leGg x'g yfn]sf] 5 . sf]7L k|j]z ug'{ cl3;Dd pm s'g} s]6LnfO{ 7f8f]
gh/n];Dd x]g{ ;Sb}gYof] t/ pxL JolSt clxn] s]6Lx¿nfO{ x]nf ug{ yfn]sf] 5 . Pslbg 3/df sf]xL
gePsf] df}sf 5f]kL ;l/tfn] d kfqnfO{ cfkm\gf] 3/df af]nfpF5] . To;af6 pTkGg c;fdfGo
dgf]bzfnfO{ o; syfn] dgf]j}1flgs syfsf ¿kdf k|:t't u/]sf] 5 . o; cg';Gwfgdf JolStdf
s;/L c;fdfGo cj:yfsf] k|j]z x'G5 / hLjgsf] s] xljut x'G5 eGg] ljifonfO{ k|:t't ul/Psf] 5 .
dgf]j}1flgs kmfF6df syf n]Vg] syfsf/ uf]7fn]sf] hLjgL, JolQmTj, s[ltTj cflbsf
;DaGwdf ;f]kflws cg';Gwfgx¿ ePsf 5g\ . ¿k/]vfM !!%-@)@&_, ul/dfM !@÷!@÷@%@-@)^)_,
bf]efgM %÷@-@)^!_, k|ultM !)÷!)-@)^!_ cflb kqklqsf tyf uf]ljGbaxfb'/ uf]7fn]sf] syfdf kfOg]
;fdflhstfsf] ljZn]if0f / d"Nofª\sg -@)#^_ lq=la zf]wu|Gy ck|sflzt s[lt n]vg sfo{ w]/} ePsf
5g\ tfklg d}n] ;l/tfsf] xTof u/]+ syfsf] dgf]j}1flgs cWoog ePsf] kfOPg . ctM o; cWoogsf
dfgj dgf]lj1fgleq kg]{ ck/fw dgf]lj1fgsf] ¿kdf ljj]Ro syfnfO{ k'li6 ul/Psf] 5 . of] u'0ffTds
cg';Gwfg cGtu{tsf] cWoog ePsf]n] k':tsfnoLo ljlwaf6 ;fdu|L ;ª\sng u/L j0f{gfTds
cg';Gwfg ljlwaf6 JofVof ljZn]if0f u/L lgisif{ lgsflnPsf] 5 .
ljj]Ro syfsf] kl/ro
o; syfsf] s]Gb|Lo …dÚ kfqn] ;l/tfnfO{ xTof u/L h]n hLjg ef]lu/x]sf] 5 .
cfTd;+:d/0ffTds z}nLdf /lrt o; syfdf d kfqn] cfkm\gL k|]ldsfsf] xTof u/]sf] cfTd:jLsf/f]lSt
k|:t't u/]sf] 5 . ;fdfGotofM ck/fw u/]kl5 ck/fw n'sfpg rfxg' jf vf]Hg' k|To]s ck/fwLsf]
g}lts wd{ h:t} x'g] u/]sf] 7fpFdf oxfF d kfq eg] xTof u/]sf] s'/fnfO{ :jLsf/ ub{5 . d kfq
;l/tfnfO{ Åbob]lv g} dfof ub{5 . ;l/tf klg d kfq eg]kl5 x'?Ss} x'G5] . ;fyL ;Ëutdf nfu]/
;x/sf uf]Ko sf]7Lx¿df gk'Ubf;Dd ;l/tfsf] cg'xf/ x]g{ ;d]t 8/fpg] pm To;kl5 eg] ;l/tfnfO{
7f8f] gh/n] x]g{ ;Sg] x'G5 . p;n] Ps;o Ps s]6LnfO{ of}g ;Dks{ u5{ . p;sf lglDt tL
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 127
cg'ejx¿ oflGqs x'G5g\ . pm olt;Dd rfn' aGg yfNof], sof}F s]6Lx¿ ca pm;Fu of}g ;Dks{ ug{
eg]kl5 xRsg] ub{5g\ . Pslbg ;l/tfsf] ljjfx c¿ g} s]6f;Fu ul/lbg] ;l/tfsf] afa'cfdfsf]
lg0f{okl5 ;l/tf PSn} ePsL a]nf d kfqnfO{ lgDtf] lbG5] . cflTds ¿kdf d kfqs} eO;s]sL ;l/tf
ljjfxcl3 cfkm\gf] sf}dfl/Tj d kfqnfO{ ;'Dk]/ zf/Ll/s ¿kn] d kfqsf] ef]s d]6fO{ d kfqaf6 6f9f
x'g rfxG5] . pm gUg z/L/ lnP/ la:tf/fdf klN6G5] . Ps dgn] t d kfq klg tTsfn} ;l/tfsf]
;'sf]dn, gUg z/L/nfO{ ;dfpFm, emD6f+}, v]nf}+ / l;sf/L s's'/n] em} n'5f}+ eGg] dg agfpF5 t/ dg
l:y/ ePkl5 d kfq km]l/ sNkgf u5{ . k|]d z/L/ of cfTdf s]sf nflu ul/G5, ;l/tfnfO{ d/]kl5
kfpg] cfzfn], ;l/tf gUg ¿kdf lj:tf/fdf kN6]sf] cj:yfdf g} p;sf] xTof ul/lbG5 . ;l/tfsf]
xTof kZrft\ cfkm" klg dg]{ cg]sf} pkfo vf]Hbfvf]Hb} pm ;dfltG5 / k|x/L lx/f;tdf k'Ub5 .
