ciscbd.comciscbd.com/admin/lib/uploadedfile/cbt curriculum... · web vieweducation and training...

Competency Based Training (CBT) Curriculum

LIFT INSTALLATION AND MAINTENANCENational Certificate Level - II

Foreword

Education and training for productive employment is vital for economic and social development in Bangladesh. Technical and Vocational Education and Training (TVET) is a tool for productivity enhancement and poverty reduction. TVET sector ensures quality, relevance and access of skills training which meets industry demand and fulfill the requirements of individual for opting gainful and productive employment.

Competency Based Training (CBT) Curriculum is an official document that describes the content of a particular programme which is developed based on the national competency standards accepted by the industry. It is used by the instructor/trainer as a base on which to build instructional activities such as classroom lessons, workshop/field activities, assignments, tests, etc. Thus a CBT curriculum is a very important document and probably the first document a new instructor/trainer should refer to in order to get prepared for training and leaning process.

The framework will work as a common guideline for developing any CBT Curriculum. It is expected that CBT curriculum framework will serve the purpose of standardizing the training course development and implementation by various TVET institutions in Bangladesh. We appreciate the contribution of Skills and Employment Programme – Bangladesh, Sudokkho, for developing a common curriculum framework relevant to all occupations.

Chairman, Bangladesh Technical Education Board

2

Approval Sheet

Developed by IAK Consulting Support

Guidance and technical Assistance Provided by:

Sudokkho, SEIP& CISC

Endorsed by: Standards and Curriculum Development Standing Committee, Construction Industry Skills Council (CISC)

Approved by: Bangladesh Technical Education Board (BTEB)

3

Course title Lift Installation and Maintenance - National Skills Certificate (NSC)–IICourse duration 400 hoursQualification Level National Skills Certificate (NSC) - IIUnit of Competency List unit of competency from CS:

1. GN1014A1 Practice Occupational Health and Safety (OHS)2. GN1012A1 Work in a Team Environment3. GN1011A1 Communicate in The Workplace 4. GN1013A1 Practice Workplace Cleanliness5. SS1001A1 Work in The ConstructionSector6. CONSS2002A2Interpret Construction Sector Related Drawings7. CONLIM2001A Perform Fundamental Works of Lift Installation and

Maintenance 8. CONLIM2002A Use Tools for Lift Installation and Maintenance

Works9. CONLIM2003A Perform Wire and Cable Joints10. CONLIM2004A Perform Circuit Connections 11. CONLIM2005A Install Electrical Circuits with Fittings 12. CONLIM2006AInstall Three Phase Motor

Course description This is a competency-based training curriculum designed for unemployed and underemployed workforce of Bangladesh to enhance their desired knowledge, skills and attitude inLift Installation and Maintenance Occupation which fulfills the industry standards.The curriculum covers various competencies such as performing fundamental works of Lift Installation and Maintenance, using tools for Lift Installation and Maintenance works,perform wire and cable joints, perform circuit connections, install electrical circuits with fittings, install three phase motoralong with basic mathematical concepts, communication and cleanliness skills.

Course outcomes After completion of the training course, trainees will be able to:- practice occupational health and safety (OHS)- work in a team environment- communicate in the workplace - practice workplace cleanliness- work in the construction sector- interpret construction sector related drawings- perform fundamental works of lift installation and maintenance - use tools for lift installation and maintenance works- perform wire and cable joints - perform circuit connections - install electrical circuits with fittings - install three phase motor.

Entry Requirements Grade VIII completed (please refer to the Course Accreditation Document)Suggestions for course delivery/instruction

At least 80% time of the course will be allocated for practical purpose

Maximum 20% time of the course will be allocated for theoretical purpose

4

Follow the safety rules Create friendly learning environment Arrange adequate materials, tools and equipment for enough

practice opportunities for the students Focus on learning and not on teaching (learner centered training) Arrange question and answer (Q&A) sessions Make session plans for classroom / workshop instructions

Training methods A wide variety of methods can be applied depending on the competencies and students learning capacity. Instructors should select appropriate methods to transfer skills to the students. Some of the common methods used during the skills training are: Demonstration Guided practice Independent practice Project work Problem solving Coaching Illustrated talk Role play Discussion Brainstorming Participatory method.

5

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ gwWDj wk‡ivbvg gwWDj-1: †ckvMZ ¯^v¯’¨ I wbivcËv (IGBPGm) AbykxjbgwWDj weeiK

Kg©¯’‡j †ckvMZ ¯^v¯’¨ I wbivcËv (IGBPGm) m¤úwK©Z wewagvjv Ges cÖvwZôvwbK Avewk¨K kZ©vejx †g‡b Pjvi Rb¨ cÖ‡qvRbxq Ávb, `ÿZv I AvPiY (†KGmG) m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|

Bnv‡Z Kg©¯’‡ji IGBPGm bxwZgvjv I c×wZ, e¨w³MZ wbivcËv eë¯’v Abymib, n¨vRvW© I SzwuK wbqš¿b, Riæix Ae¯’vq mvov cÖ`vb Ges e¨w³MZ ¯^v”Q›`¨ eRvq m¤úwK©Z Kvh©µg AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-1cÖvK-‡hvM¨Zv ìKvi †bBwkLb djvdj gwWDjwUiAbykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z KvR¸‡jv

Ki‡Z mvg_©¨ n‡e:1.IGBPGm bxwZgvjv I c×wZmg~n mbv³ Ki‡Z cviv2.e¨w³MZ wbivcËv eë¯’v (c`‡ÿc) cÖ‡qvM Ki‡Z cviv3.n¨vRvW© I SzuwK wbqš¿b Ki‡Z cviv4.Riæix Ae¯’vq mvov cÖ`vb Ki‡Z cviv5.e¨w³MZ ¯^v”Q›`¨ (Kj¨vb) eRvq ivL‡Z cviv|

wkLb djvdj -1:IGBPGm bxwZgvjv I c×wZmg~n mbv³ Ki‡Z cvivkZ© (cwi‡ek) cÖ`Ë:cÖwkÿY cwi‡e‡k e¨w³MZ myiÿv miÄvgv`x (wcwcB), wkÿY

wb‡`©wkKv, wbivcËvi wPnœmg~n, Riæix wbM©gb c_, cÖ`wk©K DcKiY I n¨vÛAvDUm

Kg©m¤úv`b gvb`Û IGBPGm bxwZgvjv I wbivc` Acv‡iwUs c×wZmg~n Db¥y³ I e¨vL¨v Kiv nq/ n‡q‡Q

wbivcËv wPý I ms‡KZmg~n mbv³ I Abymib Kiv nq/ n‡q‡Q Riæix mvov, LvwjKib c×wZ I Ab¨vb¨ m¤¢ve¨ (AvKw¯§K) NUbvi

Rb¨ c`‡ÿc wba©viY Kiv nq/ n‡q‡Q Kg©¯‡ji wbivcËv Ae¯’v (cwi‡ek) KZ©„cÿ‡K wbqwgZfv‡e AewnZ

Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1.IGBPGm bxwZgvjv, wbivcËv ms‡KZmg~n, Riæix ewn©Mgb cwiKíbv Ges wbivcËvwewagvjv I wbqg-Kvby‡bi ZvwjKv msMÖn Kiæb2.IGBPGm bxwZgvjv eY©bv Kiæb3.wbivcËv ms‡KZmg~n `„wómxgviwfZ‡i cÖ`k©b Kiæb4.wbivcËv wPýmg~n I `„k¨gvb DcKiYmg~n `„k¨gvb RvqMvq Szjvb 5.wbivcËv wPýmg~n I wbqg-Kvby‡bi cÖ‡qvM e¨vL¨v Kiæb6.Riæix ewn©Mgb cwiKíbv e¨vL¨v Kiæb7.Riæix Ae¯’vq Riæix ewn©Mgb c_ Abymib Kiæb8.wbivcËv wPýmg~n Ges wbqg-Kvbybmg~n wbivc` RvqMvq msiÿY Kiæb|

mnvqK †hvM¨Zv wbivcËv wPýmg~†ni D‡Ïk¨ eY©bv Kiv wbivcËv wewagvjv I wbqg-Kvbyb Abymi‡bi

cÖ‡qvRbxqZv eY©bv Kiv Kg©¯’‡j wbivcËv wPýmg~n Kx Kx Zv e¨vL¨v Kiv wbivcËv wPýmg~n I wewagvjvi ZvwjKv Kiv mKj wbivcËv wPýmg~n I wewagvjv eënvi Kiv

6

Riæix ewn©Mgb cwiKíbv e¨vL¨v Kiv|wkLb djvdj -2:e¨w³MZ wbivcËv eë¯’v (c`‡ÿc) cÖ‡qvM Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:cÖwkÿY cwi‡e‡k evsjv‡`k IGBPGm ÷¨vÛvW©m&, e¨w³MZ

myiÿv miÄvgv`x (wcwcB), IGBPGm cwjwm BZ¨vw`Kg©m¤úv`b gvb`Û e¨w³MZ myiÿv miÄvgv`x (wcwcB) I h_vh_ †cvlvK

cwiavb Ges eënv‡ii ci Zv msiÿY Kiv nq/ n‡q‡Q GKwU cwi®‹vi I cwicvwU Kg©¯’j eRvq ivLv nq/ n‡q‡Q IGBPGm miÄvgv`x mPj Geswbqg-Kvby‡bi mv‡_

msMwZc~Y© ivL‡Z iÿYv‡eÿY Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1.e¨w³MZ wbivcËv miÄvgv`x msMÖn Kiæb2.e¨w³MZ wbivcËv miÄvgv`xi Ae¯’v hvPvB Kiæb3.e¨w³MZ wbivcËv miÄvgv`x eënvi Kiæb4.e¨w³MZ wbivcËv miÄvgv`xi iÿYv‡eÿY m¤úv`b Kiæb5.e¨w³MZ wbivcËv miÄvgv`x wbivc` RvqMvq msiÿY Kiæb|

mnvqK †hvM¨Zv e¨w³MZ wbivcËv miÄvgv`xi eënvi eY©bv Kiv e¨w³MZ myiÿv miÄvgv`x wKfv‡e eënvi Ki‡Z nq Zv

eY©bv Kiv e¨w³MZ myiÿv miÄvgv`x eënv‡ii BwZevPK I

†bwZevPK w`K¸‡jv e¨vL¨v Kiv cwi®‹vi-cwi”Qbœ Kg©¯’j ‡evSv|

wkLb djvdj -3:n¨vRvW© I SzuwK wbqš¿b Ki‡Z cvivkZ© (cwi‡ek) cÖ`Ë: cÖwkÿY cwi‡e‡k evsjv‡`k IGBPGm ÷¨vÛvW©m&, e¨w³MZ

myiÿv miÄvgv`x (wcwcB), Avc‡ì ZvwjKv, A¨vjvg© I wec`ms‡KZ wWfvBmmg~n, IGBPGm cwjwm BZ¨vw`|

Kg©m¤úv`b gvb`Û wec` Ges SzuwK mbv³ Kiv, g~j¨vqb Kiv Ges wbqš¿b Kiv nq|

mnbkxj mxgvi kZ©vejx wPwýZ Kiv nq| wec` I SzuwK †_‡K D™¢‚Z `~N©Ubv KZ©…c‡¶i

wbKU wi‡cvU© Kiv nq| `~N©Ubvi we¯ÍvwiZ weeib bw_fz³ Kiv nq| Gjvg©m Ges mZK©evZ©v wWfvBm †imcÛ/ mvov / cÖwZwµqv

Kiv nq| Kg©¯’‡ji Riæix cÖwµqv/ c×wZmg~n Abmib Kiv nq| Riæix Ae¯’vq mvov/ †imcÝ/ cÖwZwµqv Kiv I cwiKíbv Ges

c×wZmg~n ev¯Íevqb Kiv nq|

Kg©m¤úv`b MvBW avcmg~n:1.n¨vRvW© †PKwj÷ msMÖn Kiæb|2.Kg©¯’j ch©‡eÿY Kiæb|3.n¨vRvW© I SzuwK mbv³ Kiæb|4.SzuwKi ¯Íi wba©viY Kiæb|5.SzuwK n«vm Kiæb|6.SzuwK `~i Kiæb|7.msNwUZ NUbv m¤ú‡K© KZ©„cÿ‡K AewnZ Kiæb|8.NUbvi Kvib †iKW©/ bw_f~³ Kiæb|9.A¨vjvg© I wec`ms‡KZ wWfvBmmg~n Pvjbv Kiæb|10.Riæix c×wZ Abymib Kiv nq|11.Riæix cwiKíbv I c×wZ Abymv‡i KvR Kiæb|12.gvjvgvj I bw_mg~n c~bivq wbivc` RvqMvq msiÿY Kiæb|

7

mnvqK †hvM¨Zv n¨vRvW© I SzuwK eY©bv Kiv| n¨vRvW© I SzuwKi g‡a¨ cv_©K¨ Kiv| wewfbœ ai‡bi n¨vRvW© wKfv‡e wbqš¿b Kiv nq Zv

e¨vL¨v Kiv|wkLb djvdj -4:Riæix Ae¯’vq mvov cÖ`vb Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë: cÖwkÿY cwi‡e‡k evsjv‡`k IGBPGm ÷¨vÛvW©m&, A¨vjvg© I

wec`ms‡KZ wWfvBmmg~n, IGBPGm cwjwm BZ¨vw`|Kg©m¤úv`b gvb`Û A¨vjvg© I wec`ms‡KZ wWfvBmmg~n-‡Z mvov †Ìqv nq/ n‡q‡Q

Kg©¯’j Riæix c×wZ Abymib Kiv nq/ n‡q‡Q Riæix mvov cwiKíbv I c×wZ ev¯Íevqb Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1.A¨vjvg© I wec`ms‡KZ wWfvBmmg~n mbv³ Kiæb2.Kg©¯’j Riæix c×wZ e¨vL¨v Kiæb3.A¨vjvg© I wec`ms‡KZ wWfvBmmg~n evRvb4.A¨vjvg© I wec`ms‡KZ wWfvBmmg~n-‡Z mvov w`b5.Kg©¯’j Riæix c×wZ Abymib Kiæb6.Riæix mvov cwiKíbv I c×wZ ev¯Íevqb Kiæb

mnvqK †hvM¨Zv A¨vjvg© I wec`ms‡KZ wWfvBmmg~neY©bv Kiv Riæix mvov cwiKíbv I c×wZ e¨vL¨v Kiv|

wkLb djvdj -5:e¨w³MZ ¯^v”Q›`¨ (Kj¨vb) eRvq ivL‡Z cviv|kZ© (cwi‡ek) cÖ`Ë: cÖwkÿY cwi‡e‡k evsjv‡`k IGBPGm ÷¨vÛvW©m&, e¨w³MZ

myiÿv miÄvgv`x (wcwcB), IGBPGm cwjwm BZ¨vw`|Kg©m¤úv`b gvb`Û IGBPGm bxwZgvjv I c×wZ †g‡b Pjv nq/ n‡q‡Q

Kg©¯’j MvBWjvBb I c×wZ Abymv‡i IGBPGm m‡PZbvg~jK Kvh©µ‡g AskMÖnb Kiv nq/ n‡q‡Q

Kg©¯’‡j Awbivc` Ae¯’v ms‡kvab Ki‡Z cÖwZKvig~jK eë¯’v ev¯Íevqb Kiv nq/ n‡q‡Q

“Kv‡Ri Dchy³” ‡iKW© nvjbvMv` Kiv I Zv eRvq ivLv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1. GKwU mvRv‡bv (K…wÎg) Kg©¯’j cÖ¯‘Z ev wbe©vPb

Kiæb2. IGBPGm bxwZgvjv I c×wZ msMÖn Kiæb3.mvRv‡bv (K…wÎg) IGBPGm m‡PZbZv g~jK Kvh©µg Av‡qvRb Kiæb4.Kg©¯’j MvBWjvBb I c×wZ Abymv‡i mvRv‡bv (K…wÎg)IGBPGm m‡PZbvg~jKKvh©µ‡g AskMÖnb Kiæb5.Kg©¯’‡j Awbivc` Ae¯’v ms‡kvab Ki‡Z cÖwZKvig~jK eë¯’v mbv³ Kiæb6.“Kv‡Ri Dchy³” ‡iKW© nvjbvMv` Kiv I Zv eRvq ivLyb7.bw_mg~n c~bivq wbivc` RvqMvq msiÿY Kiæb|

mnvqK †hvM¨Zv IGBPGm bxwZgvjv I c×wZ eY©bv Kiv Kg©¯’j MvBWjvBb I c×wZ eY©bv Kiv Kg©¯’j Awbivc` Ae¯’vicÖwZKvig~jK eë¯’v wKfv‡e

8

wb‡Z nq Zv e¨vL¨v Kiv|

9

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -2: `jxq cwi‡e‡k KvR Kiv

gwWDj weeiKGB Aa¨v‡q `jMZ cwi‡e‡k KvR Kivi Rb¨ cÖ‡qvRbxq Ávb, `¶Zv Ges g‡bvfve (‡KGmG) eb©bv Kiv n‡q‡QG‡Z `‡ji f‚wgKv Ges my‡hvM msÁvwqZ Kiv, IGBPGm cwjwm Ges c×wZmg~n, e¨w³i GKK f‚wgKv Ges `vwqZ¡ wPwýZ Kiv Ges `‡ji m`m¨ wnmv‡e `‡ji Av‡jvPbvq AskMÖnY Ges `vwqZ¡ AšÍf©~³ Kiv n‡q‡Q|

bwgbvj mgqKvj 20N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-2cÖvK-‡hvM¨Zv ìKvi †bBwkLb djvdj gwWDjwUiAbykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z

KvR¸‡jv Ki‡Z mvg_©¨ n‡e:1. `‡ji KZ©e¨ I Kv‡Ri cwiwa msMÖn Ki‡Z cviv|2. e¨w³MZ `vwqZ¡ I KZ©e¨ mbv³ Ki‡Z cviv|3.`jxq Av‡jvPbvq AskMÖnb Ki‡Z cviv|4.`‡ji GKRb m`m¨ wn‡m‡e KvR Ki‡Z cviv|

wkLb djvdj -1: `‡ji KZ©e¨ I Kv‡Ri cwiwa msMÖn Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k ÷¨vÛvW© Acv‡iwUs

c×wZ (GmIwc), Kv‡Ri eY©bv (†RwW), Acv‡ikbm& g¨vbyqvj (IGg), cÖvwZôvwbK KvVv‡gv BZ¨vw`|

Kg©m¤úv`b gvb`Û cÖvß Z†_ï Drm †_‡K `‡ji KZ©e¨ I Kv‡Ri cwiwa e¨vL¨v Kiv nq/ n‡q‡Q

`jMZ Av‡jvPbv I Ab¨vb¨ evB‡ii Drm †_‡K `j KvVv‡gv, `vwqZ¡ Ges wi‡cvw©U©s m¤úK© mbv³ Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBWavcmg~n:1.mswkøó bw_ †hgb-÷¨vÛvW© Acv‡iwUs c×wZ (GmIwc), Kv‡Ri eY©bv (†RwW), Acv‡ikbm& g¨vbyqvj (IGg), cÖvwZôvwbK KvVv‡gv BZ¨vw` msMÖn Kiæb2.GKwU `‡ji `vwqZ¡ I KZ©e¨ eY©bv Kiæb3.`jMZ Av‡jvPbv I Ab¨vb¨ evB‡ii Drm †_‡K `j KvVv‡gv eY©bv Kiæb4.`jMZ Av‡jvPbv I Ab¨vb¨ evB‡ii Drm †_‡K `‡ji`vwqZ¡ eY©bv Kiæb5.`jMZ Av‡jvPbv I Ab¨vb¨ evB‡ii Drm †_‡K `‡jiwi‡cvw©U©s m¤úK© e¨vL¨v Kiæb|6.‡hvMv‡hv‡Mi cÖwµqv m¤ú‡K© Av‡jvPbv Kiæb7.wi‡cvw©U©s KvVv‡gv m¤ú‡K© Av‡jvPbv Kiæb8.wkLb djvdj mvims‡ÿc Kiæb9.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv GKwU `‡ji `vwqZ¡ I KZ©e¨ eY©bv Kiv `jMZKv‡Ri DcKvwiZv e¨vL¨v Kiv|

wkLb djvdj -2: e¨w³MZ `vwqZ¡ I KZ©e¨ mbv³ Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k Kv‡Ri eY©bv (†RwW),

cÖvwZôvwbK KvVv‡gv BZ¨vw`|Kg©m¤úv`b gvb`Û `‡j e¨w³i `vwqZ¡ I KZ©e¨ mbv³ Kiv nq

`‡j GKRb e¨w³imv‡_ `‡ji Ab¨vb¨ m`m¨‡ì Kv‡Ri m¤úK© e¨vL¨v I ¯úó Kiv nq |

`‡ji mv‡_ evB‡ii mswkøó‡ì wi‡cvwU©s m¤úK© wbw`©ó I e¨vL¨v Kiv nq|

10

Kg©m¤úv`b MvBW avcmg~n:1. mswkøó bw_ †hgb-Kv‡Ri eY©bv (†RwW),

cÖvwZôvwbK KvVv‡gv BZ¨vw` msMÖn Kiæb2. `‡j e¨w³i `vwqZ¡ I KZ©e¨ eY©bv Kiæb3. `jMZ Av‡jvPbv I Ab¨vb¨ evB‡ii Drm †_‡K `‡ji

`vwqZ¡ eY©bv Kiæb4. GKwU `‡j GKRb e¨w³imv‡_ `‡ji Ab¨vb¨ m`m¨‡ìKv‡Ri

m¤úK© eY©bv Kiæb5. `‡ji mv‡_ evB‡ii mswkøó‡ì wi‡cvwU©s m¤úK©

e¨vL¨v Kiæb6. Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv

Kiæb|mnvqK †hvM¨Zv GKwU `‡j e¨w³i`vwqZ¡I KZ©e¨ eY©bv Kiv

wi‡cvw©U©s KvVv‡gv eY©bv Kiv|wkLb djvdj -3: `jxq Av‡jvPbvq AskMÖnbKi‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k ÷¨vÛvW© Acv‡iwUs

c×wZ (GmIwc), Kv‡Ri eY©bv (†RwW), Acv‡ikbm& g¨vbyqvj (IGg), cÖvwZôvwbK KvVv‡gv BZ¨vw`|

Kg©m¤úv`b gvb`Û `‡ji Kv‡Ri cwiKíbv ‰Zwi Ki‡Z gZvgZ ev avibv cÖ`vb Kiv nq/ n‡q‡Q

`‡ji Kv‡Ri gv‡bvbœq‡b mycvwik cÖ`vb Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1.mswkøó Uzjm, bw_cÎ I DcKib msMÖn Kiæb2.GKwU mvRv‡bv (K…wÎg) `j MVb Kiæb3.`jxq KvR m¤úwK©Z avibv eY©bv Kiæb4.`jxq Kv‡Ri avibv e¨vL¨v Kiæb5.`jxq KvR m¤úwK©Z avibv ¯úó Ki‡Z cÖkœ wRÁvmv Kiæb6.`‡ji Kv‡Ri cwiKíbv ‰Zwi Ki‡Z avibv w`b7.`‡ji Kv‡Ri cwiKíbv DbœZ Ki‡Z AviI fv‡jv mycvwik cÖ`vb Kiæb8.Kv‡Ri cwiKíbvi Dci gZvgZ msMÖn ev cÖ`vb Kiæb|9.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv `jMZ Av‡jvPbvi ¸iæZ¡ e¨vL¨v Ki‡Z cvivwkLb djvdj -4: `‡ji GKRb m`m¨ wn‡m‡e KvR Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k Kv‡Ri eY©bv (†RwW),

cÖvwZôvwbK KvVv‡gv| Kg©m¤úv`b gvb`Û `‡ji Kvh©µg I D‡Ïk¨ Av‡jvPbvq `‡ji m`m¨‡ì mv‡_

AvšÍt‡hvMv‡hvM Ki‡Z ‡hvMv‡hv‡Mi Kvh©Ki dg© eën„Z nq/ n‡q‡Q

‡hvMv‡hv‡Mi P¨v‡bjmg~n Abymib Kiv nq/ n‡q‡Q IBPGm (†ckvMZ ¯^v¯’¨ I wbivcËv) Abykxjb Abymib Kiv nq/

n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.cÖ‡qvRbxq Uzjm&, gvjvgvj I bw_ †hgb-Kv‡Ri eY©bv (†RwW), cÖvwZôvwbK KvVv‡gv BZ¨vw` msMÖn Kiæb|

11

2.‡hvMv‡hv‡Mi Kvh©Ki dg©mg~n mbv³ Kiæb|3.`‡ji Kvh©µg I D‡Ïk¨ Av‡jvPbvq `‡ji m`m¨‡ì mv‡_ AvšÍt‡hvMv‡hvM Ki‡Z ‡hvMv‡hv‡Mi Kvh©Ki dg© eënvi Kiæb|4.‡hvMv‡hv‡Mi P¨v‡bjmg~n mbv³ Kiæb|5.mbv³K…Z ‡hvMv‡hv‡Mi P¨v‡bjmg~n eënvi Kiæb|6.wbivcËv wb‡`©kbv¸wj †g‡b Pjyb|7.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv GKwU `‡j wKfv‡e KvR Ki‡Z nq Zv eY©bv Kiv IBPGm (†ckvMZ ¯^v¯’¨ I wbivcËv) Abykxjb e¨vL¨ Kiv|

12

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -3: Kg©¯’‡j †hvMv‡hvM

gwWDj weeiKKg©¯’‡j †hvMv‡hvM m¤úv`b Kivi Rb¨ cÖ‡qvRbxq Ávb, `ÿZv I AvPiY (†KGmG) m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|Bnv‡Z h_vh_ †hvMv‡hvM miÄvgv`x eënvi K‡i Z_¨/wb‡`©kbv MÖnb, Abyaveb, ‡cuŠQv‡bv Ges bw_f~³ Ki‡Z †gŠwLK I wjwLZ ai†bi ‡hvMv‡hvM eënvi AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-1cÖvK-‡hvM¨Zv ìKvi †bBwkLb djvdj gwWDjwUiAbykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z

KvR¸‡jv Ki‡Z mg_©¨ n‡e:1. †gŠwLK wb‡`©kbv MÖnb Ki‡Z cviv 2. †gŠwLK I wjwLZ Z_¨/wb‡`©kbv e¨vL¨v Ki‡Z cviv3. †gŠwLK I wjwLZ AvKv‡ii †hvMv‡hvM eënvi K‡i

wb‡`©kbv †cŠu‡Q w`‡Z cviv 4. wjwLZ bw_ m¤úv`b Ki‡Z cviv 5. Kg©¯’‡j mfv I Av‡jvPbvq AskMÖnb Ki‡Z cviv |

wkLb djvdj -1: †gŠwLK wb‡`©kbv MÖnb Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k cÖ‡qvRbxq ‡ccvi,

‡cwÝj/ej†cb, wkÿY DcKiY, †idv‡iÝ eB I g¨vbyqvj|Kg©m¤úv`b gvb`Û wb‡`©kbvmg~n cov Ges e¨vL¨v Kiv nq/ n‡q‡Q

¯úófv‡e Rvb‡Z A_ev AviI Z_¨ †c‡Z cÖkœ wRÁvmv Kiv nq/ n‡q‡Q

Z_¨/wb‡`©kbv †iKW© Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1. K…wÎg (mvRv‡bv) MÖvnK I †cÖiK `j cÖ¯‘Z Kiæb|2. ‡gŠwLK wb‡`©kbv MÖnb Kivi Rb¨ cÖ‡qvRbxq

Uzjm& I gvjvgvj msMÖn Kiæb|3. †gŠwLK wb‡`©kbvi Rb¨ †U·U (welqe¯‘) msMÖn

Kiæb|4. †gŠwLK wb‡`©kbvi Dci †U·U (welqe¯‘)wU

e¨vL¨v Kiæb|5. aviYv ¯úó Ki‡Z A_ev AviI Z_¨ †c‡Z cÖkœ

wRÁvmv Kiæb|6. cÖ‡qvRbxq Z_¨/wb‡`©kbv †iKW© Kiæb|7. wkLb djvdj mvims‡ÿc Kiæb|8. Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq

Rgv Kiæb|

mnvqK †hvM¨Zv Z_¨/wb‡`©kbv Kx Zv e¨vL¨v Kiv cÖkœ wRÁvmv Kivi cÖ‡qvRbxqZv eY©bv Kiv cÖkœ wRÁvmv Kivi †KŠkj eY©bv Kiv wb‡`©kbv ‡iKW© Kivi DcKvwiZv e¨vL¨v Kiv|

13

wkLb djvdj -2: †gŠwLK I wjwLZ Z_¨/wb‡`©kbv e¨vL¨v Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k cÖ‡qvRbxq ‡ccvi,

‡cwÝj/ej†cb, wkÿY DcKiY, †idv‡iÝ eB I g¨vbyqvj|Kg©m¤úv`b gvb`Û wjwLZ wb‡`©kbv Ges Kg©¯’‡ji MvBW jvBbmg~n

e¨vL¨v Kiv nq/ n‡q‡Q| Awc©Z Kv‡R mwVKfv‡e mvov †Ìqv nq/ n‡q‡Q| ‰`bw›`b (iæwUb) wjwLZ wb‡`©kbv mg~n

avivevwnKfv‡e Abymib Kiv nq/ n‡q‡Q| Kg©¯’j mycvifvBRv‡ii Kv‡Q gZvgZ (wdWe¨vK)

cÖ`vb Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.wjwLZ wb‡`©kbv I Kg©¯’‡ji MvBWjvBbmg~n msMÖn Kiæb|2.wjwLZ wb‡`©kbv I Kg©¯’‡ji MvBWjvBbmg~n e¨vL¨v Kiæb|3.Kg©¯’‡j Awc©Z KvRmg~n mbv³ Kiæb|4.Awc©Z Kv‡R mwVKfv‡e mvov w`b|5.‰`bw›`b (iæwUb) wjwLZ wb‡`©kbvmg~n avivevwnKfv‡e Abymib Kiæb|6.Kg©¯’j mycvifvBRv‡ii Kv‡Q wb‡`©kbvi Dci gZvgZ (wdWe¨vK) cÖ`vb Kiæb|7.wkLb djvdj mvims‡ÿc Kiæb|8.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv Kg©¯’‡j wjwLZ wb‡`©kbv I MvBWjvBbmg~‡ni ¸iæZ¡ eY©bv Kiv|

Kg©¯’‡j Awc©Z Kv‡Ri ¸iæZ¡ eY©bv Kiv wb‡`©kbvi Dci gZvgZ (wdWe¨vK) cÖ`vb Kivi

cÖ‡qvRbxqZv eY©bv Kiv|wkLb djvdj -3: †gŠwLK I wjwLZ AvKv‡ii †hvMv‡hvM eënvi K‡i wb‡`©kbv †cŠu‡Q w`‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k, ‡ccvi, ‡cwÝj/ej†cb,

wkÿY DcKiY, †idv‡iÝ eB I g¨vbyqvj|Kg©m¤úv`b gvb`Û wb‡`©kbv cvVv‡Z cÖvmw½K †hvMv‡hvM c×wZ eënvi

Kiv nq/ n‡q‡Q| h_vh_ bb-fve©vj †hvMv‡hvM gva¨g eënvi Kiv nq/ n‡q‡Q| †hvMv‡hv†Mi P¨v‡bjmg~n mbv³ I Abymib Kiv nq/ n‡q‡Q| †hvMv‡hv†Mi Uzjm& I miÄvgv`x Pvjbv Kiv Ges Bnv‡ì

ÎæwUmg~n mbv³ Kiv I wi‡cvU© cÖ`vb Kiv nq/ n‡q‡Q| h_vh_ dg© eënvi K‡i Z_¨ †cŠuQv‡bv nq/ n‡q‡Q|

14

Kg©m¤úv`b MvBW avcmg~n:1. wb‡`©kbv cvVv‡bvi gZ GKwU K…wÎg

(mvRv‡bv) †hvMv‡hvM c×wZ Av‡qvRb Kiæb |2. wb‡`©kbv †cŠuQv‡bvi Rb¨ cÖ‡qvRbxq Uzjm& I

gvjvgvj msMÖn Kiæb|3.‡gŠwLK I wjwLZ wb‡`©kbv m¤úwK©Z welqe¯‘ (cvV) msMÖn Kiæb|4.wb‡`©kbv cvVv†Z h_vh_ A-evPwbK (bb-fve©vj) †hvMv‡hvM gva¨g eënvi Kiæb|5.†hvMv‡hv†Mi P¨v‡bjmg~n mbv³ Kiæb|6.mbv³K…Z †hvMv‡hv†Mi P¨v‡bj Abymib Kiæb|7.†hvMv‡hv†Mi Uzjm& I miÄvgv`x mbv³ Kiæb|8.†hvMv‡hv†Mi Uzjm& I miÄvgv`x mwVKfv‡e eënvi Kiæb|9.†hvMv‡hv†Mi Uzjm&-Gi ÎæwUmg~n mbv³ Kiæb|10.mbv³K…Z ÎæwUc~Y© Uzjm& m¤ú‡K© wi‡cvU© Kiæb|11.Z_¨ †cŠuQv†Z mwVK dg©/‡Ug‡cøU wbe©vPb Kiæb|12.Z_¨ †cŠuQv†Z wbe©vwPZ dg©/‡Ug‡cøU eënvi Kiæb|13.wkLb djvdj mvims‡ÿc Kiæb|14.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv 1.‡hvMv‡hvM c×wZ eY©bv Kiv|2.mbv³K…Z †hvMv‡hv†Mi P¨v‡bjmg~n D‡jøL Kiv|3.†hvMv‡hv†Mi Uzjm& I miÄvgv`x eY©bv Kiv|4.Z_¨ †cŠuQv†bvi Rb¨ eëüZ dg©/‡Ug‡cøU e¨vL¨v Kiv|

wkLb djvdj -4: wjwLZ bw_ m¤úbœ Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k cÖ‡qvRbxq ‡ccvi,

‡cwÝj/ej†cb, wkÿY DcKiY, †idv‡iÝ eB I g¨vbyqvj|Kg©m¤úv`b gvb`Û PvKwii kZ©vejx m¤úwK©Z dig& mwVKfv‡e

m¤úbœ Kiv nq/ n‡q‡Q| ÷¨vÛvW©/ Aby‡gvw`Z di&g ev WKz‡g›U eënvi

K‡i Kg©‡¶‡Îi Z_¨ bw_fz³ Kiv nq/ n‡q‡Q| d‡g©i Dci bw_f~³ Z_¨ Gi ÎæwU/ AmvgÄm¨Zv mbv³ Kiv

Ges ms‡kvab Kiv nq/ n‡q‡Q| G›UvicÖvB‡Ri MvBWjvBb Abyhvqx wjwLZ bw_¸‡jv

mycvifvBRv‡ii Kv‡Q Rgv †`qv nq/ n‡q‡Q|

15

Kg©m¤úv`b MvBWavcmg~n:1.cÖ‡qvRbxq ÷¨vÛvW© gK di&gI bw_ msMÖn Kiæb|2.wewfbœ dg© I ‡Ug‡cøU-Gi êwkó¨ eY©bv Kiæb|3.dg© c~i‡Yi Rb¨ cÖ‡qvRbxq WvUv msMÖn Kiæb|4.dg©/‡Ug‡cøU-G cÖ‡qvRbxq WvUvc~iY Kiæb|5.mKj bw_ wjwLZ AvKv‡i msKjb/Rgv Kiæb|6.‡iKW©K…Z bw_‡Z ÎæwU mbv³ Kiæb|7.‡iKW©K…Z bw_i ÎæwUmg~n ms‡kvab Kiæb|8.D×©Zb Kg©KZ©vi wbKU ‡iKW©K…Z wjwLZ bw_ `vwLj Kiæb|9.wkLb djvdj mvims‡ÿc Kiæb|10.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv Kg©¯’‡j eëüZ ¸iæZ¡c~Y© mvavib dg© I †Ug‡cøU eY©bv Kiv

wjwLZ bw_f~³Kib cÖwµqv eY©bv Kiv wjwLZ AvKv‡i DcvË †iKW© Kivi cÖ‡qvRbxqZv

eb©bv Kiv|wkLb djvdj -5: Kg©¯’‡j mfv I Av‡jvPbvq AskMÖnb Ki‡Z cviv|

kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k cÖ‡qvRbxq ‡ccvi, ‡cwÝj/ej†cb, wkÿY DcKiY, †idv‡iÝ eB I g¨vbyqvj|

Kg©m¤úv`b gvb`Û h_vmg‡q `jxq mfvq AskMÖnb Kiv| wbR¯^ gZvgZ ¯úófv‡e cÖKvk Kiv Ges Ab¨vb¨‡ì gZvgZ

webv wØavq ‡kvbv nq| mfvi Av‡jvPbv¸‡jv mfvi D‡Ïk¨ Ges cÖwZwôZ

†cÖv‡UvKj Gi m‡½ mvgÄm¨c~Y© Kivnq/ n‡q‡Q h_vh_ mvs¯‹…wZK cUf~wg Ges G›UvicÖvBR KZ…©c‡ÿi

cÖwµqv ev c×wZ g‡Z Kg©‡ÿ‡Îi wg_w¯Œqv GKwU webqx c×wZ‡Z cwiPvwjZ nq|

Kg©‡ÿ‡Îi mvavib iæwUb cÖwµqv Abymv‡i Ges Kg©ms¯’vb m¤úwK©Z welq¸wji Dci cÖkœ wRÁvmv Kiv nq I mvov †`qv nq|

mfvi wm×všÍmg~n MÖnY I ev¯Íevqb Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.cÖ‡qvRbxq gvjvgvj I bw_ msMÖn Kiæb|2.mfvi ZvwiL I Av‡jvP¨m~wP wbe©vPb Kiæb|3.AskMÖnbKvix‡ì ZvwjKv cÖ¯‘Z Kiæb|4.AskMÖnbKvix‡ì mv‡_ †hvMv‡hvM Kiæb|5.mfvi ¯’vb/IqvK©kc cÖ¯‘Z Kiæb|6.mfvq AskMÖnbKvix‡ì AskMÖnb/Dcw¯’wZ wbwðZ Kiæb|7.mfvq AskMÖnbKvix‡ì nvwRiv wbb|8.mfvi Av‡jvP¨m~wP eY©bv Kiæb|9.Av‡jvP¨m~wP Abymv‡i mfv cwiPvjbv Kiæb|10.mfvi D‡Ï‡kï mv‡_ mvgÄm¨c~Y© BbcyU cÖ`vb/MÖnb Kiæb|11.‡Kv‡bvcÖKvi evav Qvov gZvgZ cÖKvk Kiæb|