;l/tfsf cfdfafa'x¿ / cfkmGtx¿ ;l/tfsf] u/uxgfsf] lglDt ;l/tfnfO{ gUg kf/L xTof u/]sf]
cf/f]k nufpF5g eg] d'Vo s'/f d kfq afx]s s;}nfO{ klg yfxf 5}g .
o;/L Pp6f ;fdfGo k'?ifn] b]vfpg] Jojxf/ eGbf dgf]ljs[t c;fdfGo dgf]bzf o; syfdf
uf]7fn]n] k|:t't u/]sf 5g\ . cfkm\gf] k|]dsf] xTof x'g nfu]kl5 To;sf] k|flKtsf] nflu ;l/tfsf] xTof
ug'{ ljs[t dgf]bzfsf] kl/0fltdf syf nlIft 5 . Pp6f ;r]t JolStn] o; lsl;dsf] dgf]bzf
b]vfpFb}g . d kfq dg:yfkL kfq xf] . pm dfgl;s /f]uLsf] ¿kdf kl/0ft ePsf] 5 . r]tg dgdfly
cjr]tg dgsf] ljho ePkl5 dfG5]n] leGg Jojxf/ b]vfpFb5 . of] ck/fw dgf]lj1fg k|:t't ePsf]
pTs[i6 syf xf] eGg] lgisif{ oxfF k|:t't ul/Psf] 5 .
dgf]lj1fgsf] ;}¢flGts cWoog
dgf]lj1fg eGgfn] dflg;sf dg leq pTkGg ljleGg cj:yfx¿sf] cWoog ug]{ zf:q xf]
h;n] JolStsf] cGt/lqmofsf] ljZn]if0f ub{5 . ædgf]lj1fg Ps cg'zf;g xf] h'g dflg;sf dfgl;s
/ Jofjxfl/s k|lj|mofx¿ tyf zf/Ll/s / ;fdflhs jftfj/0f;Fusf] pgLx¿sf] cGt/ls|ofsf] ljZn]if0f
ug]{ nIo /fVb5Æ (ne.warbletoncouncil.org) . dfgjLo dgsf] cleJolSt :j¿k l;lh{t ;flxTo /
To;sf ;|i6fsf] clg To;af6 efjssf] x[bodf kg]{ s[ltut k|efj, k|ltlqmofsf] o;n] cWoog
ljZn]if0f ug]{ ub{5 . dflg;n] dgnfO{ ljifo agfP/ n]lvPsf syfnfO{ dgf]j}1flgs syf elgG5 .
o:tf syfdf d'VotM ;fdfGo jf c;fdfGo dgl:ylt ePsf kfqx¿sf] dgf]u|lGysf] /x:of]b\3f6g
ul/Psf] x'G5 . o:tf syfnfO{ dgsf] cWoog jf ljZn]if0f klg eGg ;lsG5 . dgf]j}1flgs syfx¿df
cxd\, k/fcxd\, r]tg, cjr]tg, sfd]R5f, tyf pRrtf / xLgtfu|lGy cflb af/] ljz]if k|sfz
kfl/Psf] x'G5 -kf}8\ofn, @)^^, k[= !^_ .
;fdflhs oyfy{tfsf] ;fk]Iftfdf kfqx¿sf] cfGtl/s oyfy{tfsf] k|s6Ls/0f ug]{ k|j[lQ g}
o; k/Dk/fsf] k|d'v ljz]iftf xf] . g]kfnL ;flxTodf o:tf] k|j[lQ cfTd;ft\ u/L syf n]Vg] kl/kf6L
l;Ud08 k|mfo8sf] dgf]lj1fgaf6 k|efljt eP/ yflnPsf] xf] . k|mfo8s} k|efjnfO{ lnP/ syfsf/
ljZj]Zj/k|;fb sf]O/fnfn] o; k/Dk/fsf] yfngL u/]sf x'g . o; k/Dk/fdf s'g} klg JolQm jfXo
128 I Kanakai Journal I Vol. 3 I No. 1 I 2023
¿kdf h:tf] cj:yfdf b]lvG5 jf:tjdf To:tf] x'b}g . cfGtl/s ¿kdf p;sf dgleq cg]s OR5f /
cfsf+Iffx¿ ljleGg ;fdflhs jGwgx¿n] ubf{ cfkm\gf Pif0ffx¿nfO{ bdg u/]/ jfXo ¿kdf p;n]
cfk"mnfO{ ;dfh ;fk]If agfPsf] x'G5 tfklg p;leqsf tL bldt Pif0ffx¿n] cr]tg ¿kdf x'08/L
dRrfO /x]sf x'G5g\ -kf}8\ofn, @)^!, k[= #)_ .