16

12.Av‡jvP¨m~wPi mv‡_ cÖvmw½K cÖkœ wRÁvmv Kiæb|13.mfvi †bvU wbb|14.mfvi wgwbUm& †iKW© Kiæb|15.mfvi wm×všÍmg~n ev¯Íevqb Kiæb|16.wkLb djvdj mvims‡ÿc Kiæb|17.Uzjm& I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv ‡Kv‡bv mfv Av‡qvRb Kivi c×wZ eY©bv Kiv mfvAv‡qvR‡bi DcKvwiZv eY©bv Kiv mfvq AskMÖn‡bi ¸iæZ¡ eY©bv Kiv mfvi Av‡jvP¨m~wP e¨vL¨v Kiv gZvgZ I cÖ‡kœi g‡a¨ cv_©K¨ Kiv cÖkœ Kivi †KŠkj e¨vL¨v Kiv|

17

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -4:Kg©¯’j cwi®‹vi-cwi”QbœZv Abykxjb

gwWDj weeiK Kg©¯’‡j 5-Gm cÖ‡qvM Kivi Rb¨ cÖ‡qvRbxq Ávb, `ÿZv I AvPiY (†KGmG) m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|

Bnv‡Z Kg©¯’‡j evQvBKib, k„•Ljvweavb,RÄvjgy³Kib, gvbm¤§ZKib Ges ‡UKmBKib Kg©ZrciZv AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 20N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-1cÖvK-‡hvM¨Zv `iKvi †bBwkLb djvdj gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv

wb¤œewY©Z KvR¸‡jv Ki‡Z mg_©¨ n‡eb:1.AcÖ‡qvRbxq wRwbmcÎ AcmviY ev Aegy³ Kivi Rb¨ evQvB Ki‡Z cviv|2.Kg©¯’‡j wRwbmcÎ k„•Ljvweavb Kiv|3.Kg©¯’j RÄvj gy³ Ki‡Z cviv|4.Kg©ZrciZv gvbm¤§Z Ki‡Z cviv|5.nvDRwKwcs Kg©ZrciZv wUwK‡q ev Ae¨vnZ ivL‡Z cviv|

wkLb djvdj -1: AcÖ‡qvRbxq wRwbmcÎ AcmviY ev Aegy³ Kivi Rb¨ evQvB Ki‡Z cvivkZ© (cwi‡ek) cÖ`Ët ev¯Íe Kg©¯’j ev cÖwkÿY cwi‡e‡k Kv¤úvwb g¨vby‡qj,

Bb‡f›Uwi dg© BZ¨vw`|Kg©m¤úv`b gvb`Û Kg©¯’‡ji cÖ‡qvRbxq I AcÖ‡qvRbxq wRwbmcÎ mbv³ I

Avjv`v Kiv Kiv nq/ n‡q‡Q| Kg©¯’j †_‡K AcÖ‡qvRbxq wRwbmcÎ AcmviY I ‡d‡j

‡`qvnq/ n‡q‡Q| Kg©¯’‡ji cÖ‡qvRbxq wRwbmc†Îi Bb‡f›Uwi nvjbvMv` I Zv

msiÿY Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.Kg©¯’‡ji Rb¨ cÖ‡qvRbxq wRwbmcÎ mbv³ Kiæb|2.Kg©¯’‡ji Rb¨ AcÖ‡qvRbxq wRwbmcÎ mbv³ Kiæb|3.AcÖ‡qvRbxq wRwbmcÎ Rgv Kivi Rb¨ Dchy³ ¯’vb wbe©vPb Kiæb|4.Aegy³ Kivi Rb¨ AcÖ‡qvRbxq wRwbmcÎ msMÖn/evQvB Kiæb|5.evQvBK…Z AcÖ‡qvRbxq wRwbmcÎ wba©vwiZ ¯’v‡b Aeg³ Kiæb|6.AcÖ‡qvRbxq wRwbmc†Îi †iKW© ivLyb|7.cÖ‡qvRbxq wRwbmc†Îi Bb‡f›Uwi nvjbvMv` I Zv msiÿY Kiæb|8.Kv‡Ri RvqMv cwi®‹vi Kiæb|

18

mnvqK †hvM¨Zv AcÖ‡qvRbxq wRwbmcÎ ‡d‡j †`qvi D‡Ïk¨ eY©bv Kiv|

Aegy³ Kivn‡e Ggb AcÖ‡qvRbxq wRwbmcÎ evQvB Kivi D‡Ïk¨ eb©bv Kiv|

Bb‡f›Uwi wm‡÷‡gi ¸iæZ¡ eY©bv Kiv|wkLb djvdj -2: Kg©¯’‡j wRwbmcÎ k„•Ljvweavb Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ët ev¯Íe Kg©¯’j ev cÖwkÿY cwi‡e‡k Kv¤úvwb g¨vby‡qj,

Bb‡f›Uwi dg© BZ¨vw`|Kg©m¤úv`b gvb`Û mbv³Kib gvK©mn Kg©¯’‡ji Rb¨ cÖvmw½K

cÖ‡qvRbxq wRwbmcÎ mieivn I Zv µgvbymv‡i mvRv‡bv nq/ n‡q‡Q|

cÖ‡qvRbxq wRwbmcÎ ivLvi Rb¨ Dchy³ RvqMv mbv³ Kiv nq/ n‡q‡Q|

cÖ‡qvRbxq wRwbmcÎ Zv‡`i wba©vwiZ RvqMvq Av‡Q wKbv Zv wbqwgZfv‡e hvPvB Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.Kg©¯’‡ji Rb¨ cÖvmw½K cÖ‡qvRbxq wRwbmcÎ mbv³ Kiæb|2.cÖvmw½K cÖ‡qvRbxq wRwbmc‡Îi mv‡_ U¨vM mbv³Kib wPý jvMvb|3.U¨vM mbv³Kib wPý jvMv‡bv wRwbmcÎ µgvbymv‡I mvRvb|4.cÖ‡qvRbxq wRwbmcÎ ivLvi Rb¨ Dchy³ RvqMv wbe©vPb Kiæb|5.cÖ‡qvRbxq wRwbmcÎ Zv‡`i wbev©wPZ RvqMvq Rgv Kiæb|6.cÖ‡qvRbxq wRwbmc‡Îi †iKW© ˆZwi Kiæb|7.cÖ‡qvRbxq wRwbmc†Îi Bb‡f›Uwi nvjbvMv` Kiæb I cÖwµqv Pjgvb ivLyb| 8.nvjbvMv`K…Z cÖ‡qvRbxq wRwbmcÎ wba©vwiZ RvqMvq Av‡Q wKbv Zv wbqwgZ hvPvB Kiæb|9.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Bb‡f›Uwi wm‡÷g eY©bv Kiv| cÖ‡qvRbxq wRwbmcÎ mvRv‡bvi c×wZ eY©bv

Kiv|wkLb djvdj -3: Kg©¯’j RÄvj gy³ Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ët ev¯Íe Kg©¯’j ev cÖwkÿY cwi‡e‡k e¨w³MZ wbivcËv

miÄvg,‡Kv¤úvwb g¨vby‡qj, Kg©‡ÿÎ cwi”QbœZvi bxwZgvjv I gvb`Û,weeib bw_ eB, Bb‡f›Uwi dg© BZ¨vw`|

19

Kg©m¤úv`b gvb`Û Kv‡Ri mg‡qi c~‡e©, Kv‡Ri mgq I Kv‡Ri ci Kg©¯’j SiS‡i, cwi®‹vi I cwicvwU ivLv nq/ n‡q‡Q|

Uzjm& I miÄvgv`x cwi®‹vi ivLv nq/ n‡q‡Q| cÖ‡qvRbgZ Uzjm& I miÄvgv`xi †QvU-LvU ÎæwU †givgZ

Kiv nq/ n‡q‡Q| ÎæwUc~Y© Uzjm& I miÄvgv`x m¤ú‡K© KZ©„cÿ‡K

AewnZ Kiv nq/ n‡q‡Q|Kg©m¤úv`b MvBW

avcmg~n:1.cÖ‡qvRbxq wcwcB msMÖn I cwiavb Kiæb|2.Kg©¯’j RÄvjgy³ Ki‡bi Rb¨ Uzjm&, miÄvgv`x I gvjvgvj msMÖn Kiæb|3.Kg©¯’j ïKbv Ae¯’vq Svo– w`b|4.Kg©¯’j cÖ‡qvRbgZ wfRv Ae¯’vq Svo– w`b|5.Kg©¯’j RÄvjgy³ Ki‡bi Rb¨ Uzjm& I miÄvgv`x cwi®‹vi Kiæb|6.Kg©¯’j RÄvjgy³ Ki‡bi Rb¨ Uzjm& I miÄvgv`x cwi®‹vi Kivi ci ïKvb|7.ÎæwUc~Y© Uzjm& I miÄvgv`x mbv³ Kiæb|8.cÖ‡qvRbgZ Uzjm& I miÄvgv`xi †QvU-LvU ÎæwU †givgZ Kiæb|9.ÎæwUc~Y© Uzjm& I miÄvgv`x m¤ú‡K© KZ©„cÿ‡K AewnZ Kiæb|10.miÄvgvw` I gvjvgvjmg~n wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv Kg©¯’j RÄvjgy³ Ki‡bi c×wZ eY©bv Kiv| RÄvjgy³ Ki‡bi Uzjm& †givgZ I iÿYv‡eÿ‡Yi c×wZ

eY©bv Kiv|wkLb djvdj -4:Kg©ZrciZv gvbm¤§Z Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ët ev¯Íe Kg©¯’j ev cÖwkÿY cwi‡e‡k e¨w³MZ wbivcËv


Kg©m¤úv`b gvb`Û Kg©¯‡j Kg©ZrciZv m¤úv`b Kiv nq/ n‡q‡Q| Kg©¯’‡j ‡kvfbZv eRvq ivLv nq/ n‡q‡Q| `yN©Ubv m¤ú‡K© KZ…©cÿ‡K AbwZwej‡¤^

AewnZ Kiv nq/ n‡q‡Q| IGBPGm c×wZ Abymv‡i Kg©m¤úv`b Kiv nq/

n‡q‡Q|

20

Kg©m¤úv`b MvBWavcmg~n:1.cÖ‡qvRbxq wcwcB msMÖn I cwiavb Kiæb|2.g¨vbyqvj I MvBWjvBbmg~n msMÖn Kiæb|3.g¨vbyqvj I MvBWjvBbmg~n mwVKfv‡e co–b|4.wb‡`©kbv Abymv‡i Kg©¯’j Kg©ZrciZv m¤úv`b Kiæb|5.Kg©¯’‡j ‡kvfbZv eRvq ivLyb|6.`yN©Ubvi ¯Íi mbv³ Kiæb|7.`yN©Ubv m¤ú‡K© KZ…©cÿ‡K AewnZ Kiæb|8.KvR Kivi mgq IGBPGm c×wZ eRvq ivLyb|9.gvjvgvjmg~n I bw_cÎ wbivc` RvqMvq cybivq Rgv Kiæb|

mnvqK †hvM¨Zv Kg©¯’j g¨vbyqvj I MvBWjvBb m¤ú‡K© eY©bv Kiv

IGBPGm c×wZ e¨vL¨v Kiv|wkLb djvdj -5:nvDRwKwcs Kvh©µg wUwK‡q ev Ae¨vnZ ivL‡Z cviv|kZ© (cwi‡ek) cÖ`Ët ev¯Íe Kg©¯’j ev cÖwkÿY cwi‡e‡k e¨w³MZ wbivcËv


Kg©m¤úv`b gvb`Û 5-Gm c×wZ ev¯Íevqb Kiv nq/ n‡q‡Q| 5-Gm c×wZ ev¯Íevq‡b evavmg~n mbv³, Dbœqb

mycvwik Ges Z`vbyhvqx e¨e¯’v MÖnb Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.5-Gm c×wZ mbv³ Kiæb2.5-Gm c×wZ e¨vL¨v Kiæb3.5-Gm c×wZ cÖ`k©Y Kiæb4.nvDRwKwcs Kvh©µg Ae¨vnZ ivL‡Z evavmg~n mbv³ Kiæb5.nvDRwKwcs Kvh©µ‡g Dbœqb NUv‡Z c`‡ÿcmg~n mycvwik Kiæb6.mycvwik Abymv‡i e¨e¯’v MÖnb Kiæb

mnvqK †hvM¨Zv 5-Gm c×wZ eY©bv Kiv|

21

‡Kvm© KvVv‡gv‡m±i KÝUªvKkb‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -5: Kb÷ªvKkb †m±‡iKvR KivgwWDj weeiK

Kb÷ªvKkb‡m±‡i KvR Kivi Rb¨ cÖ‡qvRbxq Ávb, `ÿZv I AvPiY (†KGmG) m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|

Bnv‡Z Kb÷ªvKkb†m±‡i cÖvwZôvwbK Kv‡Vv‡gv eY©bv, Kb÷ªvKkbc×wZ I cÖwµqv, Uzjm&, miÄvgv`x I gvjvgvj, Kg©¯’j Abykxjb BZ¨vw` mbv³Kib, wb‡Ri Kv‡Ricwiwa mvRv‡bv Ges IGBPGm Abykxjb m¤úwK©Z Kvh©µg AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30 N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-1cÖvK-‡hvM¨Zv `iKvi †bBwkLb djvdj gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z KvR¸‡jv

Ki‡Z mvg_©¨ n‡e:1.Kb÷ªvKkb †m±‡ii wfZ‡ii cÖvwZôvwbK Kv‡Vv‡gv eY©bv Ki‡Z cviv|2.Kg© c×wZ I cÖwµqv mbv³ Ki‡Z cviv|3.Kg©‡ÿ‡Îi cÖ‡qvRbxqZv mbv³ Ki‡Z cviv|4.wb‡Ri Kv‡Ri cwiwa mvRv‡Z cviv|

wkLb djvdj -1: Kb÷ªvKkb †m±‡ii wfZ‡ii cÖvwZôvwbK Kv‡Vv‡gv eY©bv Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k cÖvwZôvwbK cwjwm,

AM©v‡bvMÖvg, MvBWjvBbm&|Kg©m¤úv`b gvb`Û evsjv‡`‡k Kg©¯’vb cwi‡e‡ki †cÖÿvc‡U Kb÷ªvKkb †m±‡ii †cÖvdvBj

wba©viY Kiv nq/ n‡q‡Q| Kb÷ªvKkb †m±‡ii Kv‡Ri cwiwa, cÖK…wZ Ges cÖavb †ÿÎ¸wj

wba©viY Kiv nq/ n‡q‡Q| ‡ckv ev wbg©vY †ÿ‡Îi evwbwR¨K bvg wba©vib Kiv nq/ n‡q‡Q| Kb÷ªvKkb †m±i mswkøó cÖeYZv I cÖhyw³ e¨vL¨v Kiv nq/ n‡q‡Q| evsjv‡`‡ki wbg©vY Lv‡Zi mv‡_ Kg©ms¯’v‡bi kZ© wba©viY Kiv

nq/ n‡q‡Q| mswkøó bxwZgvjv I MvBWjvBbm& mbv³ I e¨vL¨v Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.Kb÷ªvKkb †Kv¤úvwbi bw_/‡cÖvdvB‡ji bgybv msMÖn Kiæb2.Kb÷ªvKkb m¤úwK©Z eY©bv/evwl©K wi‡cvU© msMÖn Kiæb3.Kb÷ªvKkb †m±‡ii Kv‡Ri cwiwa, cÖK…wZ Ges cÖavb †ÿÎ¸wj mbv³ Kiæb4.Kb÷ªvKkb †m±‡ii Kv‡Ri cwiwa, cÖK…wZ Ges cÖavb †ÿÎ¸wj eY©bv Kiæb5.Kb÷ªvKkb †m±‡ii cÖavb KvR mbv³ Kiæb6.Kb÷ªvKkb †m±‡ii BbcyU/gvjvgvj mieivnKvix‡`i mbv³ Kiæb7.Kb÷ªvKkb †m±‡ii Kg©ms¯’v†bi Ae¯’v eY©bv Kiæb8.Kb÷ªvKkb †m±i mswkøó cÖeYZv I cÖhyw³ eY©bv Kiæb9.mswkøó bxwZgvjv I MvBWjvBbm& e¨vL¨v Kiæb10.Kb÷ªvKkb Kv‡Ri ¸bMZgvb AR©‡bi c×wZ eY©bv Kiæb

22

11.cÖ‡qvRbxq bw_ I gvjvgvj c~bivq wbivc` RvqMvq msiÿY Kiæb|mnvqK †hvM¨Zv Kb÷ªvKkb†m±‡ii cÖavb †ÿÎ¸wj eY©bv Kiv

cÖvwZôvwbK KvVv‡gv eY©bv Kiv Kb÷ªvKkb†m±‡ii Kg©ms¯’v‡bi Ae¯’v eY©bv Kiv Kb÷ªvKkb†m±‡ii cÖeYZv I cÖhyw³ eY©bv Kiv Kb÷ªvKkbKv‡Ri ¸bMZgvb AR©‡bi c×wZ e¨vL¨v Kiv|

wkLb djvdj -2:Kb÷ªvKkb Kg© c×wZ I cÖwµqv mbv³ Ki‡Z cviv |kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k evsjv‡`k RvZxq wewìs

†KvW, Kb÷ªvKkb ‡Kv¤úvwbi bw_/‡cÖvdvBj-Gi bgybv, Kb÷ªvKkb KvR m¤úwK©Z eY©bv/evwl©K wi‡cvU© BZ¨vw`|

Kg©m¤úv`b gvb`Û Kb÷ªvKkbKv‡Ri cÖwµqv mbv³, eY©bv I e¨vL¨v Kiv nq/ n‡q‡Q

KvR mswkøó Kg©ZrciZv mwVKfv‡e mbv³ Kiv nq/ n‡q‡Q

Kv‡Ri mgš^q ev A¨vWRv÷‡g›U e¨vL¨v Kiv nq/ n‡q‡Q

Kg©m¤úv`b MvBW avcmg~n:1.cÖ‡qvRbxq bw_ I gvjvgvj msMÖn Kiæb2.Kb÷ªvKkbKv‡Ri KvR Kivi c×wZ mbv³ Kiæb3.Kb÷ªvKkbKv‡Ri KvR Kivi cÖwµqv e¨vL¨v Kiæb4.KvR Kivi c×wZ Abymv‡i Kg©ZrciZv m¤úv`b Kiæb5.÷¨vÛvW© Abymv‡i Kg©ZrciZv g~j¨vqb Kiæb6.cÖ‡qvRbgZ Kv‡Ri mgš^q ev A¨vWRv÷‡g›U Kiæb7.cÖ‡qvRbxq bw_ I gvjvgvj c~bivq wbivc` RvqMvq msiÿY Kiæb|

mnvqK †hvM¨Zv Kb÷ªvKkb†m±‡i KvR Kivi c×wZ I cÖwµqv e¨vL¨v Kiv|mnvqK †hvM¨Zv Uzj&m, hš¿cvwZ (BKzBc‡g›U) Ges miÄvgvwì eënvi

e¨vL¨v Kiv| Riæix eë¯’vcbv eY©bv Kiv|

wkLb djvdj -3: Kg©‡ÿ‡Îi cÖ‡qvRbxqZv mbv³ Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë: ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k IqvK©kc cwjwm, Kv‡Ri

eY©bv, GmIwc BZ¨vw`|Kg©m¤úv`b gvb`Û Kg©¯’j cÖ‡qvRbxqZv mbv³ I ¯úó Kiv nq/ n‡q‡Q|

mKj Kgx©‡ì `vwqZ¡ I KZ©e¨ eY©bv Kiv nq/ n‡q‡Q| Kg©¯’‡ji Abykxjb mbv³ Kiv nq/ n‡q‡Q| Kg©¯’‡ji evav, Am½wZ I Ab¨vb¨ mgm¨vejx `~i Ki‡Z

mgm¨v-mgvavb ‡KŠkj eënvi Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1. Kg©¯’‡j cÖ‡qvRwbqZv mbv³ Kiæb|2. cÖ‡qvRb Abymv‡i bw_ I gvjvgvj msMÖn Kiæb|3. Kg©¯’j wewagvjv I MvBWjvBb e¨vL¨v Kiæb|4. mKj Kgx©‡ì `vwqZ¡ I KZ©e¨ e¨vL¨v Kiæb|