;fdflhs oyfy{jfbaf6 :yfkgf ePsf] g]kfnL syfsf] cfw'lgssfnnfO{ ;3g ¿k k|bfg u/L
zlQmzfnL agfpg] sfd dgf]lj1fgaf6 eof] . o; jfbsf k|jt{s l;Ud09 k|mfo8 x'g\ . pgsf cg';f/
dfG5]sf ;Dk"0f{ lqmofsnfkx¿ sfdj[lQs} k|]/0ffaf6 ;~rflnt x'G5g\ -a/fn / P6d, @)%*, k[= !##_ .
dgf]lj1fgn] dflg;sf] dgsf] cWoog ug]{ ub{5 . JolQm leq ljleGg k|sf/sf ljrf/x¿ pTkGg
x'g] ub{5 / tL ;a} cb[Zo g} x'g] ub{5g\ . dgsf ;DaGwdf Pp6f :d/0fLo s'/f s] b]lvG5 eg] h;/L
ljB't\, xfjf, u'?Tjfsif{0f cflbnfO{ xfdL x]g{ ;Sb}gf} To;} u/L dgnfO{ klg xfdL x]g{ ;Sb}gf} . dg Pp6f
cd"t{ j:t' -PA:6«]S6 lyª_ xf] . dgsf ljleGg kIfx¿sf] 1fg ;Dej 5 . ha JolQmsf ;fd'Gg] Pp6f
eGbf w]/} lj/f]wL k|]/s pkl:yt x'G5g\ ta dgsf ljleGg kIfx¿sf] 1fg :ki6 ¿kn] x'g yfNb5 .
k|mfo8sf cg';f/ dgsf b'O{ kIfx¿ x'G5g\– cfsf/fTds / uTofTds kIf -e08f/L, @)%^, k[= #^_ .
k|mfo8sf ljrf/df dg / z/L/ cnu geP/ Ps} x'g eg]sf 5g\ . pgn] z/L/sf] ;Dk"0f{
k|ls|ofnfO{ dg dfg]sf 5g\ . dgsf] uTofTds kIfn] JolQmdf k/:k/ lj/f]wL k|j[lQsf sf/0f To;sf]
cg's"n ;dfwfgsf nflu dg ultzLn / kl/jt{gzLn eO/xg] hgfpF5g\ . uTofTds kIfsf O8,
cxd\, / k/fcxd\sf lar eO/x]sf] ;ª\3if{sf] ;fd'lxs ynf] cfsf/sf b[li6n] r]tg, cjr]tg /
cr]tgnfO{ :jLsf/]sf 5g\ . k|mfo8sf ljrf/df ;flxTosf/ jf snfsf/ sNkgfzLn x'G5 / p;n]
cfk\mgf s'07f tyf bldt OR5fx¿ sfdk|tLssf ¿kdf cleJoQm u5{ . snf / ;flxTosf] l;h{gf
sfdk|tLsx¿s} k'glgdf{0f xf] eGg] pgsf] b[li6sf]0f /x]sf] 5 . pgn] snf / ;flxTodf dfq geP/
dflg;sf k|To]s ls|ofsnfkdf sfdjf;gf jf sfdzlQm g} pTk|]/s jf d'Vo ;~rfns x'G5 eg]sf
5g\ -zdf{ / n'O6]n, @)&@, k[= !&#_ . o;/L k|mfo8n] dgf]lj1fgnfO{ lrgfPsf 5g\ .
csf{ kfZrfTo ljåfg cNk|m]8 P8\n/sf cg';f/ s'g} klg JolQm hGdhft s'g} klg If]qdf
cyf{t ;fdflhs, /fhgLlts, cfly{s cflb If]qdf ck'/f] jf cgle1 x'g ;S5g\ . h;sf] sf/0f p;sf]
dl:tisdf Ps k|sf/sf] cf3ft pTkGg x'g] ub{5 . o;s} sf/0f dflg;df xLgTjefj ljsl;t x'g]
ub{5 . olt x'Fbfx'Fb} klg JolQmn] ;dfhdf cfk"mnfO{ :yflkt u/fpg] k|oTg ub{5 . oxL xLgTjnfO{
Ifltk"lt{sf nflu JolQmn] ;flxTos s[ltsf] ;[hgf ug]{ ub{5 . o;} ;flxToaf6 xLgTjsf] Ifltk"lt{ ug]{
ub{5 ->]i7, @)%*, k[= @@%_ .
syf ljZn]if0f
o; syfdf d kfqsf dfWodaf6 ljifoj:t' k|:t't ul/Psf] 5 . p;nfO{ cfkm" clxn] sxfF 5'
/ s]sf nflu 5' eGg] ljifo ;d]t kTtf] 5}g . pm em:sG5, d cem afFlr/x]sf] 5' < To;f]eP afFRgsf]
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 129
nIo s] < d ‰ofnvfgfdf 5' ls aflx/ < d vfb} klg 5' sfFrf] vfG5' ls ksfP/ < h:tf ljifoaf6
syfsf] ;'?jft ePsf] 5 . pm ;Fu} a;]sf cGo ck/fwLx¿ cfuf] afN5g\, w'jfF nufpF5g\, emu8f
u5{g, oL ;a} b[Zo b]Vbf p;nfO{ cfkm" cem} afFlr/x]sf]df crDd nfu]/ cfpF5 .
‰ofnvfgfsf] To; sf]7fdf pm h:t} c¿ aL; hgf ck/fwL a:g] ub{5g\ . ;a} ck/fwL Ps
cfk;df 6fFl;P ;'Tg] ub{5g, g;'t]sf] avt ;a}n] d'v x]l/x]/L ukm ug]{ ub{5g\+, tL ;a} cg'xf/sf]
ljs[lt d kfqnfO{ :jfefljs nfUb5 .
d kfq cufl8 eGb} hfG5, p;n] Hofg df/]sf] 5 pm xTof/f xf] p;}n] ;l/tfnfO{ df/]sf],
;l/tfsf] ;f}Gbo{, hjfgL, cfFvfsf] s?0ff / lx:;L p;n] cfkm\g} xftn] a/afb u/]sf] j0f{g 5 . ;l/tf
leqsf] pNnf;, k|]d, :g]x dfq xf]Og p;sf] j+zfg'qmd ;d]t log} xftn] a/afb ul/lbPsf] JofVof
ul/Psf] 5 .
p;sf] j+zf0f'qmdnfO{ ;d]t oxL xftn] ;bfsf] nflu 6'ª\ofOlbP -t];|f] cg'=_
. oL xftn]
kfFr jif{sf] pd]/df s n]Vg l;Sof] kl5 Dofl6«s;Dd log} xftn] n]v]/ kf; u¥of], y8{ Oo/;Dd
k'¥ofof] . log} xftx¿ af6f]df nl8/x]sf b'MvLx¿sf] ;'>'iff ug{ ;NanfpFy] t/ ha ;l/tfsf] xTof
uof]{ ta r'krfk 5g\ . ha oL xftn] d'vdf ufF; nfg ;Nanfp5g\ ta p;nfO{ xfF; p7\g] ub{5 .
ca t ;l/tfnfO{ w]/}n] la;{g yfn] xf]nf . obfsbf emNofsem'n's ofb cfpFbf] xf] t/ p;sf]
afa'cfdfsf] pm Psdfq ;Gtfg ePsf] sf/0f k6s k6s Zjf; tyf 9's9'sLdf cfO/xbL xf]nL . Tof]
;l/tfsf] cg'xf/ d kfqn] lj;{g] sf]l;; ul//x]sf] 5 . o;nfO{ t s]jn ;l/tfsf] k"0f{tf rflxPsf] 5
h'g cfh cd"t{ ag]/ vfln afFRgsf] lglDt k|]/0ff eO/x]sf] 5,
dnfO{ vfln ;l/tfsf] k"0f{tf, h'g
Tolts} cd"t{ 5, To;sf] cfef; eO/xG5 . ;fob d To;}sf] k|]/0ffn] lhO/x]5' -rf}yf] cg'=_
.
;l/tfnfO{ d kfqn] df/]sf] 5 . dflg;x¿ o;n] ;l/tfsf] wg bf}nt, u/uxgf tyf ¿k}of
k};fsf] nflu dfof]{ eG5g\ t/ Tof] ;/f;/ unt ePsf] pm atfpF5 . p;nfO{ cr]n xfF; p7\g yfn]sf] 5,
c? Hofgdf/fx¿ p;sf] egfOdf ;xdt gePsf]df . p;k|lt ;xfg'e"lt /fVg] ;fyLx¿ p;nfO{ af}nfof]
klg eG5g\ . p;n] t s]jn ;l/tfnfO{ cgGt ;do;Ddsf] k|flKtsf] nflu xTof u/]sf] xf]
. d pgLx¿nfO{
slt ;Demfpg vf]Hb5'— ;l/tfsf] ;du|tfnfO{ cgGt ;dosf] nflu k|fKt ug{ d}n] p;nfO{ df/]sf] xf] -
kfFrf} cg'=_
. cGo ck/fwLx¿sf] ck/fwsf cfwf/df of] 5'6\6} k|sf/sf] ck/fw lyof] .
Tof] ;do hlt a]nf ;l/tf hLljt} lyO{, d kfq p;sf] glhs} k'Ubf bGTosyf jf kf}/fl0fs
syfsf cfOdfO{ h:tf] nfUbYof] . jf:tljs ;l/tf eg] a]Un} jf 5'6\6} cl:tTj ePsL lyO{ . hlt a]nf
;l/tf cfO{=P= k9\b} lyO{ . Tolta]nf d kfqnfO{ ;l/tf b]jLt'No nfUbYof] . Psfu| eP/ kl9/x]sf]
cj:yfdf ;l/tfsf] em's]sf] jbgsf] afGsLnfO{ pm lgxfln/xGYof] . o;sf kfOnf klg g/d lrh
s'Nr]/ lx8]h:tf] nfUbYof] . To; avt ;l/tfnfO{ x]g]{ ;a} dflg;sf cfFvfx¿ cfkm"lt/} lvr]/ lng'
h:tf] nfUbYof] . ;l/tf Ps /+usf n'uf nufpFyL h;sf] sf/0f p;sf] ;f}Gbo{ x]bf{ cfFvf
lt/ld/fpb}gYof] .
p;sf] n'ufsf] /+u ;w} Ps/uL+ x'GYof] . pm eGbyL—dnfO{ lemlnldnL dg kb}{g -
;ftf}+ cg'_
.