23

5. Kg©¯’‡ji Abykxjb eY©bv Kiæb|6. Kg©¯’‡ji Abykxjb ev¯Íevqb Kiæb|7. Kg©¯’‡j mgm¨v-mgvavb ‡KŠkj e¨vL¨v Kiæb|8. Kg©¯’‡ji evav, Am½wZ I Ab¨vb¨ mgm¨vejx `~i Ki‡Z

mgm¨v-mgvavb ‡KŠkj eënvi Kiæb|9. Uzjm&, miÄvgv`x I gvjvgvj wbivc` RvqMvq c~bivq

msiÿY Kiæb|mnvqK †hvM¨Zv Kgx©i `vwqZ¡ eY©bv Kiv|

mgm¨v mgvavb †KŠkj eY©bv Kiv|wkLb djvdj -4:wb‡Ri Kv‡Ri cwiwa mvRv‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k ˆ`wbK Kv‡Ri wmwWDj,

IqvK©kc cwjwm, Kv‡Ri eY©bv, KvR †¯úwmwd‡Kkb, e¨w³ ev Kgx© †¯úwmwd‡Kkb, cÖvwZôvwbK AM©v‡bvMÖvg BZ¨vw`|

Kg©m¤úv`b gvb`Û wb‡Ri Kvh©µg cwiKíbv Kiv Ges Kv‡Ri AMÖMwZ mswkøó ÷vd‡K Rvbv‡bv nq/ n‡q‡Q|

Kg©ZrciZv m¤ú~Y© Kiv nq/ n‡q‡Q| Amyweav I evavmg~n mbv³ Ges mgvavb Rvbv‡bv nq/

n‡q‡Q| wb‡Ri KvR, Kg©¯’j ÷¨vÛvW©-Gi wecix‡Z gwbUi Kiv

Ges Kv‡Ri DbœwZi †ÿÎ¸‡jv mbv³ I ‡mAbyhvwqKvR Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.‰`wbK Kv‡Ri wmwWDj msMÖn Kiæb|2.Kv‡Ri wmwWDj GKwU Kg© cwiKíbv cÖ¯‘Z Kiæb|3.Kg© cwiKíbv Abymv‡i KvR ïiæ Kiæb|4.mswkøó Ab¨vb¨ ÷vd‡ì‡K Kv‡Ri AMÖMwZ Rvwb‡q w`b|5.Kg© cwiKíbv Abymv‡i Kg©ZrciZv m¤ú~Y© Kiæb|6.Kg©¯’j ÷¨vÛvW©-Gi mwnZ Kv‡Ri Zzjbv Kiæb|7.‡Kv‡bv mgm¨v mbv³ Kiv †M‡j Zvi mgvavb Kiæb|8.Kv‡Ri DbœwZi †ÿÎ¸‡jv ‡ei Kiæb|9.Kv‡Ri DbœwZi Rb¨ eë¯’v MÖnb Kiæb|

mnvqK †hvM¨Zv Kv‡Ri cwiKíbv wKfv‡e cÖ¯‘Z Kiv nq Zv eY©bv Kiv| gwbUwis I g~j¨vqb eY©bv Kiv|

24

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb ‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -6: Kb÷ªvKkb †m±i m¤úwK©Z Wªwqs e¨vL¨v Kiv|gwWDj weeiK

Kb÷ªvKkb †m±i m¤úwK©Z Wªwqs e¨vL¨v, mswkøó cÖ‡qvRbxq Ávb, `ÿZv I AvPiY (†KGmG) m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|

Bnv‡Z Kb÷ªvKkb †m±i-Gi Z_¨ mbv³Kib, Wªwqs I †¯úwmwd‡Kkb mbv³Kib I e¨vL¨v, c×wZ cÖ‡qvM msiÿY m¤úwK©Z Kvh©µg AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30 N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-1cÖvK-‡hvM¨Zv ìKvi †bBwkLb djvdj gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z

KvR¸‡jv Ki‡Z mvg_©¨ n‡e:1.Wªwqs Gi aib Ges dvskb mbv³ Ki‡Z cviv|2.Wªwqs I †¯úwmwd‡Kkb e¨vL¨v Ki‡Z cviv|3.Wªwqs msiÿY Ki‡Z cviv|

wkLb djvdj -1: Wªwqs Gi aib Ges dvskb mbv³ Ki‡Z cviv|kZ© (cwi‡ek) wewfbœ ai‡bi Wªwqs Ges ev¯Íe Kg©‡ÿÎ|

Kg©m¤úv`b gvb`Û Kb÷ªvKkb †m±‡i †h ai‡bi Wªwqs eënvi Kiv nq|

wmwbqi Kg©x‡ì mnvqZvq Wªwqs¸‡jv hvPvB evQvB Kiv nq|

Wªwqs fvm©b †PK Kiv Ges †fwj‡WU/ hvPvB Kiv nq|

me ai‡bi Wªwqs‡qi g~j ‰ewkó¨ mbv³ Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.cÖvmw½K Wªwqs I †¯úwmwd‡Kkb mbv³ Kiæb|2.cwigv‡ci GKKmg~n mbv³ Kiæb|3.Kbfvm©b GKK¸wj mbv³ Kiæb|4.Wªwqs-G cÖ`Ë Uvg©m& I mswÿß bvgmg~n mbv³ Kiæb|5.Wªwqs-G cÖ`Ë wPý I ms‡KZmg~n mbv³ Kiæb|6.‡gUvwiqvjm&/ DcKibmg~n c~bivq msiÿY Kiæb|7.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Re A_ev Kv‡Ri Wªwqs I †¯úwmwd‡Kkb eY©bv Kiv| wPý Ges ms‡KZ-Gi eënvi eY©bv Kiv|

wkLb djvdj -2: Wªwqs I †¯úwmwd‡Kkb e¨vL¨v Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë: ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k wewfbœ ai‡bi Wªwqs,

†¯úwmwd‡Kkb, wb‡`©kbv, wPý I ms‡KZmg~n BZ¨vw`|

25

Kg©m¤úv`b gvb`Û ‡¯úwmwd‡Kkb mwVKfv‡e e¨vL¨v Kiv nq/ n‡q‡Q| cÖvmw½K Wªwqs n‡Z mKj †¯úwmwd‡Kkb

eY©bv/e¨vL¨v Kiv nq/ n‡q‡Q| mvavib KÝUªvKkb m¤úwK©Z kZ©vw` Ges kã

ms‡ÿç‡jv e¨vL¨v Kiv nq/ n‡q‡Q| mvavib KÝUªvKkb m¤úwK©Z mvBb/wPý I cÖwZK

e¨vL¨v Kiv nq/ n‡q‡Q|Kg©m¤úv`b MvBW

avcmg~n:1. Kv‡Ri Wªwqs I cÖ‡qvRbxq gvjvgvj msMÖn Kiæb|2. Wªwqs PvU© †Ìqvj/¯’vbvšÍi‡hvM¨ ÷¨vÛ-G

Szjvb/ivLyb|3. Wªwqs-G cÖ`Ë mKj wPý I ms‡KZ mbv³ Kiæb|4. IqvwK©s Wªwqs eY©bv Kiæb|5. Wªwqs Abyhvqx gvjvgv‡ji ZvwjKv cÖ¯‘Z Kiæb|6. Wªwqs c~bivq wbivc` RvqMvq msiÿY Kiæb|7. Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv B‡jKwUªK¨vj Wªwqs Gi †kÖYxwefvM e¨vL¨v Kiv| Wªwqs Gi mKj cÖwZK mbv³ Kiv| Wªwqs Abyhvqx †gUvwiqvjm&/ DcKi‡bi ZvwjKv

cÖ¯ÍyZ Kiv| B‡jKwUªK¨vj Wªwqs G wewfbœ ai‡bi cÖwZK

eënv‡ii ¸iæZ¡ e¨vL¨v Kiv|

wkLb djvdj -3: g¨vbyqvj msiÿY Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë: ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k IqvwK©s

g¨vbyqvjmgyn

Kg©m¤úv`b gvb`Û g¨vbyqvj I bw_mg~n msMÖn I c¨vwKs Kiv nq/ n‡q‡Q|

bó nIqv †_‡K iÿv, mn‡R cov Ges cÖ‡qvR‡bi mgq Z_¨ nvjbvMv` Ki‡Z g¨vbyqvj I bw_mg~n mwVKfv‡e msiÿY Kiv nq/ n‡q‡Q|

Kg©m¤úv`b MvBW avcmg~n:1.g¨vbyqvj I bw_mg~n msMÖn Kiæb2.g¨vbyqvj I bw_mg~n mwVKfv‡e c¨vK Kiæb3.g¨vbyqvj I bw_mg~‡n cÖ‡qvRb n‡j Z_¨ nvjbvMv` Kiæb4.bó nIqv †_‡K iÿv Kivi Rb¨ ÷¨vÛvW© c×wZ Abymv‡i g¨vbyqvj I bw_mg~n msiÿY Kiæb5.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv g¨vbyqvj I bw_mg~‡ni ÷¨vÛvW© msiÿY c×wZ eY©bv Kiv|

26

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb ‡Kvm© wkibvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wkibvg gwWDj -7: wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Gi †gŠwjK KvR m¤úv`b

Kiv|gwWDj weeiK

Kb÷ªvKkb ‡m±‡i wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Gi †gŠwjK KvR m¤úv`b Kivi Rb¨ cÖ‡qvRbxq Ávb, `ÿZv I AvPiY (†KGmG) m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|

G‡Z AšÍf©~³ i‡q‡Q Kv‡Ri Rb¨ cÖ¯‘Z Kiv, Dcv`vb (K‡¤úv‡b›Um) mbv³ Kiv, wjdU& Gi Rb¨ B‡jKwUªK¨vj Ges †gKvwbK¨j ‡gUvwiqvjm&/ DcKib, Wªwqs e¨vL¨v Kiv, wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Kv‡Ri Rb¨ ‡gRvi‡g›U/ cwigvc Kiv Ges wnmve Kiv, wjdU Ges †gBb‡Uwbs Uzjm&, BKzBc‡g›U, †gUvwiqvjm& Ges Kg©‡ÿÎ wVK ivLv|

bwgbvj mgqKvj 30 N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU -2cÖvK †hvM¨Zv `iKvi bvBwkLb djvdj gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z KvR¸‡jv

Ki‡Z mvg_©¨ n‡e:1.wjd‡Ui K‡¤úv‡b›Um mbv³ Ki‡Z cviv|2.B‡jKwUªK¨vj Ges †gKvwbK¨vj †gUvwiqvjm&/ DcKib mbv³ Ki‡Z cviv|3.Wªwqs e¨vL¨v Ki‡Z cviv|4. wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Gi Kv‡Ri Rb¨ †gŠwjK cwigvc (†gRvi‡g›U) Ges wnmve (K¨vjKz‡jkb) Ki‡Z cviv|

wkLb djvdj-1: wjd‡Ui K‡¤úv‡b›Um mbv³ Ki‡Z cviv|kZ© (cwi‡ek) e¨w³MZ myiÿv miÄvg (wcwcB), wjd‡Ui K‡¤úv‡b›Um Ges ev¯Íe

Kg©‡ÿÎ|Kg©m¤úv`b gvb`Û wfRyqvj BÝ‡cKkb/ Pvÿzl cwi`k©‡bi gva¨‡g wjd‡Ui aib

mbv³ Kiv nq| Aby‡gvw`Z e¨w³i KvQ †_‡K c¨vwKs wjó msMÖn Kiv nq| c¨vwKs wjó Abymv‡i K‡¤úv‡b›Um&¸‡jv mbv³ Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3.wjdU& K‡¤úv‡b›U/ Dcv`vb msMÖn Kiæb|4. wjd‡Ui B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›U IqvwK©s/ Kv‡Ri †Uwe‡ji wewfbœ RvqMvq wWm‡cø/ cÖ`k©b Kiæb|5. K¨vUvjM n‡Z †¯úwmwd‡Kkb mbv³ Kiæb|6. B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›U mbv³ Kiæb|7. B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›U Avjv`v Kiæb|8. B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›U Gi GKK ZvwjKv cÖ¯‘Z Kiæb|9. wjd‡Ui Dcv`vb/ K‡¤úv‡b›Um Gi U¨vM bvg/ bv¤^vi w`b/ Kiæb|10.‡¯úwmwd‡Kkb mxU Zzjbv/ K‡¤úqvi Kiæb|11.wjdU Wªwqs Gi cÖ‡Z¨KwU K‡¤úv‡b›U mbv³ Kiæb|12. B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›Um¸‡jvi U¨vM bvg/ bv¤^vi `~i Kiæb ev mivb|13.mKj K‡¤úv‡b›U/ Dcv`vbmg~n wbivc` RvqMvq cybivq msiÿY Kiæb|14.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wjdU Ges Gi dvskb e¨vL¨v Kiv| wjd‡Ui †kªYxwefvM eY©bv Kiv| wjd‡Ui cÖavb B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›U

27

Gi dvskb eY©bv Kiv|

wkLb djvdj-2t: B‡jKwUªK¨vj Ges †gKvwbK¨vj †gUvwiqvjm&/ DcKib mbv³ Ki‡Z cviv|kZ© (cwi‡ek) e¨w³MZ myiÿv miÄvg (wcwcB), B‡jKwUªK¨vj Ges †gKvwbK¨vj

†gUvwiqvjm&/ DcKib Ges ev¯Íe Kg©‡ÿÎ|Kg©m¤úv`b gvb`Û wfRyqvj BÝ‡cKkb/ Pvÿzl cwi`k©‡bi gva¨‡g

‡gUvwiqvjm&/ DcKib mbv³ Kiv nq| mKj †gUvwiqvjm&/ DcKi‡bi bvg I dvskb Gi ZvwjKv cÖ¯‘Z

Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3.‡gUvwiqvjm&/ DcKib msMÖn Kiæb|4. mKj ‡gUvwiqvjm&/ DcKib IqvwK©s/ Kv‡Ri †Uwe‡j wWm‡cø/ cÖ`k©b Kiæb|5. B‡jKwUªK¨vj Ges †gKvwbK¨vj ‡gUvwiqvjm&/ DcKib mbv³ Kiæb|6. B‡jKwUªK¨vj Ges †gKvwbK¨vj ‡gUvwiqvjm&/ DcKib Avjv`v Kiæb|7. B‡jKwUªK¨vj Ges †gKvwbK¨vj K‡¤úv‡b›U Avjv`v Kiæb|8. B‡jKwUªK¨vj Ges †gKvwbK¨vj ‡gUvwiqvjm&/ DcKib Gi GKK ZvwjKv cÖ¯‘Z Kiæb|9. B‡jKwUªK¨vj Ges †gKvwbK¨vj ‡gUvwiqvjm&/ DcKib Gi U¨vM bvg/ bv¤^vi w`b|10.mKj ‡gUvwiqvjm&/ DcKibmg~n wbivc` RvqMvq cybivq msiÿY Kiæb|14.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv B‡jKwUªK¨vj Ges †gKvwbK¨vj ‡gUvwiqvjm&/ DcKib Gi bvg Ges Gi dvskb e¨vL¨v Kiv|

wkLb djvdj - 3: Wªwqs e¨vL¨v Ki‡Z cviv|kZ© (cwi‡ek) ev¯Íe Kg©‡ÿ‡Î cÖvmw½K Wªwqs, mvBb/ wPý Ges cÖwZK|

Kg©m¤úv`b gvb`Û cÖvmw½K Wªwqs mwVKfv‡e mbv³ Kiv nq/ n‡q‡Q| cÖvmw½K Wªwqs n‡Z mvBb/ wPý Ges cÖwZK mbv³ Kiv

nq/ n‡q‡Q| cÖvmw½K Wªwqs n‡Z mKj kZ©vw` Ges kã ms‡ÿc¸‡jv

e¨vL¨v Kiv nq/ n‡q‡Q| cÖvmw½K Wªwqs n‡Z ‡¯úwmwd‡Kkb e¨vL¨v Kiv nq/

n‡q‡Q|Kg©m¤úv`b MvBW

avcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.Wªwqs msMÖn Kiæb|3.Kv‡Ri cÖ‡qvRb Abyhvqx cÖvmw½K Wªwqs ‡mKkb mbv³ Kiæb|4.Wªwqs n‡Z †¯úwmwd‡Kkbmg~n e¨vL¨v Kiæb|5.Wªwqs n‡Z mKj kZ©vw` Ges kã ms‡ÿc¸‡jv e¨vL¨v Kiæb|6. Wªwqs n‡Z mKj mvBb/wPý I cÖwZK mbv³ Kiæb|7.mvBb/ wPý Ges cÖwZ‡Ki ZvwjKv ˆZwi Kiæb|8.Wªwqs wbivc` ¯’v‡b cybivq msiÿY Kiæb|9.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Wªwqs Ges Gi aib e¨vL¨v Kiv|

28

Wªwqs †mKkb Gi K‡¤úv‡b›Um&/ Dcv`vb e¨vL¨v Kiv| mKj kZ©vw` Ges kã ms‡ÿç‡jv e¨vL¨v Kiv| mvBb/ wPý Ges cÖwZ‡Ki e¨vL¨v Kiv| kã ms‡ÿ‡ci e¨vL¨v Kiv|

wkLb djvdj -4: wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Gi Kv‡Ri Rb¨ †gŠwjK cwigvc (†gRvi‡g›U) Ges wnmve (K¨vjKz‡jkb) Ki‡Z cviv|kZ©vejx (cwi‡ek) e¨w³MZ myiÿv miÄvg (wcwcB), Uzjm&, BKzBc‡g›U/ DcKib Ges ev¯Íe

Kg©‡ÿÎ|Kg©m¤úv`b gvb`Û cÖ‡qvRb Abyhvqx h_vh_ †gRvwis BÝUªy‡g›U/ hš¿cvwZ

wbe©vPb Kiv nq/ n‡q‡Q| cÖ‡qvRb Abyhvqx AvKvi/ †m‡ci ‡gRvi‡g›U ev cwigvc

Kiv nq| h_vh_ †KŠkj eënvi K‡i wnmve m¤úbœ Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.Wªwqs, cwigvc hš¿ Ges AvKvi msMÖn Kiæb|3.Wªwqs Abymib K‡i cwigv‡ci BDwbU e¨vL¨v Kiæb|4.wewfbœ ai‡bi cwigvc/ †gRvwis Uzj&m mbv³ Kiæb|5.cwigvc †Uc eënvi K‡i eM©‡ÿÎ/ AvqvZ‡ÿÎvKvi AvK…wZi ‰iwLK cwigvc wbb/ KiæY|6.cwigvc hš¿ eënvi K‡i ‡KŠwYK cwigvc wbb/ Kiæb|7.cwigvc hš¿ eënvi K‡i e„ËvKvi AvK…wZi cwigvc wbb/ Kiæb|8. Kv‡Vi Z³vi fwjDg wnmve Kiæb|9. Uzj&m Ges ‡gUvwiqvjm/DcKiY wbivc` ¯’v‡b cybivq msiÿY Kiæb|10.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wjdU& BÝU‡jkb Kv‡Ri Rb¨ eëüZ ‡gRvwis BÝUªy‡g›U ev h‡š¿i bvg eY©bv Kiv|