130 I Kanakai Journal I Vol. 3 I No. 1 I 2023
d kfq ha ;l/tf;Fu PSn} e]6 ub{Yof] pm v'n]/ af]Ng ;Sb}g lyof] . p;n] s]xL eGnL, /f]nL,
s/fpnL, b'Mv dfGnL h;af6 p;sf] ;'Gb/tf 36\nf, s'¿k xf]nL eGg] 8/n] ;tfpFYof] . sn]h cfpFbf
hfFbf logLx¿sf lar sn]hb]lv l;g]dfsf ukm x'Gy] . ufpFsf 7'nf a8fb]lv ;fgfltgf JoflStsf ljifodf
klg s'/f x'Gy] . d kfqleq ;l/tf;Fu Pp6f a]Un} k|sf/sf] 8/ knfP/ cfpFYof] . p;nfO{ 8/ Tof] a]nf;Dd
nfUof] hlta]nf pm ;x/sf u'KtL sf]7flt/ hfg yfn]sf] lyPg . d kfqn] cfOdfO{ dfG5]sf] z/L/ b]v]sf]
lyPg, ha k};fsf] ann] pm cfOdfO{sf] z/L/df v]Ng yfNof] ta pm gf/L;Fu 7f8f] 7f8f] x]g{ / af]Ng
yfNof] . o;kl5 dfq pm ;l/tf;Fu 7f8f] lz/ nufpg yfNof] .
u'KtL7fpF k'u]sf] lbgkl5 d cfkm"leq /x]sf]
cs:dft\ d'6' c7\ofpg] 8/af6 d'St ePF / ;l/tf;Fu cfFvf h'bfpg ;dy{ ePF -cf7f} cg'=_
.
d kfqn] ;l/tfsf] z/L/;Fu s'g} df]x /fv]sf] 5}g . cfOdfO{sf] z/L/;Fu v]NgnfO{ p;n] x/]s
lbg cnu cnu u'KtL 7fpFdf k'Ug] u/]sf] 5 . p;sf] ljrf/df ;l/tf Pp6f dxfg j:t' xf], hf] u'KtL
7fpFsf cfOdfO{eGbf leGg lrh xf] .
pm To; s'/fsf lglDt ;[li6 ePsL xf] / To; dxfg\ s'/fsf lglDt
p;sf] kljqtf ;'/lIft /xg'k5{ -gjf} cg'=_
.
cr]n ;l/tfdf s]xL kl/jt{g cfPsf] h:tf] d kfqnfO{ efg x'g yfn]sf] 5 . ;fob p;leq
s]xL hjfkmb]lxtf a9g yfn]sf] xf] ls h:tf] . d kfqnfO{ Ps6xn] x]l//xg', b'j}sf cfFvf h'Wgf ;fy
csf]{lt/ kms{g' cflb . d kfq klg cr]n ;l/tfnfO{ sd e]6\g yfn]sf] 5 .
d cr]n sd hfg nfu]+ .
Pslbg ;l/tfn] cfz+lst eP/ ;f]wL—ætkfO{nfO{ s] eof] <Æ
d}n] To;sf] hjfkmdf s]xL xfF;]/ ;f]w]+—æltdLnfO{ s] eof] <Æ -P3f/f} cg'=_ .
d kfq ;l/tfnfO{ s]xL eGg rfxG5 t/ af]Ng] lxDdt ug{ ;Sb}g . p;nfO{ cfkm\g} s'/f klg
c:ki6 nflu/x]sf] x'G5 . p;n] klg d'v /ftf] kf/]/ al;/xG5 . Tolts}df ;l/tf ToxfFaf6 p7]/
lx8\b5] . Tof] lbgaf6 slxn] klg To:tf] kl/l:ylt logLx¿ b'O{sf jLr cfPsf] 5}g . To;kl5 d
kfqsf] sn]h hfg klg /f]lsof] .
Pslbg d kfq ;l/tfsf] 3/df k|j]z u5{, 3/df ;l/tf PSn} x'G5] . o;/L PSsfl; pm 3/df
cfPsf] b]Vbf ;l/tfn] cflQP/ otfplt x]g{ yfN5] / o;/L cab]lv ltdL d]/f] 3/df gcfpm, dnfO{
oxfF ;a}n] z+sf ug{ yfn]sf 5g egL ;DemfpF5] . d kfqn] Ps6xn] x]l/dfq /xG5 .
æp;f] eP d
hfpFm <Æ -afO;f} cg'_ .
d kfqsf] of] :j/ cfkm\gf] cfkm}nfO{ cgf}7f] nfUb} lyof] . ;l/tfn] p;nfO{ km]l/
cufl8 eGb} ubf{ pm 9f]sfg]/ k'lu;s]sf] lyof] . ltdL cr]n abdf;sf] ;Ëtdf /flt uNnLlt/ lx8\5f}
c/] lsg To;f] u5f}{ < eg t egL lh1f;f /flvg\ . d kfqn] ;l/tflt/ 6fpsf] p7fP/ x]bf{ p;sf
cfFvfel/ cfF;' / cfF;'leq cfFvfsf] gfgLdf cfkm"nfO{ kfPsf] cg'ej u¥of] .
To; lbgb]lv d kfq ;l/tfnfO{ x]g{ af6f]df s'l//xGYof] . ca t p;n] cfkm\gf] afgLdf klg
;'wf/ ul/;s]sf] 5 . nfU5 ca pm Pp6} nIosf] lglDt hLljt /x]sf] 5 . ;l/tf ;fyLx¿sf] le+8df
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 131
lx8\bf p;sf] kml/of clg v'§fdfq b]Vbf klg p;nfO{ cfgGb cfpg yfn]sf] 5 . obfsbf hj oL
b'O{sf] cfFvf h'b\bYof], Tolta]nf d kfqn] g} cfFvfnfO{ tn emfb{Yof] .
d kfq k|foM sf]7fdf PSn} a:tYof], sf]7fsf blngx¿ vlK6P/ p;}nfO{ 3]g{ a;] h:tf]
nfUbYof] . b]jfnsf] lnpg klg rf]Ol6Psf] lyof], To;df ljleGg cfs[ltx¿sf] lgdf{0f eO/x]sf] /
ltgLx¿n] ljs[t cg'xf/ agfpb} cfkm}nfO{ luHofP h:tf] dxz'; u5{ . slxn] sflxF t pm cfkm" g}
ToxfF geP h:tf] klg efg x'G5 . d cfkm} ToxfF 5}g, z"Godf klUn;s]sf] 5' -;QfO;f}+ cg'_ .
d kfqsf bfh' Jofkf/L x'g\ . pgn] Ps lbg efOnfO{ af]nfP/ ;Demfpg yfn], efO tF cr]n
lsg o;/L a/flnP/ lx8\5; < t]/f] k9fOdf klg dg uP h:tf] b]lVbg, /ftel/ v} stf hfG5;\,
lbgel/ klg sf]7fdf PSn} a:5;\, sd;]sd k9g dg nfu]g eg] k;ndf cfP/ ;3fPsf] eP klg t
x'GYof], s] kf/f xf] t]/f] <
bfh'sf ;j} egfO l7s lyP, d kfq ;fg} pd]/sf] 5Fbf af / b; jif{sf] x'Fbf cfdfaf6 lad'v
x'g'k/]sf] lyof] . To;sf/0f klg pm bfh';Fu d'v nfUg ;Sb}g / bfh'n] p7fPsf ;a} s'/f oyfy{ g}
x'g\ eGg] 7fGb5 . k9g t p;n] nueu 5f]l8;s]sf] 5 . lstfa vftf, nufpg] n'uf ;d]t a]r]/
/fltsf] u'KtL sf]7fdf hfFb} 5, cfkm";Fu ePsf j:t'n] klg gk'u]/ bfh'sf] vNtL;Dd 6s6Sofpg
yfn]sf] 5 . ca t pm olt qm'/ aGb} uPsf] 5 ls gf/L dflysf] cTofrf/sf sf/0f Psk6s e]6
ePsf hf];'s}n] klg csf]{ k6s pm;Fu e]6\g rfxFb}gg\ .
Ps lbg crfgs af6fsf] df]8df ;l/tf;Fu d kfqsf] e]6 eof] . lrg]hfg]sf sf]xL dflg;
gePsf] To; df]8df cfh crfgs s;/L ;l/tf;Fu e]6 eof] < crDddf kb}{ p;n] ;l/tfnfO{
lh1f;f /fVof] . pm ;l/tfnfO{ sof} s'/f ;f]Wg rfxGYof], jiff}{b]lvsf efjgf kf]Vg rfxGYof] t/ zAb
unfdf cfP/ hfd eP/ a;]], s]xL eGg ;s]g . ;fdfGo s'/f eP . ;l/tfn]
æd dfdf afHo]sf 3/
uP/ cfPsf]Æ-PlSt;f}+ cg'_
. d kfqn] ;l/tfnfO{ ltdL;Fu slxn] e]6\g ldN5, eGg] ljrf/ /fVbf ef]ln
cfdfa'jf lax] ef]hdf hfg] c/] To;}n] lbpF;f] b'O{ ah] cfkm\gf] 3/df af]nfP/ pm labf eO{ . ;l/tf
lx8]sf] p;n] s]xL k/;Dd x]l//Xof], ;l/tfsf] kL7sf] afGsL, ;f/Laf6 lgl:sPsf] Joyfsf] ef/n]
lylrPsf p;sf v'§f Tolt a]nf;Dd x]¥of] hlt a]nf;Dd pm af6f]sf] csf]{ df]8df k'u]/ x/fO{ .
d kfq 3/ k'u]/ lj5\of}gfdf klN6of], dfgf}+ cfh pm k|;j j]bgfdf eP h:tf] . cfufdL
lbgaf6 hLjgn] gofF df]8 Nofpg] cflb s'/f ;f]r]/ pm ;l/tfsf] nfdf] nfdf] ;':s]/f rf/}lt/af6 cfP
h:tf] ;'lg/xof] .
ef]lnkN6 lbpF;f] d kfq s'g} /x:on] lslrP/ lgGb|fdf lx+8]h:tf] u/L ;l/tfsf] 3/ 5]p;Dd
k'Ub5 . lj:tf/} pm ;l/tfsf] 3/sf] l;+9L r8]/ ;l/tf;Fu e]6 gxF'bf;Dd pm lgGb|fd} /x]sf] pNn]v
ePsf] 5 . jf:tjdf oxfF b'j} kfq cw{r]tg cj:yfdf /x]sf] kfOG5 . ;l/tfnfO{ klg lxhf] dfq d
kfq;Fu e]6 ePsf] s'/f kTtf x'b}g .
æ3/df sf]xL 5}g, d PSn} 5'Æ -aofln;f}+ cg'=_
.