Dchy³ MvwYwZK c×wZ D‡jøL/ e¨vL¨v Kiv| GKwU eM©‡ÿÎ ev AvqZ‡ÿÎvKvi AvK…wZi/ †m‡ci

dg©~jv/m~Î e¨vL¨v Kiv|

29

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb ‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -08: wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Kv‡R eëüZ Uzjm/

DcKiY|gwWDj weeiK

wjdU& BÝU‡jkb Ges †gBb‡U‡bÝ Kv‡Ri Rb¨ eëüZ Uzjm& cÖ‡qvRbxq Ávb, `ÿZv I AvPiY m¤úwK©Z KvR¸‡jv GB gwWDj-G AšÍf~©³ Kiv n‡q‡Q|

Bnv‡Z Kb÷ªvKkb †m±i-Gi Uzjm& mbv³Kib, n¨vÛ Uzjm& eënvi, cvIqvi Uzjm& eënvi, †gŠwjK cÖwZ‡ivaK iÿYv‡eÿY Ges Kv‡Ri RvqMv iÿYv‡eÿY Ges Uyjm& I miÄvg msiÿY m¤úwK©Z welq AšÍf©~³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30 N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU-2cÖvK-‡hvM¨Zv ìKvi †bBwkLb djvdj gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z KvR¸‡jv

Ki‡Z mvg_©¨ n‡e:1. Uzjm&/ miÄvgv`x mbv³ Ki‡Z cviv|2. n¨vÛ Uzjm& eënvi Ki‡Z cviv|3. cvIqvi Uzjm& eënvi Ki‡Z cviv|4. ‡gŠwjK iÿYv‡eÿY m¤úv`b Ki‡Z cviv|5. Kv‡Ri RvqMv Ges Uzjm& I miÄvgv`x iÿYv‡eÿY I msiÿY

Ki‡Z cviv|

wkLb djvdj -1: Uzjm&/ miÄvgv`x mbv³ Ki‡Z cviv|

kZ© (cwi‡ek) ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k e¨w³MZ myiÿv miÄvg (wcwcB), n¨vÛ Uzjm& Ges cvIqvi Uzjm& I miÄvgv`x|

Kg©m¤úv`b gvb`Û Kv‡Ri cÖ‡qvRb Abyhvqx IGBPGm Abymib Kiv nq| Kv‡Ri cÖ‡qvRb I aib Abyhvqx wcwcB cwiavb Kiv nq| Kv‡Ri cÖ‡qvR‡bi Dci wfwË K‡i Dchy³ n¨vÛ Uzjm& wbe©vPb Kiv

nq| Kv‡Ri cÖ‡qvR‡bi Dci wfwË K‡i Dchy³ cvIqvi Uzjm& wbe©vPb Kiv

nq| Uzjm/ miÄvg Gi G¨vwcø‡Kkb/ cÖ‡qvM e¨vL¨v Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1. Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3. wewfbœ ai‡bi Uzjm& I miÄvgv`x msMÖn Kiæb|4. Uzjm& I miÄvgv`x Kv‡Ri/ IqvwK©s †Uwe‡j cÖ`k©b

Kiæb|5. n¨vÛ Uzjm& Ges cvIqvi Uzjm mbv³ Kiæb|6. n¨vÛ Uzjm& Ges cvIqvi Uzjm Avjv`v Kiæb|7. n¨vÛ Uzjm& I cvIqvi Uzjm& G U¨vM eënvi Kiæb|8. n¨vÛ Uzjm& I cvIqvi Uzjm& n‡Z U¨vM `~i Kiæb/ mivb|9. n¨vÛ Uzjm& I cvIqvi Uzjm wbivc` RvqMvq cybivq

msiÿY Kiæb|10.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv IGBPGm MvBWjvBb wb‡`©wkKv eY©bv Kiv|

30

Uzjm&/ miÄv‡gi †kÖYxwefvM e¨vL¨v Kiv| kvUvwis Kv‡R eëüZ Uzjm&/ miÄv‡gi ZvwjKv cÖ¯‘Z

Kiv| Uzjm/ miÄv‡gi G¨vwcø‡Kkb e¨vL¨v Kiv|

wkLb djvdj -2: n¨vÛ Uzjm& eënvi Ki‡Z cviv|


Kg©m¤úv`b gvb`Û Kg©¯’‡ji Kvh©c×wZ Abyhvqx Kv‡Ri Rb¨ n¨Û Uzjm&/ miÄvg cÖ¯‘Z Kiv nq|

n¨vÛ Uzjm/ miÄvg eënv‡ii mgq nvZ-‡Pv‡Li mwVK mgš^q Kiv nq|

eënv‡ii c~‡e©, eënv‡ii c‡i I eënv‡ii mgq wbivcËvi cÖ‡qvRbxqZv¸‡jv †g‡b Pjv|

Kg©¯’‡ji Kg©c×wZ Abyhvqx Awbivc` ev ÎæwUc~Y© Uzjm&/ miÄvg †givg‡Zi Rb¨ mbv³ Kiv Ges wPwýZ Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.Dchy³ n¨vÛ Uzjm/ miÄvg msMÖn Kiæb|3. Uzjm&/ miÄv‡gi Kvh©ÿgZv †PK Kiæb|4.÷vÛvW© Acv‡iwUs c×wZ (GmIwc) Abyhvqx Uzjm&/ miÄvg eënvi Kiæb|5. eënv‡ii c~‡e©, eënv‡ii c‡i I eënv‡ii mgq wbivcËvi cÖ‡qvRbxqZv¸‡jv †g‡b Pjyb|6.ÎæwUc~Y© Uzjm&/ miÄvg mbv³ Kiæb|7.ÎæwUc~Y© Uzjg&/ miÄvg †givg‡Zi Rb¨ gvK©/ Avjv`v Kiæb|8.Dchy³ RvqMvq Uzjm&/ miÄvg cybivq msiÿY Kiæb|9. Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv ÷vÛvW© Acv‡iwUs c×wZ (GmIwc) Abyhvqx Uzjm&/ miÄv‡gi eënvi e¨vL¨v Kiv|

Uzjm& n¨vÛwjs Gi †ÿ‡Î cÖ‡qvRbxq wbivcËv Ges mveavbZv e¨vL¨v Kiv|

wkLb djvdj -3: cvIqvi Uzjm& eënvi Ki‡Z cviv|kZ© (cwi‡ek) ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k e¨w³MZ myiÿv miÄvg (wcwcB),

n¨vÛ Uzjm& Ges cvIqvi Uzjm& I miÄvgv`x|Kg©m¤úv`b gvb`Û Kg©¯’‡ji Kvh©c×wZ I cÖ¯ÍyZKvi‡Ki wb‡`©kvbyhvqx

cvIqvi Uzjm&/ miÄvg cÖ¯‘Z Kiv nq| Kv‡Ri wbivcËvi cÖ‡qvRbxqZv Abyhvqx cvIqvi

mvcøvB iæU ¯’vcb Kiv nq| ÷vÛvW© Acv‡iwUs c×wZ (GmIwc) Abymib K‡i Kv‡Ri

cÖ‡qvRbxqZv Abyhvqx cvIqvi Uzjm& eënvi Kiv nq| ÷vÛvW© Acv‡iwUs c×wZ (GmIwc) Abymib K‡i Kv‡Ri

cÖ‡qvRb Abyhvqx cvIqvi Uzjm&/ miÄv‡gi eënvi Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:

31

1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.cvIqvi Uzjm/ miÄvg msMÖn Kiæb|3.Kv‡Ri cÖ‡qvRb Abyhvqx cvIqvi Uzjm& wbw`©ó Kiæb|4.cvIqvi Uzjm& Gi wdwRK¨vj/ kvixwiK Ae¯’v †PK Kiæb|5. cvIqvi †mvm©/ Drm Øviv ¯^xK…Z Kiæb|6. cvIqvi †mvm© †PK Kiæb|7.Kv‡Ri Rb¨ cvIqvi Uzjm& cÖ¯‘Z Kiæb|8. Kv‡Ri wbivcËvi cÖ‡qvRbxqZv Abyhvqx cvIqvi mvcøvB iæU ¯’vcb Kiæb|9.Kvh©ÿgZv ‡PK/ cixÿv Ki‡Z cvIqvi ms‡hvM Kiæb| 10.cÖ‡qvRb g‡Z cvIqvi Uzjm& GWRv÷ Kiæb|11. ÷vÛvW© Acv‡iwUs c×wZ (GmIwc) Abymib K‡i wbw`©ó Kv‡Ri Rb¨ cvIqvi Uzjm&/ miÄv‡gi e¨envi Kiæb|12.cvIqvi Uzjm& cwi®‹vi Kiæb|13.Dchy³ RvqMvq Uzjm& cybivq msiÿY Kiæb|14.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv cvIqvi †mvm©/ Drm e¨vL¨v Kiv| cvIqvi Uzjm& Gi ÷vÛvW© Acv‡iwUs c×wZ (GmIwc)

eY©bv Kiv| ‡mdwU/ wbivcËv cÖ‡qvRbxqZv e¨vL¨v Kiv|

wkLb djvdj -4: ‡gŠwjK iÿYv‡eÿY m¤úv`b Ki‡Z cviv|


Kg©m¤úv`b gvb`Û Kg©‡ÿ‡Îi wb‡`©kbv Abyhvqx Uzjm& Ges DcKiY/ BKzBc‡g›U cwi®‹vi Kiv nq|

Kg©‡ÿ‡Îi Kg©c×wZ Abyhvqx Uzjm& cwi`k©b Kiv Ges mycvifvBRv‡ii Kv‡Q wi‡cvU© Kiv nq|

IGBPGm †i¸‡jkb ev cÖweavb Abyhvqx AcÖZ¨vwkZ †gUvwiqvjm&/ DcKi‡bi aŸsmve‡kl, ivwek ev ewR©Zvsk Kg©‡ÿÎ †_‡K cwi®‹vi Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2. Uzjm, BKzBc‡g›U Ges cwi®‹vi DcKiY msMÖn Kiæb|3. Uzjm& Ges BKzBc‡g‡›Ui Gi wdwRK¨vj/ kvixwiK Ae¯’v †PK Kiæb|4.÷¨vÛvW© c×wZ Abyhvqx Uzjm& Ges BKzBc‡g›U cwi®‹vi Kiæb|5.Uzjm& Ges BKyBc‡g›U cwi®‹vi Kiæb Ges ïKv‡bvi Rb¨ wbivc` ¯’v‡b ivLyb|6.cÖ¯‘ZKvi‡Ki wb‡`©k Abyhvqx Uzjm& Ges BKzBc‡g›U cwi`k©b Kiæb|7. Uzjm& Ges BKzBc‡g›U Gi Ae¯’v mycvifvBRvi‡K wi‡cvU© Kiæb|8.ÎæwUc~Y© Uzjg&/ miÄvg †givg‡Zi Rb¨ gvK©/ Avjv`v Kiæb|9.Dchy³/ mwVK jyweª‡K›U wbe©vPb Kiæb|10.Uzjm& Ges BKzBc‡g›U wcw”Qj Kivi Rb¨ Dchy³/ mwVK jyweª‡K›U e¨envi Kiæb|11.Dchy³ RvqMvq Uzjm& cybivq msiÿY Kiæb|12.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wK¬wbs †gUvwiqvjm/ DcKi‡Yi ZvwjKv ‰Zwi Kiv| jyweª‡K›U Ges Gi aib e¨vL¨v Kiv| iÿYv‡eÿY eY©bv Kiv| wjdU& BÝU‡jkb Kv‡Ri Rb¨ Uzjm& Ges BKzBc‡g‡›Ui

†gŠwjK iÿYv‡eÿY e¨vL¨v Kiv|wkLb djvdj -5: Kv‡Ri RvqMv Ges Uzjm& I miÄvgv`x iÿYv‡eÿY I msiÿY Ki‡Z cviv|

32

kZ© (cwi‡ek) ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k e¨w³MZ myiÿv miÄvg (wcwcB), Uzjm& Ges BKzBc‡g›U ev miÄvgv`x|

Kg©m¤úv`b gvb`Û Kg©‡ÿ‡Îi wb‡`©kbv Abyhvqx Kg©¯’j cwi®‹vi Kiv nq| AeëüZ DcKiY cybivq eënv‡ii Rb¨ A_ev Kg©¯’‡ji

Kg©c×wZ Abymib K‡i wb®úwË Kiv nq| eR©¨ Ges ¯Œvc DcKiY Kg©¯’‡ji c×wZ Abymib K‡i

wb®úwË Kiv nq| Bb‡f›Uwi ZvwjKvf~³ Kiv nq Ges †PKwjó Abyhvqx

†iKW© Kiv nq| cÖ¯‘ZKvi‡Ki mycvwik Abyhvqx Uzjm& Ges BKzBc‡g›U

cwi®‹viKiY Ges Dchy³ ¯’v‡b msiÿY Kiv nq|Kg©m¤úv`b MvBW

avcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.Kg©‡ÿ‡Î iÿYv‡eÿ‡Yi Rb¨ cÖ‡qvRbxq miÄvg msMÖn Kiæb|3.AeëüZ DcKiY wbe©vPb Kiæb|4.fwel¨‡Z eënv‡ii Rb¨ AeëüZ DcKiY cybivq msiÿY Kiæb|5.eR©¨ Ges ¯Œvc DcKiY wb®úwË Kiæb|6.Dchy³ cwi®‹vi Uzjm& Ges DcKiY wbe©vPb Kiæb|7.Kg©‡ÿÎ c×wZ Abyhvqx Kg©‡ÿÎ cwi®‹vi Kiæb|8.‡PKwjó Abyhvqx Uzjm& Ges BKzBc‡g‡›Ui ZvwjKv ˆZwi Kiæb|9.iÿYv‡eÿY c×wZi mgq, c~‡e© I c‡i wbivcËvi cÖ‡qvRbxqZv¸‡jv †g‡b Pjyb|10. cÖ¯‘ZKvi‡Ki mycvwik Abyhvqx Uzjm& Ges BKzBc‡g›U wbivc` RvqMvq msiÿY Kiæb|11.Dchy³ RvqMvq Uzjm& cybivq msiÿY Kiæb|12.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Kg©‡ÿ‡Î wK¬wbs BKzBc‡g‡›Ui ZvwjKv ˆZwi Kiv| Bb‡f›Uwi dg© e¨vL¨v Kiv| Av`k© Kg©‡ÿ‡Îi cÖ‡qvRb e¨vL¨v Kiv|

33

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb ‡Kvm© wk‡ivbvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wk‡ivbvg gwWDj -09: K¨vej I Iq¨vi R‡q›U m¤úv`bgwWDj weeiK GB gwWDjwU‡Z wewfbœ ai‡bi Iq¨vi I K¨vej ms‡hvM ˆZwi Kivi Rb¨

cÖ‡qvRbxq Ávb, `ÿZv Ges IAvPiY (†KGmG) m¤ú‡K© Av‡jvKcvZ Kiv n‡q‡Q|

Bnv‡ZIq¨vi R‡q›U-GiKvR cÖ¯‘wZ, wewfbœ mvBR I ÿgZvi Iq¨vi I K¨vej mbv³Kib, wewfbœ ai‡bi R‡q›U †hgb- wcM-‡UBj, I†q÷vb© BDwbqb/wU-Iq¨vi, †÷ªBU-Iq¨vi Ges g¨v‡iBW/UzB‡÷W ms‡hvM ˆZwi m¤úwK©Z `ÿZvmg~n AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-2cÖvK-‡hvM¨Zv `iKvi †BbwkLb djvdj

gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z KvR¸‡jv Ki‡Z mvg_©¨ n‡e:1. Kv‡Ri Rb¨ cÖ¯‘Z Ki‡Z cviv|2. K¨vejm& Ges Iq¨vim& mbv³ Ki‡Z cviv|3. wcM-‡UBj R‡q›U ˆZwi Ki‡Z cviv|4. wU-R‡q›U ˆZwi Ki‡Z cviv|5. g¨v‡iBW R‡q›U ˆZwi Ki‡Z cviv|6. Kv‡Ri RvqMv Ges Uzjm& I miÄvgv`x iÿYv‡eÿY I msiÿY

Ki‡Z cviv|

wkLb djvdj -1: Kv‡Ri Rb¨ cÖ¯‘Z Ki‡Z cviv|

kZ© (cwi‡ek) e¨w³MZ myiÿv BKzBc‡g›U (wcwcB), Uzjm&, ‡gUvwiqvjm/ DcKiY I ev¯Íe Kg©‡ÿÎ|

Kg©m¤úv`b gvb`Û Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMÖn Kiv I cwiavb Kiv nq| Kv‡Ri cÖ‡qvRbxqZv Abyhvqx Kg©‡ÿÎ cÖ¯‘Z Kiv nq| Kv‡Ri cÖ‡qvRbxqZv Abyhvqx Uzjm&, BKyBc‡g›U Ges

†gUvwiqvjm&& wbe©vPb I msMÖn Kiv nq|

Kg©m¤úv`b MvBW avcmg~n:1. Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3.Kv‡Ri cÖ‡qvRb Abymv‡i Dchy³ WvqvMÖvg A_ev wb‡`©kbv msMÖn Kiæb|4. cÖ‡qvRbxq Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKiY msMÖn Kiæb|5.Kv‡Ri cÖ‡qvRbxqZv Abyhvqx Dchy³ Uzjm& Ges BKzBc‡g›U/ DcKiY wbe©vPb Kiæb|6. Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKi‡Yi Kvh©ÿgZv †PK Kiæb|7.ÎæwUc~Y© Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKiY Avjv`v Kiæb|8. ÎæwUc~Y© Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKi‡Yi ZvwjKv cÖ¯‘Z Kiæb|9. ÎæwUc~Y© Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKiY cÖ‡qvRvbyhvqx †givgZ Kiæb|10.K‡Ri cÖ‡qvRb Abyhvqx Kg©¯’j cÖ¯‘Z Kiæb|11.Uzjm& Ges DcKiY wbivc` ¯’v‡b cybivq msiÿY Kiæb|12. Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB e¨vL¨v Kiv| Kv‡Ri Rb¨ cÖ‡qvRbxq IGBPGm e¨vL¨v Kiv|

34

wkLb djvdj -2: K¨vejm& Ges Iq¨vim& mbv³ Ki‡Z cviv|

kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv BKzBc‡g›U (wcwcB), Iq¨vi I K¨vejm&, WvqvwgUvi/ ‡MR|

Kg©m¤úv`b gvb`Û K¨vejm& I Iq¨vi¸wji ZvwjKv Kiv Ges mvBR Abymv‡i Zv‡Z U¨vM jvMv‡bv nq|

GmWweøDwR (÷¨vÛvW© Iq¨vi †MR) w`‡q cwievn‡Ki e¨vm/‡MR cwigvc Kiv nq|

‡jvW Abymv‡i K¨vejm& I Iq¨vi-Gi mvBR K¨vej †¯úwmwd‡Kk‡bi mv‡_ Zzjbv Kiv nq|

Dchy³ K¨vejm& I Iq¨vi wbe©vPb Kiv nq|Kg©m¤úv`b MvBW

avcmg~n:1. Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3. wewfbœ ÿgZv I mvB‡Ri K¨vejm&Iq¨vi, G‡`i PvU© Ges