132 I Kanakai Journal I Vol. 3 I No. 1 I 2023
d kfqn] ;l/tfsf] xftnfO{ b/f] u/L ;dfTof] / k|Zg uof]{ cfh d;Fu efuf} n < ;l/tfdf klg
a]Un} k|sf/sf] cg'e"lt eO/x]sf] lyof] . p;sf cfFvfdf kl/jt{g cfpg yfNof], cg'xf/ /ftf] /ftf] eP/
cfof] . a]Un} k|sf/sf] efjeËL cfO/x]sf] kfOGYof] . d kfqn] ;dfPsf] xftnfO{ ;l/tfn] x'TofP/ y'ltg\
/ k/lt/sf] d]rdf al;g\ .
;l/tfn] ;fgf] :j/df d kfqnfO{ elgg\ dnfO{ cfhb]lv 5f]8\g'xf];\, lal;{lbg'xf];\, d klg
tkfO{nfO{ la;{g] k|of; ug]{5' . pm cufl8 eGb} uO{ d afa'cfdfsf] Psdfq ;Gtfg x'F, To;}n]
jxfFx¿sf] OR5feGbf aflx/ uP/ d ljjfx ug{ ;lSbg, o;sf] nflu d}n] tkfOFnfO{ 3/df af]nfPsf] xf]
t/ oL ;a s'/f ;'g]/ d kfq hf]8n] xfF:g yfN5 . dfgf+} p;sf] r]tg cj:yf k'/} u'ld;Sof] . ;l/tf
p;sf] ;dLkdf k/L Tolta]nf pm 8/fof] klg . d kfq ;Dxflng yfNof], st} p;sf xftn] ;l/tfnfO{
;'D;'Dofpg] t xf]Og < u'KtL sf]7fsf cfOdfO{nfO{ h:t} u/L p;sf] sf}dfo{ a/afb x'g] t xf]Og <
olta]nf ;l/tf eGb} lyO{,
æcfh 3/df sf]xL klg 5}gÆ -;GtfpGjf}F cg'+=_
.
d kfqn] ;l/tfsf] c7\ofPsf] xft la:tf/} lzlyn x'b} uP, ;l/tfsf] klg d'v /ftf] x'Fb} uof] .
pm glhs}sf] la:tf/fdf kN6L . dfgf}F nfdf] ;dob]lv d kfqnfO{ klv{/x] h:tf] u/L . ;l/tf hLjgdf
Psk6s d kfqnfO{ cfgGb lbnfP/ ;bfsf] nflu 6f9f x'g rfxG5] . Zjf;sf] emf]Ssf a9fpFb} d kfq
;l/tftkm{ cufl8 a9\5 / p;sf ;a} n'uf km'sfP/ lgj{:q x'g nufpF5 . ;l/tfsf] Tof] gfËf] / kljq
z/L/nfO{ p;n] Psf]xf]/f] x]l//G5 . h'g ;l/tfnfO{ k|]d ub{Yof], ToxL ;l/tf p;sf] cufl8 ;a} cË
b]vfP/ lj:tf/fdf klN6bf klg pm s]jn gk'ª\;s h:t} k/lt/ pleP/ 6'n'6'n' x]l//xG5 . Ps}l5g kl5
lah'nL rDs]h:t} u/L d kfqsf] dl:tisdf kl/jt{g cfof] . pm t ;l/tfnfO{ k|]d u5{, dfof u5{
To;}n] Tof] sf]dn ;l/tfnfO{ zf/Ll/s jf;gfaf6 u'KtL sf]7fsf cfOdfO{nfO{ h:tf] h'7f] agfpg
rfxFb}g .
d kfq la:tf/} ;l/tftkm{ cufl8 a9\of] . ;l/tfsf] cf]F7sf] d':sfg x/fpFb} uof] . p;n]
;l/tfnfO{ dfg]{ / cfkm" klg dg]{ lg0f{o u/L lgj{:q ;l/tfsf] uw{gdf cF7\ofof] / p;sf] d':sfg ;bf
k|fKt ug]{ p2]Zon] l;/fg]n] d'v lylrlyrL xTof uof]{ . ;l/tfsf] xTof ul/;s]kl5 cfkm" klg xtf/
xtf/ dg]{ pkfo vf]hL ug{ yfNof] . pm h'?Ss p7\of] / ;l/tfsf] cfTdf k'u]sf] 7fpFdf cfkm" k'Ug xtf/
eO;s]sf] ljrf/n] To;} sf]7fdf n'uf e'm08\ofPsf] 8f]/L vf]Ng yfNof] . 8f]/Lsf n'uf e'OFdf kmfNof] /
vf]Ngsf nflu x/ k|of; uof]{ t/ 8f]/L v'n]g . x7ft dgdf ;f]Rof], st} ;l/tfsf] ;f/ w]/} 6f9f t
k'u]g < hlt xtf/ u¥of] Toltg} p;sf cf}+nfx¿ n6\kl6/x] . t/ 8f]/Lsf] ufF7f] s;}u/L km's]g . p;df
crfgs lah'nL ultdf Ps ;f]rfO{ cfof] / glhs}sf] d]rdf yrSs} a:of] . ;l/tfsf] d[t z/L/nfO{
x]of]{ . ;l/tfsf] ;f/ cd]l/sfsf] nf]xfdf / d kfqsf] ;f/ g]kfnsf] nf]xfdf jf Pp6fsf] g]kfnsf]
SoflN;od / csf{sf] rLgsf] SoflN;od eof] eg] km]l/ e]6x'g] s'g} ;Defjgf x'b}g, ;f/ e]6 x'g
;Sb}g eg] xTof ug'{ s] cy{ x'G5 < To;}u/L pgsf] ;f/ rfdn ag]/ s;}sf] z/L/df s]xL c+z /ut /
s]xL lji6f aGof] eg] klg t e]6 ;Dej ePg clg cfTdxTofsf] s] cy{ eof] eGg] lgisif{ lgsfn]/ pm
yrSs a:of] .