÷¨vÛvW© Iq¨vi †MR (GmWweøDwR) msMªn Kiæb|4. K¨vejm& I Zvi¸wj‡K Avjv`vfv‡e IqvwK©s †Uwe‡j

ch©vqµ‡g mvwR‡q ivLyb|5. K¨vejm& PvU© †_‡K K¨vejm&-Gi mvBR mbv³ Kiæb|6. GmWweøDwR (÷¨vÛvW© Iq¨vi †MR) w`‡q cwievn‡Ki

e¨vm/‡MR cwigvc Kiæb|7. K¨vej PvU© e¨envi K‡i WvqvwgUvi Zzjbv Kiæb|8. ÿgZvi mv‡_ Zzjbv K‡i K¨vejm&-Gi mvB‡Ri ZvwjKv ˆZwi

Kiæb|9. Uzjm& I gvjvgvj cybivq wbivc` ¯’v‡b msiÿY Kiæb|10. Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv K¨vejm& I Iq¨vi e¨vL¨v Kiv| Av‡gwiKvb I weªwUk c×wZ‡Z K¨vejm& I Iq¨v‡ii

wewfbœ mvBR e¨vL¨v Kiv| gvB‡µvwgUvi I Iq¨vi †MR Gi dvskb e¨vL¨v Kiv| K¨vejm& I Iq¨v‡ii Kv‡i›U enb ÿgZv eY©bv Kiv|

wkLb djvdj -3:wcM-‡UBj R‡q›U ˆZwi Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv BKzBc‡g›U

(wcwcB), Iq¨vi I K¨vejm&, WvqvwgUvi Ges ‡MR|Kg©m¤úv`b gvb`Û Qzix A_ev Iq¨vi w÷ªcvi w`‡q K¨vej/Zv‡ii cªv‡šÍi Bbmy‡jkb

cÖ‡qvRbgZ Qvwo‡q †bIqv nq| wmwik KvMR A_ev PvKz w`‡q K¨vej/Zv‡ii cÖvšÍ(cwievnK)-Gi

mvi‡dm Nlv nq| wcM‡UBj Iq¨vi R‡q›U-Gi cÖ‡qvRb Abymv‡I R‡q›U-Gi ‡Lvjv Ask

Bbmy‡jkb †Uc w`‡q †gvov‡bv nq| Bbmy‡jkb †Uc w`‡q ‡gvov‡bv Iq¨vi Wªwqs Abymv‡i

evuKv‡bv I U¨vc Kiv nq|Kg©m¤úv`b MvBW avcmg~n:

1. Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3. Uzjm&, †gUvwiqvj&m Ges †j-AvDU WvqvMªvg msMÖn

Kiæb|

35

4. cÖ‡qvRb Abymv‡i Zvi/K¨vej KvUzb|5. Qzix A_ev Iq¨vi w÷ªcvi w`‡q K¨vej/Zv‡ii cªv‡šÍi

Bbmy‡jkb (2.5-BwÂ j¤^v) Qvwo‡q wbb (Zv‡ii cÖv‡šÍi mv‡_ PvKz 45 †KvY-G ai‡Z n‡e)|

6. Iq¨vi w÷ªcvi eënvi K‡i K¨ve‡ji Bbmy‡jkb mivb| 7. KÛv±i ev cwievnx †_‡K ewR©Zvsk mivb|8. Kw¤^‡bkb cøvqvm© w`‡q `y‡Uv K¨ve‡ji cÖvšÍ

ms‡hvM (evuayb) Kiæb| 9. K¨ve‡ji ms‡hvM¯’‡j ‡mvìvwis Avqi‡bi mvnv‡h¨ wjW

w`‡q wcM&‡UBj AvKv†i ‡mvìvi Kiæb| 10. R‡q‡›Ui 12 BwÂ (µvP) KvUzb Ges 13 Ask evuKvb| 11. K¨vej R‡q‡›Ui RvqMvwU Bbmy‡jkb †Uc w`‡q †X‡K

w`b ev †gvovb| 12. DcKiYmg~n wbivc` RvqMvq cybivq Rgv Kiæb|13. Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wcM&‡UBj R‡q›U e¨vL¨v Kiv| wcM&‡UBj R‡q›U ˆZwii †÷ç‡jv ev c×wZ¸‡jv eY©bv

Kiv| wcM&‡UBj R‡q‡›Ui eënvi I wcM&‡UBj R‡q‡›Ui

¸iæZ¡ e¨vL¨v Kiv|

wkLb djvdj -4:wU-R‡q›U ˆZwi Ki‡Z cvivkZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv BKzBc‡g›U

(wcwcB), Iq¨vi I K¨vejm&, WvqvwgUvi/ ‡MR|Kg©m¤úv`b gvb`Û Qzix A_ev Iq¨vi w÷ªcvi w`‡q K¨vej/Zv‡ii cªv‡šÍi BÝy‡jkb

cÖ‡qvRbgZ Qvwo‡q †bIqv nq| K¨vej/Zv‡ii cÖv‡šÍi KbWvw±s mvi‡dm wmwik KvMR ev

PvKz w`‡q Nlv nq| wU-Iq¨vi R‡q›U-Gi cÖ‡qvRb Abymv‡i K¨vejwU

†gvov‡bv nq| †Uc w`‡q‡gvov‡bv Iq¨vi Wªwqs Abymv‡i evuKv‡bv I

U¨vc Kiv nq|Kg©m¤úv`b MvBW avcmg~n:

1.Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Kiæb|2.Uzjm&, †gUvwiqvj&m Ges †j-AvDU WvqvMªvg msMÖn Kiæb|3.cÖ‡qvRb Abymv‡i Zvi/K¨vej KvUzb|4. cÖ‡qvRb Abymv‡i WvB‡i± K¨vej †_‡K Bbmy‡jkb Qvwo‡q wbb|5.Qzix A_ev Iq¨vi w÷ªcvi w`‡q K¨vej/Zv‡ii cªv‡šÍi Bbmy‡jkb (2.5-BwÂ j¤^v) Qvwo‡q wbb (Zv‡ii cÖv‡šÍi mv‡_ PvKz 45 †KvY-G ai‡Z n‡e)|6.Iq¨vi w÷ªcvi eënvi K‡i K¨ve‡ji Bbmy‡jkb mivb| 7.KÛv±i ev cwievnx †_‡K ewR©Zvsk mivb|8.Kw¤^‡bkb cøvqvm© w`‡q `y‡Uv K¨ve‡ji cÖvšÍ ms‡hvM (evuayb) Kiæb| 9.K¨ve‡ji ms‡hvM¯’‡j ‡mvìvwis Avqi‡bi mvnv‡h¨ wjW w`‡q wcM&‡UBj AvKv†i ‡mvìvi Kiæb|

36

10.R‡q‡›Ui 12

BwÂ (µvP) KvUzb Ges 13

Ask evuKvb|

11.K¨vej R‡q‡›Ui RvqMvwU Bbmy‡jkb †Uc w`‡q †X‡K w`b ev †gvovb| 12.DcKiYmg~n wbivc` RvqMvq cybivq Rgv Kiæb|13.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wU-R‡q›U e¨vL¨v Kiv| wU-R‡q‡›Ui eënvi eY©bv Kiv| wU-R‡q›U ˆZwii †÷ç‡jv ev c×wZ¸‡jv eY©bv Kiv|

wkLb djvdj -5:g¨v‡iBW R‡q›U ˆZwi Ki‡Z cviv|kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv BKzBc‡g›U

(wcwcB), Iq¨vi I K¨vejm&, WvqvwgUvi/ ‡MR|Kg©m¤úv`b gvb`Û Qzix A_ev Iq¨vi w÷ªcvi w`‡q K¨vej/Zv‡ii cªv‡šÍi BÝy‡jkb

cÖ‡qvRbgZ Qvwo‡q †bIqv nq| K¨vej/Zv‡ii cÖv‡šÍi KbWvw±s mvi‡dm wmwik KvMR ev

PvKz w`‡q Nlv nq| g¨v‡iBW/UzB†÷W R‡q›U-Gi cÖ‡qvRb Abymv‡i R‡q›U-Gi

‡Lvjv Ask BÝy‡jkb †Uc w`‡q †gvov‡bv nq| †Uc w`‡q ‡gvov‡bv Iq¨vi cÖ‡qvRb Abymv‡i evuKv‡bv I

U¨vc Kiv nq|Kg©m¤úv`b MvBW avcmg~n:

1.Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Kiæb|2.Uzjm&, †gUvwiqvj&m Ges †j-AvDU WvqvMªvg msMÖn Kiæb|3.cÖ‡qvRb Abymv‡i Zvi/K¨vej KvUzb|4. cÖ‡qvRb Abymv‡i WvB‡i± K¨vej †_‡K Bbmy‡jkb Qvwo‡q wbb|5.Qzix A_ev Iq¨vi w÷ªcvi w`‡q K¨vej/Zv‡ii cªv‡šÍi Bbmy‡jkb (2.5-BwÂ j¤^v) Qvwo‡q wbb (Zv‡ii cÖv‡šÍi mv‡_ PvKz 45 †KvY-G ai‡Z n‡e)|6.Iq¨vi w÷ªcvi eënvi K‡i K¨ve‡ji Bbmy‡jkb mivb| 7.KÛv±i ev cwievnx †_‡K ewR©Zvsk mivb|8.Kw¤^‡bkb cøvqvm© w`‡q `y‡Uv K¨ve‡ji cÖvšÍ ms‡hvM (evuayb) Kiæb| 9.K¨ve‡ji ms‡hvM¯’‡j ‡mvìvwis Avqi‡bi mvnv‡h¨ wjW w`‡q wcM&‡UBj AvKv†i ‡mvìvi Kiæb|

10.R‡q‡›Ui 12

BwÂ (µvP) KvUzb Ges 13

Ask evuKvb|

11.K¨vej R‡q‡›Ui RvqMvwU Bbmy‡jkb †Uc w`‡q †X‡K w`b ev †gvovb| 12.DcKiYmg~n wbivc` RvqMvq cybivq Rgv Kiæb|13.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Zv‡ii g¨v‡iBW R‡q‡›Ui eënvi e¨vL¨v Kiv| g¨v‡iBW R‡q‡›Ui ¸iæZ¡ e¨vL¨v Kiv| g¨v‡iBW R‡q›U ˆZwii †÷ç‡jv ev c×wZ¸‡jv eY©bv Kiv|

wkLb djvdj -6: Kv‡Ri RvqMv Ges Uzjm& I miÄvgv`x iÿYv‡eÿY I msiÿY Ki‡Z cviv|

kZ© (cwi‡ek) ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k e¨w³MZ myiÿv miÄvg (wcwcB), DWm&, n¨vÛ Uzjm&, cvIqvi Uzjm& ‡gUvwiqvjm&/ BKzBc‡g›U ev miÄvgv`x|

37

Kg©m¤úv`b gvb`Û Kg©‡ÿ‡Îi wb‡`©kbv Abyhvqx Kg©¯’j cwi®‹vi Kiv nq| AeëüZ DcKiY cybivq eënv‡ii Rb¨ A_ev Kg©¯’‡ji

Kg©c×wZ Abymib K‡i wb®úwË Kiv nq| eR©¨ Ges ¯Œvc DcKiY Kg©¯’‡ji c×wZ Abymib K‡i

wb®úwË Kiv nq| Bb‡f›Uwi ZvwjKvf~³ Kiv nq Ges †PKwjó Abyhvqx

†iKW© Kiv nq| cÖ¯‘ZKvi‡Ki mycvwik Abyhvqx Uzjm& Ges BKzBc‡g›U

cwi®‹viKiY Ges Dchy³ ¯’v‡b msiÿY Kiv nq|Kg©m¤úv`b MvBW

avcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.Kg©‡ÿ‡Î iÿYv‡eÿ‡Yi Rb¨ cÖ‡qvRbxq miÄvg msMÖn Kiæb|3.AeëüZ DcKiY wbe©vPb Kiæb|4.fwel¨‡Z eënv‡ii Rb¨ AeëüZ DcKiY cybivq msiÿY Kiæb|5.eR©¨ Ges ¯Œvc DcKiY wb®úwË Kiæb|6.Dchy³ cwi®‹vi Uzjm& Ges DcKiY wbe©vPb Kiæb|7.Kg©‡ÿÎ c×wZ Abyhvqx Kg©‡ÿÎ cwi®‹vi Kiæb|8.‡PKwjó Abyhvqx Uzjm& Ges BKzBc‡g‡›Ui ZvwjKv ˆZwi Kiæb|9.iÿYv‡eÿY c×wZi mgq, c~‡e© I c‡i wbivcËvi cÖ‡qvRbxqZv¸‡jv †g‡b Pjyb|10. cÖ¯‘ZKvi‡Ki mycvwik Abyhvqx Uzjm& Ges BKzBc‡g›U wbivc` RvqMvq msiÿY Kiæb|11.Dchy³ RvqMvq Uzjm& cybivq msiÿY Kiæb|12.Kv‡Ri RvqMv cwi®‹vi Kiæb|


38

‡Kvm© KvVv‡gv‡m±i Kb÷ªvKkb‡Kvm© wkibvg wjdU& BÝU‡jkb Ges †gBb‡U‡bÝgwWDj wkibvg gwWDj -10: mvwK©U ms‡hvM m¤úv`bgwWDj weeiK GB gwWDjwU‡Z wewfbœ ai‡bi mvwK©U ms‡hvM Kivi Rb¨

cÖ‡qvRbxq Ávb, `ÿZv Ges AvPiY (†KGmG) m¤ú‡K© Av‡jvKcvZ Kiv n‡q‡Q|

Bnv‡Z mvwK©U ms‡hvM Kivi Kv‡Ri cÖ¯‘wZ, mvwK©U ms‡hvM cÖ¯‘Z Kiv Ges Kg©‡ÿÎ iÿYv‡eÿY Ges Uzjm& I BKzBc‡g›U m¤úwK©Z `ÿZvmg~n AšÍf~©³ Kiv n‡q‡Q|

bwgbvj mgqKvj 30 N›UvmvwU©wd‡KU †j‡fj RvZxq `ÿZv mvwU©wd‡KU (GbGmwm)-2cÖvK-‡hvM¨Zv `iKvi †bBwkLb djvdj gwWDjwUi Abykxjb †kl Kivi ci cÖwkÿYv_x©iv wb¤œewY©Z

KvR¸‡jv Ki‡Z mvg_©¨ n‡e:1. Kv‡Ri Rb¨ cÖ¯ÍyZ Ki‡Z cviv|2. wmwiR mvwK©U ms‡hvM Abykxjb Kiv ev ˆZwi Ki‡Z

cviv|3. c¨vivjvj/mgvšÍivj mvwK©U ms‡hvM ‰Zwi Kiv ev

Abykxjb Ki‡Z cviv 4. wmwiR-mgvšÍivj mvwK©U ms‡hvM Abykxjb Kiv ev

ˆZwi Ki‡Z cviv|5. Kv‡Ri RvqMv Ges Uzjm& I miÄvgv`x iÿYv‡eÿY I

msiÿY Ki‡Z cviv|wkLb djvdj -1: Kv‡Ri Rb¨ cÖ¯‘Z Ki‡Z cviv|

kZ© (cwi‡ek) e¨w³MZ myiÿv BKzBc‡g›U (wcwcB), n¨vÛ Uzjm&, BKzBc‡g›U, ‡gUvwiqvjm& I Ab¨vb¨ G m¤úwK©Z DcKiY I ev¯Íe Kg©‡ÿÎ|

Kg©m¤úv`b gvb`Û Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMn Kiv nq Ges cwiavb Kiv nq|

Kv‡Ri cÖ‡qvRb Abyhvqx Kg©‡ÿÎ cÖ¯‘Z Kiv nq| Kv‡Ri cÖ‡qvRbxqZv Abymv‡i Uyjm&, †gUvwiqvjm&

Ges Wªwqs msMÖn Kiv nq| mvwK©‡Ui Wªwqs e¨vL¨v Kiv nq|

39

Kg©m¤úv`b MvBWavcmg~n:1. Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3.Kv‡Ri cÖ‡qvRb Abymv‡i Dchy³ WvqvMÖvg A_ev wb‡`©kbv msMÖn Kiæb|4. cÖ‡qvRbxq Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKiY msMÖn Kiæb|5. Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKi‡Yi Kvh©ÿgZv †PK Kiæb|6.ÎæwUc~Y© Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKiYmg~n Avjv`v Kiæb|7. ÎæwUc~Y© Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKi‡Yi ZvwjKv cÖ¯‘Z Kiæb|8. ÎæwUc~Y© Uzjm&/ miÄvg Ges †gUvwiqvjm&/ DcKiY cÖ‡qvRvbyhvqx †givgZ Kiæb|9.K‡Ri cÖ‡qvRb Abyhvqx Kg©¯’j cÖ¯‘Z Kiæb|10.Uzjm& Ges DcKiY wbivc` ¯’v‡b cybivq msiÿY Kiæb|11. Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv Kv‡Ri cÖ‡qvRb Abymv‡i wcwcB e¨vL¨v Kiv| Kv‡Ri cÖ‡qvRb Abymv‡i IGBPGm e¨vL¨v Kiv|

wkLb djvdj -2: wmwiR mvwK©U ms‡hvM Abykxjb Kiv ev ˆZwi Ki‡Z cviv|

kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv BKzBc‡g›U (wcwcB), mvwK©U WvqvMÖvg/Wªwqs Ges mKj cÖvmw½K Uzjm&, miÄvgv`x I gvjvgvj|

Kg©m¤úv`b gvb`Û Circuit accessories are fitted and connected using flexible cableas per drawing

Circuit connections are checked according to the drawing Electrical circuit connection is checked using test lamp Circuit connections are tested with connected power supply

40

Kg©m¤úv`b MvBWavcmg~n:1. Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Kiæb|2. wcwcB cwiavb Kiæb|3. wmwiR mvwK©U WvqvMÖvg Abymv‡i Uzjm&,

miÄvgv`x,gvjvgvj Ges Avbylw½K DcKiYmg~n msMÖn Kiæb|

4. Kv‡Ri cÖ‡qvRb Abyhvqx mvwK©U WvqvMÖvg Wªwqs/A¼b Kiæb|

5. PvKz A_ev Iq¨vi w÷ªcvi w`‡q Zv‡ii cªv‡šÍi BÝy‡jkb Qvwo‡q wbb|

6. Re †ev‡W© j¨v¤ú †nvìvi, wcwfwm P¨v‡bj, myBP Ges Ab¨vb¨ wdwUsm k³ K‡i jvMvb|

7. mvwK©U WvqvMÖvg Abyhvqx K¨ve‡ji cÖvšÍ‡K my&BP Ges †nvìv‡ii mv‡_ wmwi‡R ms‡hvM Kiæb|

8. ‡nvìv‡ii mv‡_ evwZ jvMvb|9. K¨ve‡ji R‡q‡›Ui RvqMvwU Bbmy‡jkb †Uc w`‡q †X‡K

w`b|10. P¨v‡bj Kfvi jvMvb|11. ‡U÷ j¨v¤ú/A¨v‡fv-wgUvi w`‡q kU©-mvwK©U

†PK Kiæb|12. we`y¨r mieivn Kivi myBP Ab K‡i mvwK©‡Ui

Kvh©KwiZv cixÿv Kiæb (mvwK©UwU hw` WvqvMÖvg Abyhvqx KvR bv K‡i Z‡e †givgZ A_ev cwieZ©b Kiæb)|

13. we`y¨r mieivn myBP Ad Kiæb|14. Uzjm& I DcKiYmg~n cybivq wbivc` RvqMvq Rgv

Kiæb|15.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wmwiR mvwK©U e¨vL¨v Kiv| wmwiR mvwK©‡Ui ˆewkó¨ e¨vL¨v Kiv| K¨ve‡ji cÖvšÍ wKfv‡e myBP Ges †nvìv‡ii mv‡_

ms‡hvM w`‡Z nq Zv e¨vL¨v Kiv| wmwiR mvwK©‡Ui myweav Ges Amyweav e¨vL¨v

Kiv| B‡jw±ªK¨vj Kv‡R wmwiR mvwK©‡Ui e¨envi e¨vL¨v

Kiv|wkLb djvdj -3:c¨vivjvj/ mgvšÍivj mvwK©U ms‡hvM ‰Zwi Kiv ev Abykxjb Ki‡Z cvivkZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv

BKzBc‡g›U (wcwcB), mvwK©U WvqvMÖvg/Wªwqs Ges mKj cÖvmw½K Uzjm&, miÄvgv`x I gvjvgvj|

41

Kg©m¤úv`b gvb`Û Circuit accessories are fitted and connected using flexible cable as per drawing

Circuit connections are checked according to the drawing Electrical circuit connection is checked using test lamp Circuit connections are tested with connected power supply Re †ev‡W©iDci mvwK©‡UiDcKiYmg~n ¯’vcb/ivLv nq| mvwK©‡Ui Avbylw½K DcKiYmg~n Re †ev‡W©iDci wdwUs Kiv

Ges mvwK©U WvqvMÖvg Abymv‡i †d¬w·ej Zvi w`‡q ms‡hvM Kiv nq|

mvwK©U WvqvMÖvg Abymv‡imvwK©‡Uims‡hvM ‡PK Kiv nq| ‡U÷ j¨v¤ú/A¨v‡fv-wgUvi w`‡q kU©-mvwK©U †PK Kiv nq| we`y¨r mieivn ms‡hvM w`‡q mgvšÍivj mvwK©U

cixÿv Kiv nq|Kg©m¤úv`b MvBW avcmg~n:

1.Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Ges cwiavb Kiæb|2.mgvšÍivj mvwK©U WvqvMÖvg Abymv‡i Uzjm&, miÄvgv`x,gvjvgvj Ges Avbylw½K DcKiYmg~n msMÖn Kiæb|3.PvKz A_ev Iq¨vi w÷ªcvi w`‡q Zv‡ii cªv‡šÍi BÝy‡jkbQvwo‡q wbb|4.Re †ev‡W© j¨v¤ú †nvìvi, wcwfwm P¨v‡bj, myBP Ges Ab¨vb¨ wdwUsm k³ K‡i jvMvb|5.mvwK©U WvqvMÖvg Abyhvqx K¨ve‡ji cÖvšÍ‡K my&BP Ges †nvìv‡ii mv‡_ c¨vivjv‡jms‡hvM Kiæb|6.‡nvìv‡ii mv‡_ evwZ jvMvb|7.K¨ve‡ji R‡q‡›Ui RvqMvwU Bbmy‡jkb †Uc w`‡q †X‡K w`b|8.P¨v‡bj Kfvi jvMvb|9.‡U÷ j¨v¤ú/A¨v‡fv-wgUvi w`‡q kU©-mvwK©U †PK Kiæb|10.we`y¨r mieivn Kivi myBP Ab K‡i mgvšÍivj mvwK©‡Ui Kvh©KwiZv cixÿv Kiæb (mvwK©UwU hw` WvqvMÖvg Abyhvqx KvR bv K‡i Z‡e †givgZ A_ev cwieZ©b Kiæb)|11.we`y¨r mieivn myBP Ad Kiæb|12.Uzjm& I DcKiYmg~n cybivq wbivc` RvqMvq Rgv Kiæb|13.Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv c¨vivjvj/ mgvšÍivj mvwK©U e¨vL¨v Kiv| c¨vivjvj/ mgvšÍivj mvwK©‡Ui ˆewkó¨ e¨vL¨v Kiv| K¨ve‡ji cÖvšÍ wKfv‡e myBP Ges †nvìv‡ii mv‡_

ms‡hvM w`‡Z nq Zv e¨vL¨v Kiv| c¨vivjvj/ mgvšÍivj mvwK©‡Ui myweav Ges

Amyweav e¨vL¨v Kiv| B‡jw±ªK¨vj Kv‡R mgvšÍivj mvwK©‡Ui e¨envi e¨vL¨v

Kiv|wkLb djvdj -4: wmwiR-mgvšÍivj mvwK©U ms‡hvM Abykxjb Kiv ev ˆZwi Ki‡Z cviv|

kZ© (cwi‡ek) cÖ`Ë:ev¯Íe Kg©‡ÿÎ ev cÖwkÿY †K‡›`ª e¨w³MZ myiÿv BKzBc‡g›U (wcwcB), mvwK©U WvqvMÖvg/Wªwqs Ges mKj cÖvmw½K Uzjm&, miÄvgv`x I gvjvgvj|

Kg©m¤úv`b gvb`Û Circuit accessories are fitted and connected using flexible cable as per drawing

Circuit connections are checked according to the drawing Electrical circuit connection is checked using test lamp Circuit connections are tested with connected power supply

42

Kg©m¤úv`b MvBW avcmg~n:1 Kv‡Ri cÖ‡qvRbgZ wcwcB msMÖn Ges cwiavb Kiæb|2 wmwiR-c¨vivjvj (wgkÖ) mvwK©U WvqvMÖvg

Abymv‡i Uzjm&, miÄvgv`x,gvjvgvj Ges Avbylw½K DcKiYmg~n msMÖn Kiæb|

3 PvKz A_ev Iq¨vi w÷ªcvi w`‡q Zv‡ii cªv‡šÍi BÝy‡jkbQvwo‡q wbb|

4 Re †ev‡W© j¨v¤ú †nvìvi, wcwfwm P¨v‡bj, myBP Ges Ab¨vb¨ wdwUsm k³ K‡i jvMvb|

5 mvwK©U WvqvMÖvg Abyhvqx K¨ve‡ji cÖvšÍ‡K my&BP Ges †nvìv‡ii mv‡_ wmwiR- c¨vivjv‡j ms‡hvM Kiæb|

6 ‡nvìv‡ii mv‡_ evwZ jvMvb|7 K¨ve‡ji R‡q‡›Ui RvqMvwU BÝy‡jkb †Uc w`‡q †X‡K

w`b|8 P¨v‡bj Kfvi jvMvb|9 ‡U÷ j¨v¤ú/A¨v‡fv-wgUvi w`‡q kU©-mvwK©U †PK

Kiæb|10 we`y¨r mieivn Kivi myBP Ab K‡i wmwiR-c¨vivjvj

(wgkÖ) mvwK©‡Ui Kvh©KwiZv cixÿv Kiæb (mvwK©UwU hw` WvqvMÖvg Abyhvqx KvR bv K‡i Z‡e †givgZ A_ev cwieZ©b Kiæb)|

11 we`y¨r mieivn myBP Ad Kiæb|12 Uzjm& I DcKiYmg~n cybivq wbivc` RvqMvq Rgv

Kiæb|13 Kv‡Ri RvqMv cwi®‹vi Kiæb|

mnvqK †hvM¨Zv wmwiR-c¨vivjvj (wgkÖ) mvwK©U e¨vL¨v Kiv| wmwiR-c¨vivjvj (wgkÖ) mvwK©‡Ui ˆewkó¨ e¨vL¨v

Kiv| K¨ve‡ji cÖvšÍ wKfv‡e myBP Ges †nvìv‡ii mv‡_

ms‡hvM w`‡Z nq Zv e¨vL¨v Kiv| wmwiR-c¨vivjvj (wgkÖ) mvwK©‡Ui myweav Ges

Amyweav e¨vL¨v Kiv| B‡jw±ªK¨vj Kv‡R wmwiR-c¨vivjvj (wgkÖ) mvwK©‡Ui

e¨envi e¨vL¨v Kiv|wkLb djvdj -5: Kv‡Ri RvqMv Ges Uzjm& I miÄvgv`x iÿYv‡eÿY I msiÿY Ki‡Z cviv|kZ© (cwi‡ek) ev¯Íe Kg©¯’j A_ev cÖwkÿY cwi‡e‡k e¨w³MZ myiÿv miÄvg

(wcwcB), n¨vÛ Uzjm&, cvIqvi Uzjm& ‡gUvwiqvjm&/ BKzBc‡g›U ev miÄvgv`x|

43

Kg©m¤úv`b gvb`Û Kg©‡ÿ‡Îi wb‡`©kbv Abyhvqx Kg©¯’j cwi®‹vi Kiv nq|

AeëüZ DcKiY cybivq eënv‡ii Rb¨ A_ev Kg©¯’‡ji Kg©c×wZ Abymib K‡i wb®úwË Kiv nq|

eR©¨ Ges ¯Œvc DcKiY Kg©¯’‡ji c×wZ Abymib K‡i wb®úwË Kiv nq|

Bb‡f›Uwi ZvwjKvf~³ Kiv nq Ges †PKwjó Abyhvqx †iKW© Kiv nq|

cÖ¯‘ZKvi‡Ki mycvwik Abyhvqx Uzjm& Ges BKzBc‡g›U cwi®‹viKiY Ges Dchy³ ¯’v‡b msiÿY Kiv nq|

Kg©m¤úv`b MvBWavcmg~n:1.Kv‡Ri cÖ‡qvRb Abyhvqx wcwcB cwiavb Kiæb|2.Kg©‡ÿ‡Î iÿYv‡eÿ‡Yi Rb¨ cÖ‡qvRbxq miÄvg msMÖn Kiæb|3.AeëüZ DcKiY wbe©vPb Kiæb|4.fwel¨‡Z eënv‡ii Rb¨ AeëüZ DcKiY cybivq msiÿY Kiæb|5.eR©¨ Ges ¯Œvc DcKiY wb®úwË Kiæb|6.Dchy³ cwi®‹vi Uzjm& Ges DcKiY wbe©vPb Kiæb|7.Kg©‡ÿÎ c×wZ Abyhvqx Kg©‡ÿÎ cwi®‹vi Kiæb|8.‡PKwjó Abyhvqx Uzjm& Ges BKzBc‡g‡›Ui ZvwjKv ˆZwi Kiæb|9.iÿYv‡eÿY c×wZi mgq, c~‡e© I c‡i wbivcËvi cÖ‡qvRbxqZv¸‡jv †g‡b Pjyb|10. cÖ¯‘ZKvi‡Ki mycvwik Abyhvqx Uzjm& Ges BKzBc‡g›U wbivc` RvqMvq msiÿY Kiæb|11.Dchy³ RvqMvq Uzjm& cybivq msiÿY Kiæb|12.Kv‡Ri RvqMv cwi®‹vi Kiæb|


44

Course StructureSector Construction Course Title Lift Installation and Maintenance Module title Module -11: Install electrical circuits with fittings. Module descriptor This unit covers the knowledge, skills and attitude required to install electrical

circuits.

It includes prepare for works, install one lamp control by one-way switch, one lamp control by two-way switch, one calling bell control from two points, florescent lamp circuit, connect single phase energy meter and maintain workplace and store tools and equipment.

Nominal duration 40 hoursCertificate level National Skills Certificate – IPrerequisite NoneLearning outcomes: After completion of this module, trainees will be able to:

1. prepare for works2. install one lamp control by one-way switch3. install one lamp control by two-way switch4. install one calling bell control form two points5. install fluorescent lamp circuit (tube light)6. connect single phase energy meter 7. maintain workplace and store tools and equipment.

Learning outcome -1: Prepare for works

Condition (Given) Personal protective equipment (PPE), hand tools, equipment, materials and all related items in real or simulated workplace.

Performance criteria PPE is collected and worn as per job requirement. Workplace is prepared as per job requirement. Tools, equipment and materials are selected and collected as per

job requirement. Circuit drawings are explained for different connections.

Performance guide Steps1. Collect PPE as per job requirement.2. Wear PPE.3. Collect tools and equipment.4. Collect materials as per job requirement.5. Check faulty tools, equipment and materials.6. Report supervisor if faulty tools, equipment and materials are

found.7. Restore the tools and materials in safe place.8. Clean the workplace

Enabling objective Define PPE of job requirement. Define OHS required for this job.

Learning outcome -2: Install one lamp control by one-way switch

Condition (Given) Given: Personal protective equipment, tools, equipment, circuit materials, fittings and all related items in real or simulated workplace.

45

Performance criteria Circuit layout is drawn as per drawing. Circuit materials are placed on the board as per drawing. Fittings are connected and fitted in to circuit as per drawing. Fuse and circuit breaker are set and installed Circuit connection is checked according to the drawing Circuit is tested while connected power supply by following OSH.

Performance guide Steps1. Collect PPE as job requirement.2. Wear PPE.1. Collect required tools and Materials (like one-way switch (SPST),

switch board with electrical load (lamp), PVC cable, insulation tape, circuit diagram)

2. Draw circuit diagram as per job required.3. Remove the insulation of cable terminals using electrician

knife/wire striper4. Separate the upper part of the switch board from the base plate 5. Fix the base plate on the wall as per layout6. Fix the one-way switch with the upper part of switch board7. Connect the cable with switch and load as per circuit diagram 8. Check the connection as per diagram 9. Switch ON the power supply and check the performance (If the

performance is not found as per diagram then repair and change)

10. Fix the upper part of the switch with the base plate.11. Install the switch board at least 1.50m height from the floor. 12. Switch OFF the power supply.

13. Restore the tools and accessories in safe place.14. Clean the workplace.

Enabling objective Define lamp. Describe function of one-way switch. Describe the use of lamp and one-way switch.

Learning outcome -3: Install one lamp control by two-way switchCondition (Given) Given: Personal protective equipment, tools, equipment, circuit

materials, fittings and all related items in real or simulated workplace.

Performance criteria Circuit layout is drawn as per drawing Circuit materials are placed on the board as per drawing. Fittings are connected and fitted in to circuit as per drawing. Fuse and circuit breaker are set and installed Circuit connection is checked according to the drawing Circuit is tested while connected power supply by following OSH.

46

Performance guide Steps1. Collect PPE as job requirement.2. Wear PPE.3. Collect required tools and Materials (like two-way switch

(SPDT), switch board with electrical load (lamp), PVC cable, insulation tape, circuit diagram)

4. Draw circuit diagram as per job required.5. Remove the insulation of cable terminal using wire striper.6. Separate the upper part of the switch board from the base plate. 7. Fix the two-way switch with the upper part of switch board.8. Find out the input and output terminal.9. Connect the phase with input terminal of two-way switch as per

diagram. 10. Connect the load with output terminal of two-way switch as

per diagram.11. Check the connection as per diagram. 12. Switch ON the power supply and check the performance (If the

performance is not found as per diagram then repair and change).

13. Fix the upper part of the switch with the base plate.14. Switch board is installed at least 1.50m height from floor. 15. Switch OFF the power supply.16. Restore the tools and accessories in safe place.17. Clean the workplace.

Enabling objective Describe function of two-way switch. Describe the use of two way switch.

Learning outcome -4: Install one calling bell control form two pointsCondition (Given) Personal protective equipment, tools, equipment, circuit materials,

fittings and all related items in real or simulated workplace.Performance criteria Circuit layout is drawn as per drawing

Circuit materials are placed on the board as per drawing. Fittings are connected and fitted in to circuit as per drawing. Fuse and circuit breaker are set and installed Circuit connection is checked according to the drawing Circuit is tested while connected power supply by following OSH.

47

Performance guide Steps1. Collect and wear PPE as per job requirement.2. Collect required tools and Materials (like push button switch,

switch board with electrical load (calling bell), PVC cable, insulation tape, circuit diagram)

3. Remove the insulation of cable terminal using wire striper4. Separate the upper part of the switch board from the base plate 5. Fix the push switch with the upper part of switch board 6. Fix the ceiling rose and calling bell on the wall as per diagram7. Connect the cable with the calling bell as per circuit diagram 8. Connect the input cable of calling bell with the push switch as

per circuit diagram9. Check the connection as per diagram 10. Switch ON the power supply and check the performance (If the

performance is not found as per diagram then repair and change)

11. Fix the upper part of the switch with the base plate12. Switch board is installed at least 1.50m height and ceiling at

proper place from floor. 13. Switch OFF the power supply14. Restore the tools and accessories in safe place.15. Clean the workplace.

Enabling objective State the function of calling bell. Describe function of bell push switch. Describe the use of bell push switch. Describe the function of calling bell.

Learning outcome -5: install fluorescent lamp circuit (Tube light)Condition (Given) Personal protective equipment, tools, equipment, circuit materials,


Circuit materials are placed on the board as per drawing. Fittings are connected and fitted in to circuit as per drawing Fuse and circuit breaker are set and installed Circuit connection is checked according to the drawing Circuit is tested while connected power supply by following OSH.

48

Performance guide Steps1. Collect PPE as job requirement.2. Collect Fluorescent Lamp set (Ballast/choke coil, holder set,

starter and frame/case), flexible wire, circuit.3. Draw circuit diagram as per job required.4. Set the ballast with the shade/frame/case.5. Set tube holders with the shade/frame/case.6. Set the starter holder with the shade/frame/case.7. Remove the insulation of cable terminals by using wire striper8. Connect the wire with ballast, starter and holder set as per

circuit diagram (series connection)9. Fix the tube light set on the wall/ceiling10. Fix the tube light with the holder set11. Connect the cable with the ceiling rose 12. Check the connection as per diagram 13. Switch ON the power supply and check the performance (If the

performance is not found as per diagram then repair and replace)

14. Switch OFF the power supply15. Restore the tools and accessories in safe place.16. Clean the workplace.

Enabling objective Define fluorescent lamp and its use. Describe Fuse and Circuit Breaker. Calculate the rating of Fuse and Circuit Breaker.

Learning outcome -6: Connect single phase energy meterCondition (Given) Personal protective equipment, tools, equipment, circuit materials,


Circuit materials are placed on the board as per drawing. Fittings are connected and fitted on circuit board as per drawing Fuse and circuit breaker are set and installed Circuit connection is checked according to the drawing Circuit is tested with power supply by following OSH.

Performance guide Steps1. Collect PPE as job requirement.2. Wear PPE.3. Draw circuit diagram as per job required.4. Collect tools and materials as job required.5. Justify different type accessories with specification sheet.6. Make a layout as per job diagram.7. Point out the position of accessories as per job demand. 8. Fix accessories with job board.9. Connect all component with cable as per circuit diagram maintain SOP.10. Test the circuit by using AVO meter or Series Board.11. Select power supply.12. Connect circuit with power supply.13. Abstract accessories from the circuit.14. Check faulty accessories.15. List down/register faulty accessories.16. Restore the tools and accessories in safe place.17. Clean the workplace.

49

Enabling objective Define single phase energy meter. Describe the functions of the single-phase energy meter. Describe the connection diagram of a Single Phase Energy

Meter.Learning outcome -7: Maintain workplace and store tools and equipmentCondition (Given) Personal protective equipment, hand tools, power tools, materials

and all related items in real or simulated workplace.Performance criteria Work area is cleaned in accordance with workplace procedures.

Unused materials are stored for re-use or disposed following workplace procedures.

Waste and scrap materials are disposed with following workplace procedures.

Inventory of tools equipment are conducted and recorded as per checklist.

Tools and equipment are cleaned and stored as per manufacturer’s recommendation in appropriate location.

Performance criteria Work area is cleaned in accordance with workplace procedures. Unused materials are stored for re-use or disposed following

workplace procedures. Waste and scrap materials are disposed with following

workplace procedures. Inventory of tools equipment is conducted and recorded as per

checklist. Tools and equipment are cleaned and stored as per

manufacturer’s recommendation in appropriate location.Performance guide Steps

1. Wear the PPE as per job requirement. 2. Collect tools required for workplace maintenance.3. Select unused materials.4. Restore unused materials for future use.5. Dispose waste and scrap materials.6. Select appropriate cleaning tools and materials.7. Clean workplace as per workplace procedure. 8. Record inventory of tools and equipment as per checklist.9. Clean tools and equipment as per manufacturer’s

recommendation.10. Comply safety requirements with before, during and after

maintenance procedure.11. Restore tools and equipment a safe place as manufacturer’s

recommendation. 12. Clean the workplace.