Kanakai Journal I Vol. 3 I No. 1 I 2023 I 133
hlt a]nf d kfqsf] xf]; cfof] To; avt p;n] cfk"m ce}m afFlr/x]sf] / em\ofnvfgfdf
ePsf] kfof] hf] p;sf] nflu crDdsf] ljifo klg xf] .
lgisif{
d}n] ;l/tfsf] xTof u/]+ syfdf dfgl;s ¿kdf ljlIfKt ePsf] c;fdfGo kl/l:yltsf] ;[hgf
u/L syfsf/n] c;fdfGo dgf]lj1fgsf] lrq0f ug]{ p2]Zo /fv]sf 5g\ . syfj:t' lgdf{0fsf qmddf
uf]7fn]n] syfnfO{ axg ug{ ToxL cg';f/sf] d kfqsf] rog u/L d'n nIodf k'Ug ;kmn ePsf 5g\ .
dft[jfT;Noaf6 jl~rt ePsf] JolStsf] dfgl;stfdf ulx/f] cf3ft k'Ub5 . h;sf] sf/0f p;n]
cj;/ kfpgf;fy cg]s k|sf/sf ljs[tk"0f{ sfo{ ub{5 eGg] syfn] b]vfPsf] 5 . d kfqn] syfsf]
k|f/Dedf sn]h hfg 5f8]/ ;fyLx¿l;t u'KtL sf]7fdf uP/ cfOdfO{x¿sf] gfËf] z/L/l;t v]Ng
yfn]sf] 5 . 3/df bfh' efph"af6 c;n dfof gkfP/ xf]nf cfkm\gf dfn ;fdfg a]Rg], ;]kmdf xft
xfNg] tyf PsfGt kfpg;fy ;l/tfsf] xTof ug]{ h3Go ck/fw;Dd ug{ k'u]sf] 5 . o;/L syfsf/
uf]7fn]n] dgf]ljs[t kfqsf] dfgl;s cj:yfsf] lrq0f ug]{ / ;dfhdf wgL / ul/a larsf] e]befjk"0f{
Jojxf/ / To;af6 pTkGg ;d:ofsf] lrq0f ug]{ p2]Zo /fv]sf 5g\ .
o;/L syfsf/ uf]7fn]n] Ps dgf]ljs[t kfqdf ePsf] dfgl;s cj:yfsf] lrq0f ug]{ /
;dfhsf] ljs[tk"0f{ cj:yfnfO{ kf7s ;fd' k|:t't ug]{ p2]Zo /fv]sf] kfOG5 . o; syfdf juL{o e]b
tyf ljrngsf sf/0f JolStsf] dgf]lj1fgdf c;/ k'¥ofpg] ljifonfO{ lrq0f ug]{ k|of; ;d]t
ul/Psf] 5 . ;du|df x]bf{ sf7df08f} pkTosfdf a9\bf] ljsf/u|:t cj:yfsf] lrq0f u/L syfdf j0f{g
ul/Psf] d kfqnfO{ ;dfhsf] k|ltlglw kfq dfGb} To; k|sf/sf] JolStsf dfWodaf6 ck/fw
dgf]j[lQ;Dd x'gk'U5 eGg] b]vfpg' g} o; syfsf] k|d'v p2]Zo /x]sf]5 . To:t}u/L dflg;n] afNo
cj:yfdf cfjZos dfof / ddtf k|fKt ug{ gkfpFbf ;d]t p;sf] dfgl;stfdf gsf/fTds ljrf/
pTkGg x'g ;S5 eGg] b]vfpg' klg syfsf] p2]Zo xf] .
;Gbe{;"rL
uf]7fn] dNn, uf]laGbaxfb'/ -@)#(_,
k]|d / d[To',
;femf k|sfzg .+
a/fn / P6d, g]q -@)%*_, pkGof; l;4fGt / g]kfnL pkGof; -lå=;=_, ;femf k|sfzg .
kf}8\ofn, s[i0fljnf; -@)^!_,
g]kfnL cfVofg / gf6s
, gjLg k|sfzg .
kf}8\ofn, s[i0fljnf; -@)^^_,
cfw'lgs g]kfnL cfVofg / gf6s
, gjLg k|sfzg .
zdf{, df]xg/fh / n'OF6]n, vu]Gb|k|;fb -@)&@_,
k"jL{o / kfZrfTo ;flxTo l;4fGt
, ljBfyL{ k':ts e08f/ .
e08f/L, s[i0fk|;fb -@)%^_,
k|mfo8 / dgf]ljZn]if0f
, ;femf k|sfzg .
>]i7, O{Zj/s'df/ -@)%*_,
k"jL{o Pjd\ kfZrfTo ;flxTo ;dfnf]rgf M k|d'v dfGotf, jfb / k|0ffnL
,
;femf k|sfzg .
a/fn, O{Zj/ -;++=_ -@)##_,
em\ofnaf6
, ;femf k|sfzg .
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