Enabling objective List the workplace cleaning equipment. Explain the inventory form. Describe the ideal workplace requirement.

50

Course StructureSector Construction Course Title Lift Installation and Maintenance Module title Module -12: Installing three phase motorModule descriptor This unit covers the knowledge, skills and attitude required to install three

phase motor.

It includes prepare for works, perform core cutting, make hole for motor base, setmain motor base, perform levelling for motor base, setsupporting pulley and maintainworkplace and store tools and equipment.

Nominal duration 40 hoursCertificate level National Skills Certificate – IPrerequisite NoneLearning outcomes: After completion of this module, trainees will be able to:

1. prepare for works.2. perform core cutting3. set main motor base4. perform leveling for motor base5. set supporting pulley6. maintain workplace and store tools and equipment.

Learning outcome -1: Prepare for works

Condition (Given) Personal protective equipment, hand tools, equipment, materials and all related items in real or simulated workplace.

Performance criteria PPE is collected and worn as per job requirement. Workplace is prepared as per job requirement. Tools, equipment and materials are selected and collected as

per job requirement.

Performance guide Steps1. Collect PPE as per job requirement.2. Wear PPE.3. Collect tools and equipment.4. Collect materials as per job requirement.5. Check faulty tools, equipment and materials.6. Report supervisor if faulty tools, equipment and materials are

found.7. Restore the tools and materials in safe place.8. Clean the workplace

Enabling objective Lit the tools, equipment and materials. Define OHS required for this job.

Learning outcome -2: Perform core cutting

Condition (Given) Personal protective equipment, cutting tools, equipment, materials and all related items in real or simulated workplace.

Performance criteria Machine room is prepared Core point is set according to drawing Core cutting tools are collected Machine room core cutting is performed.

51

Performance guide Steps1. Collect PPE as job requirement.2. Wear PPE.3. Collect tools as per job.4. Measure core size.5. Mark on the floor as per drawing for preparing core.6. Fix core cutting machine on the marking area.7. Switch on the machine. 8. Cut core as per drawing. 9. Switch OFF the machine. 10. Clean surface area after cutting.11. Restore the tools and materials in safe place.

Enabling objective Interpret Drawing. Define shapes of core. Describe steps of core cutting.

Learning outcome -3: Set main motor baseCondition (Given) Personal protective equipment, tools, equipment, materials and

all related items in real or simulated workplace.Performance criteria Points are selected as per drawing

Tools are selected Hole for motor base is created Parts of frame for motor base are collected Motor base frame are fixed according to drawing.

Performance guide Steps1. Collect PPE as job requirement.2. Wear PPE.3. Collect proper tools as per job.4. Collect required parts of motor frame.5. Take measurementof base frame.6. Mark the floor surface for the drilling fixing points. 7. Connect drill machine with power source.8. Make Hole using hammer Drill machine.9. Insert anchor bolt into the hole.10. Set frame on the anchor bolt.11. Place the nut on the bolt.12. Tight the nut using adjustable wrench.13. Restore the tools, equipment and materials in safe place.14. Clean the workplace.

Enabling objective Describe the drawing of motor base. Describe the components of motor system. Explain the steps of fixing anchor bolt.

Learning outcome -4: Perform leveling for motor baseCondition (Given) Personal protective equipment, tools, equipment, materials and

all related items in real or simulated workplace.Performance criteria Height and width are measured according to drawing.

Level machine is prepared for leveling work. Motor base is Leveled using level machine

52

Performance guide Steps1. Collect PPE as job requirement.2. Wear PPE.3. Collect proper tools as per job.4. Check the horizontal and vertical alignment.5. Re-adjust the motor base as per requirement. 6. Restore the tools and materials in safe place.7. Clean the workplace.

Enabling objective Describe the importance of leveling the motor base. List the name of leveling equipment.

Learning outcome -5: Set supporting pulleyCondition (Given) Personal protective equipment, tools, equipment, materials and

all related items in real or simulated workplace.Performance criteria Supporting pulley is collected

Supporting pulley is set with motor pulley alignment

Performance guide Steps1. Collect PPE as per job.2. Wear PPE.3. Collect appropriate tools and materials. 4. Prepare motor for setting supporting pulleys.5. Set supporting pulley on motor shaft.6. Adjust pulley alignment.7. Check the operation of pulley. 8. Restore the tools and materials in safe place.9. Clean the workplace.

Enabling objective Define supporting pulley. Describe function of supporting pulley. List the materials required for setting the supporting pulley.

Learning outcome -6: Maintain workplace and store tools and equipmentCondition (Given) Personal protective equipment, hand tools, power tools,

materials and all related items in real or simulated workplace.Performance criteria Work area is cleaned in accordance with workplace

procedures. Unused materials are stored for re-use or disposed following

workplace procedures. Waste and scrap materials are disposed with following

workplace procedures. Inventory of tools equipment are conducted and recorded as

per checklist. Tools and equipment are cleaned and stored as per

manufacturer’s recommendation in appropriate location.

53

Performance guide Steps1. Wear the PPE as per job requirement.

2. Collect tools required for workplace maintenance.3. Select unused materials.4. Restore unused materials for future use.5. Dispose waste and scrap materials.6. Select appropriate cleaning tools and materials.7. Clean workplace as per workplace procedure. 8. Record inventory of tools and equipment as per checklist.9. Clean tools and equipment as per manufacturer’s

recommendation.10. Comply safety requirements with before, during and after

maintenance procedure.11. Restore tools and equipment a safe place as manufacturer’s

recommendation. 12. Clean the workplace.

Enabling objective List the workplace cleaning equipment. Explain the inventory form. Describe the ideal workplace requirement.

54

Competency analysis This table reflects number of modules developed for each unit of competency

Unit of Competency (UoC) Number of modules

UoC-1: Practice occupational health and safety (OHS) 1UoC-2: Work in a Team Environment 1UoC-3: Communicate in the workplace 1UoC-4:Practice Workplace Cleanliness 1UoC-5: Work in the Construction Sector 1UoC-6:Interpret Construction Sector Related Drawings 2UoC-7:Perform fundamental works for Lift Installation and Maintenance.

2

UoC-8:Use tools for Lift Installation and Maintenance works.

2

Uoc-9:Perform wire and cable joints. 2UoC-10:Perform circuit connections. 2UoC-11: Install electrical circuits with fittings. 2UoC-12: Install three phase motor 2

Assessment method Following assessment methods can be used to collect evidence for learning but not limited to: Written test Demonstration Oral questioning

Resources Please refer to Course Accreditation Document for the list of required tools, equipment and materials to implement the training course.

Qualification of Instructors Please refer to Quality Assurance System Manual for minimum requirements of the instructors.

55

Training ScheduleUnit of Competency Module Duration* Training method (s)**

1. GN100512A Practice occupational health and safety (OHS)

Module -1: Practice occupational health and safety (OHS)

30 hours

Demonstration Guided practice Independent practice Project work Coaching

2. GN100312A Work in a team environment

Module -2:Work in a team environment

20 hours


3. GN1011A1 Communicate in The Workplace

Module -3:Communicate in The Workplace

30 hours


4. GN1013A1 Practice Workplace Cleanliness

Module -4:Practice Workplace Cleanliness

20 hours


5. SS100112A Work in the Construction Sector

Module -5:Work in the Construction Sector

30 hours


6. CONSS2002A2 Interpret Construction Sector Related Drawings

Module -6:Interpret Construction Sector Related Drawings

30 hours


7. CONLIM2001A Perform Fundamental Works of Lift Installation and Maintenance.

Module -7:Perform Fundamental Works of Lift Installation and Maintenance.

30 hours


8. CONLIM2002A Use tools for Lift Installation and Maintenance works.

Module -8:Use Tools for Lift Installation and Maintenance Works.

30 hours


9. CONLIM2003A Perform wire and cable joints

Module -9:Perform wire and cable joints

30 hours


10. CONLIM2004A Perform circuit connections

Module -10:Perform circuit connections

30 hours Demonstration Guided practice Independent practice

56

Project work Coaching

11. CONLIM2005A Install electrical circuits with fittings

Module -11:Install electrical circuits with fittings

40 hours


12. CONLIM2006A Install three phase motor

Module -12:Install three phase motor

40 hours


* Duration of each training module is estimated based on the inputs of the experts. Some competencies are complex and critical than others and therefore number of hours may vary for teaching learning process. Instructors have flexibility to judge for proper utilization of estimated duration while teaching individual competency to the trainees.

**Training method (s) will be determined by the instructor depending upon the capacity and basic skills of the trainees. More than one method will be required to transfer the skills to the trainees.

57

Competency Based Training (CBT) Curriculum Framework-NTVQF Level-1

58

Competency Based Training (CBT) Curriculum Framework

If we closely examine the three individual words of “Competency-Based Training” we can begin to obtain an idea about the meaning:The first word is “Competency.” If you describe a person as "competent", what do you really mean The person can DO something. This relates to program CONTENT. The person can DO it WELL. This relates to learner ASSESSMENT.“Competency” is the actual “something” that the person is doing. It is something that can be observed.

The second word is “-Based.” This means, “founded upon or built upon.” In other words, Competency-Based means that the programme is built upon the learner doing things that are observable.

The third word is “Training.” Roger James (1995) defines training: Training is a way of helping people to do things that they could not do before they were trained.

Therefore, the MINIMUM Criteria for a CBT Programme is:1. Content directly related to work2. Focus on doing3. Assessment based on industry work standards

While there exist many definitions of the word “curriculum,” the following definition remains one of the simplest and thereby, possibly the most useful;

Curriculum: A plan for learning. As implied by the definition above, the purpose of any curriculum is to bring about learning. A curriculum is an official document that describes the content of a particular programme. It is used by the instructor as a base on which to build instructional activities such as classroom lessons, workshop/field activities, assignments, assessments, etc. Thus, a curriculum is a very important document and is probably the first document a new instructor should refer to in order to get prepared for instruction.

Thepurpose of a CBT curriculum is to: state the expected content of the programme; identify the degree of performance required of the students to be successful in

the occupation; assist in determining the sequence of the content; provide guidelines for assessment or evaluation; promote uniform terminology throughout the system.

59

Competency Based Training and Assessment (CBT&A)

According to Bangladesh National Skills Development Policy 2011, Competency Based Training and Assessment (CBT&A) system will be based on the following principles:

- The skills development system must be responsive to the present and future industry needs and will move to implement a competency based training and assessment (CBT&A) system to achieve that end.

- It is widely recognized that skill needs in the labour market need to be more clearly and precisely defined so that delivery and assessment arrangements can give greater emphasis to practical skills. The CBT&A system will support the introduction of demand-driven training, and will result in the development of partnerships between industry sectors and the training organizations. CBT&A represents a shift away from traditional theory based approaches to delivery and assessment by placing greater emphasis on the achievement and demonstration of practical skills required to perform at a specified standard demanded by industry.

- The CBT&A system will be based on the following principles:

a. Progression through a competency based training program will be determined by whether the student has met the set standards, and not by the time spent in training.

b. Each learner’s achievement is measured against job-related competency standards rather than against the achievement of other learners.

- An important foundation for the introduction of CBT&A is close dialogue with industry to develop clear descriptions of the skills and knowledge required to perform different tasks in the workplace. These units of competency, or competency standards, set the performance criteria that will be assessed in training institutions who issue nationally recognized qualifications.

60

NSDP 2011Bangladesh NTVQ Framework

Competency Standards Development

Competency Based Training (CBT) Curriculum Development

Competency Based Learning Materials (CBLM) Development

CBT Delivery

Competency Based Assessment

Industry

TVET Institutions

Qualification

Units of Competency

Training Modules

CBT Implementation

Bangladesh Technical Education

Board (BTEB)

Recognized Certification

TVET Framework

61

Development process for CBT curriculum The process of development will involve representatives from industry, curriculum developers and subject matter experts, instructors or trainers experienced in the subject matter/industry sector. Following are the criteria for selecting the subject matter experts: - Recognized expert worker from the industry- Technical instructor in area/occupation under consideration - Ability to communicate well and work in a small team

Under the guidance of experienced CBT Curriculum Developers, subject matter experts work together to develop CBT curriculum. Following points to be considered while developing the CBT curriculum:

- CBT Curriculum must be closely linked to national competency standards accepted by the industry;

- CBT Curriculum is a framework or guide for the subsequent detailed development of competencies, associated methodologies, training and assessment resources;

- CBT Curriculumspecifies the outcomes which are consistent with the requirements of the workplace as agreed through the industry consultations;

- When competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be attained. The standard of performance required must be appropriate to industry and occupational needs.

Protocol for curriculum development:While developing a new curriculum, Bangladesh Technical Education Board (BTEB) forms a technical sub-committee having experts from the industry and training institutes in collaboration with the respective Industry Skills Council (ISC). This sub-committee will work closely under the guidance of experienced curriculum development facilitator to develop curriculum. The final curriculum will be presented to Standards and Curriculum Development Standing Committee of ISC for validation. ISC will forward the validated curriculum to BTEB for approval. A technical sub-committee, if required, will be formed by BTEB for further scrutiny of curriculum before the final approval. The approved curriculum will then be uploaded toBTEB and respective ISC websites. Following diagram explains development process of curriculum:

62

Unit of competency

Unit descriptor

Elements of competency

Performance criteria

Range of variables

Module Title

Module description

Summary of module/learning outcomes (tasks/skills)

Terminal Performance Objective

Condition as stated in terminal performance objective

Course Title

CBT Curriculum Competency Standards

National competency standards

Contents/ Enabling objectivesEvidence guide

Assessment method

Performance guide

Relationship between Competency Standards and CBT Curriculum

Course TitleCourse title can be taken from the National Competency Standards

Module TitleModule title relates to the unit of competency of competency standards. However, it does not mean that there will be one training module for each unit of competency.

BTEB forms Curriculum Development Technical Sub-Committee in collaboration with respective ISC Development of currcuculm and its validiation by Standards and Curriculum Development Standing Committee of ISCApproval by BTEB63

Depending on the learning outcomes/elements included in the unit of competency, number of training modules will be decided. In some cases, one unit of competency may have two training modules or there may be possibility that two units of competencies merged together to form one training module.

An appropriate name to the module should be given. It should reflect group of elements/learning outcomes considered under that training module. An appropriate way to write module name will be to start with an action verb having ‘ing’ form.

Module descriptorModule descriptor relates to unit descriptor of competency standards and explains about the overall objectives of the module with emphasis on learning outcomes.

Learning OutcomesLearning outcome relates to element(s) of the competency standards. It describes what skills, knowledge and attitude that students will learn to apply at the workplace. Learning outcome can be described in terms of task statement which will contain observable performance to be exhibited by the end of training (single action verb and the object of the verb). Following characteristics should be followed while writing task statements: - Is specific- Is observable - Has its own unique procedure- Is a unit of work complete in itself- Can be broken down into two or more steps- Can be performed in a limited period of time- Has definite start and end point - When task is completed, it results in a product, service, or decision

Terminal performance objective Terminal performance objective relates to performance criteria of competency standards. Even though they look similar, terminal performance objective and Industry Performance Standards for a skill are different. Industry standard is established for the work context. A terminal performance objective is developed for a training context. For any given task/learning outcome, the terminal performance objective is closely related to the industry standards. In many instances they are identical. On occasions however, the terminal performance objective may be either less or greater than the industry standards. Airline pilots and police officers usually train to a higher standard of performance than expected of them in actual work.

Terminal performance objective contains three major parts:

64

Given (Condition):The “Given” statement will describe any condition or variable that can affect the overall performance level of students. This relates to range of variables in the competency standards. Conditions under which the learning and assessment will take place should be clearly specified as it will impact on the performance of students. These can include a list of tools and equipment, access to learning resources and equipment manual and the type of facility.

What (Task/learning outcome) - The “What” statement will contain the observable performance to be exhibited by the end of the training (single action verb and the object of the verb. This is same as task/learning outcome as described above.

How well (performance criteria) -The “How well” statement will contain only the most important performance criteria to be measured at the end of training. This relates to performance criteria of National Competency Standards.Only most important criteria should be listed for the performance of task/learning outcome which can be observed and measured. For simplicity, only conditions and performance criteria will be used for the development of curriculum.

Performance guide For many tasks, the procedure used in doing the skill is more important than any product developed. When a student is first learning to do a task that is complex or dangerous--the performance guide is very important. The performance guide is the series of steps, done in proper sequence, which accomplishes a task. This is also termed as performance procedure. The performance guide can also be used to assess student performance. Enabling objectiveAn enabling objective is a statement expressing a knowledge, skill or attitude that if mastered will "enable" the trainee to accomplish a terminal performance objective or a task/learning outcome. Enabling objective relates to the underpinning knowledge, skills and attitude in the National Competency Standards.This is also termed as ‘content’ which directly relates to achieve learning outcomes.

Nominal duration Nominal duration is estimated to allocate number of hours for each task/learning outcome. The estimate is made based on the size of the task and how long a student will require to learn to perform it competently.

Assessment methodAssessment method will remain same as stated in the National Competency Standards. It will help to assess performance of the students whether they are able

65

to demonstrate learning outcomes (knowledge, skills and attitudes) at desired standards. Assessment method must collect evidences to assure learning has been transferred to the students. A holistic approach, where appropriate, can be applied for the assessment of students and gathering of evidences for one or more learning outcomes.

66

Contents of CBT Curriculum FrameworkCourse title Course title will be aligned with National Competency StandardsCourse duration Nominal duration of course in hours

Qualification Level Refer to the national competency standards

Unit of Competency Refer to the list of units of competency from the national competency standards

Course description The course description will include relevance of the proposed course to industry, enterprise or community needs and competencies that the student will attain after completion of the training.

Course outcomes Course outcomes state what is expected from the students at the end of training course. A list of key competencies which will be mastered during the training and helpful to acquire jobs should be included.

Entry Requirements Entry requirements for the training should be mentioned in terms of education, age or any other pre-requisites to participate in the training course. For detail, please refer to the Course Accreditation Document.

Suggestions for course delivery/instruction

A brief explanation about how training will be delivered in classroom and workshop setting should be included.

Training Methods Methods are defined as a commonly accepted procedure or process performed by the teacher, learner or both, whose aim is to increase the efficiency and/or effectiveness of learning. There are many methods available for the training. From an instructional viewpoint, an instructor must be competent in the use of a wide variety of methods. The more methods an instructor is competent with, the more effective and efficient his/her instruction should be. However, the instructor must know when to use each method for specific learning competencies. Some of the common methods used during the training are: Demonstration Guided practice Independent practice Project work Problem solving Coaching Illustrated talk Role play Discussion Brainstorming

Course structure Provide sequence of different training modules for each Unit of Competency including detail elaboration on conditions how and where tasks will be performed, performance criteria, performance guide, and enabling objectives.

Competency Analysis Explain about number of modules developed under each Unit of Competency

Assessment Method Explain the assessment approach to gather evidence to determine whether students have met minimum performance standards based on the industry requirements.

67

Resources List of required tools, equipment and materials to implement the training course. For detail, please refer to Course Accreditation Document.

Qualification of Instructors Specify minimum requirements for the instructors to implement the training course. For detail, please refer to Quality Assurance System Manual.

Training Schedule A training schedule will consist of training modules, duration and training methodologies to be applied for class, workshop and field instructions.

68

ciscbd.comciscbd.com/admin/lib/uploadedfile/cbt curriculum... · web vieweducation and training...

Documents