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Education Watch 2016

Literacy, Skills and Lifelong LearningSDG4 in Bangladesh: Where are we?

Overview of the Main Report

Samir Ranjan NathA Mushtaque R Chowdhury

December 2016

Published byCampaign for Popular Education (CAMPE)

In cooperation withDelegeation of the European Union to Bangladesh

First EditionDecember 2016

Copyright©Campaign for Popular Education (CAMPE)

Photo CreditCAMPE & Partner NGOs

Cover DesignNitto Chandra

ISBN: 978-984-34-1687-2

ContactCampaign for Popular Education (CAMPE)5/14 Humayun Road, Mohammadpur, Dhaka-1207Phone: +880-2-9130427, 58155031, 58153417Fax: +880-2-9123842, Email: [email protected]: www.campebd.orgFacebook: www.facebook.com/campebdTwitter: www.twitter.com/campebd

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A. IntroductionIn September 2015, the United Nations General Assembly set unanimously the global Sustainable Development Goals (SDGs) for 2016-2030. Seventeen major goals have been adopted; 169 associated targets and 230 indicators have been formulated to guide and monitor progress. The fourth of the SDGs is on education that includes 10 targets. The targets included in the education SDG are larger in number and more multidimensional compared to those in the Millennium Development Goals (MDGs) for 2000-2015. An ambitious goal is envisioned for SDG4 by 2030. The SDG4 agenda announced in the World Education Forum 2015 at Incheon, Korea as the Education 2030 agenda for the next 15 years have been incorporated into SDG 2030. SDG4 reads:

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The 10 SDG4 targets cover pre-primary to tertiary education, technical and vocational education, skills development of youth and adults, literacy and numeracy of the population, inclusiveness and equity in education, quality in education and of teachers, as well as, provisions, scope and character of education services that address the targets. Knowledge, skills, attitude and behaviour that contribute to sustainable development are given prominence. In contrast to EFA 2015 and MDGs, attention is given to a broader range of education agenda including tertiary education and the opportunities for lifelong learning for all in the learning society. Overall, acquiring knowledge and skills needed to promote sustainable development by all sections of population is the main thrust of SDG4.

This 15th report of Education Watch deals with three of the above SDG4 issues: literacy, skills development, and lifelong learning opportunities. The first two issues are not new to Education Watch – both were covered in previous Education Watch studies (in 2002 and 2011-12). The theme of lifelong learning is addressed specifically for the first time in the current Education Watch study. How these issues relate to SDG4 can be seen in Box. The year 2016 being the first in the 15-year time horizon for Education 2030, this study can form the baseline for measuring future progress.

Overview 3

Education Watch 2016 Study focus related to SDG4

To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, relevant key targets are:

4.3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

4.4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

4.6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Source: www.undp.org

All of the relevant targets are not attempted to be covered exhaustively in this study. Its focus is on literacy, work-related skills, and lifelong learning opportunities through access to knowledge and information beyond the national education system.

B. Study ObjectivesWith the three major themes in mind the following are the objectives of Education Watch 2016:

1. To estimate the proportions of the population that are at various levels of literacy attainment and the variations in terms of gender, geographic locations, and socio-economic status.

2. To examine the participation of people in skills development apart from general education, use of those skills in everyday life, and the relationship between educational qualifications of people and their skills acquisition.


3. To investigate the existing learning opportunities of the population outside the national education system, and how these contribute to creating lifelong learning opportunities for people.

4. To explore the relationships among literacy levels, educational qualifications, acquired skills and life-long learning needs and opportunities and determine their plausible socioeconomic correlates.

C. Research DesignA nationally representative sample survey with provision for administrative division, residence (urban/rural), and gender-based estimates was the approach adopted for conducting this study. Four separate instruments were used for collecting necessary information. These are:

• A household survey questionnaire

• A skills survey questionnaire

• A survey of ICT devices seen as the means of lifelong learning

• A literacy assessment test

All persons aged 11 years and above formed the study population. The whole country was divided into nine mutually exclusive strata. Seven of those were the rural areas of seven administrative divisions. Two represented the urban areas. Thus, the strata were: Rural Barisal Division, Rural Chittagong Division, Rural Dhaka Division, Rural Khulna Division, Rural Rajshahi Division, Rural Rangpur Division, Rural Sylhet Division, City Corporations, and the municipalities (paurasavas). A multistage sampling strategy was adopted for each stratum. Note that Bangladesh had 487 upazilas in seven rural divisions, 79 thanas under 11 City Corporations, and 300 municipalities at the time of fieldwork of this study.

A total of 3,510 households from 270 neighbourhoods (village in rural areas and mahallah in urban areas) were covered through the household survey. A total of 15,265 individuals of all ages lived in these households. Of these individuals, 11,668 were aged 11 years and above – the targeted respondents of this study. Of them,

Overview 5

11,280 could be brought under the survey (the weighted response rate being 96.5%). Of the respondents 53.6% were female.

Literacy was measured through an assessment test developed originally for Education Watch 2002 study. It was a one-to-one test combining both oral and written items. The test instrument covered four domains, viz., reading, writing, numeracy, and application of the 3R’s. The total number of items (questions) was 24, equally distributed by domains. The maximum possible score was 100; 25 for each domain. Instead of dividing the population as literate or not-literate, they were placed in one of the following four levels of literacy, based on their test score. In other words, this was a move away from dichotomy to multi-level scaling in literacy assessment. The levels were:

• Non-literate (scoring less than 25% of the maximum)• Semi-literate (scoring between 25%-49%)• Literate at initial level (scoring between 50%-74%)• Literate at advanced level (scoring 75% and above)The other required information for the study was collected through interviewing household heads and the respective respondents. The literacy test and interviews were carried out at homes of the respondents, except for a small number who had to be interviewed at their workplaces. One hundred trained research assistants (half of them female) collected the data from 12 May to 18 July 2016.

D. Literacy Status of the Population• Of the total respondents of age 11 years and above, 26% were

found to be literate at advanced level, 25.3% at initial level, 9.8% semi-literate, and 39% non-literate. Based on the premise that the first two groups satisfy the basic minimum standards for literacy, it shows that 51.3% of the respondents were literate. It was 54% for males and 49% for females (p<0.001); 49.4% among rural respondents and 59.3% among urban respondents (p<0.001). Gender difference was equally high in both the areas. The overall literacy rate for the 15+ population, the usual international benchmark for adult literacy rate, the 2016 figure is 47.2%.


Source: Education Watch National Literacy Test 2016

• The literacy rate significantly varied by stratum as well as by neighbourhoods. Stratum-wise, the rate was highest in the city corporations and lowest in rural Chittagong division with a difference of 17.9 percentage points. Gender difference disfavouring females was observed in rural Chittagong, Sylhet and Rangpur divisions and the municipalities. Neighbourhood-wise, the rate varied from 9.8% to 93.8% with a large gap of 84 percentage points. Out of 270 neighbourhoods, 8.1% had a literacy rate below 30%, 10% had 30-<40%, 23.4% had 40-<50%, 30.4% had 50-<60%, 15.9% had 60-<70%, 8.5% had 70-<80%, and 3.7% had 80% or more.


Overview 7

Literacy rate by residence and gender

52 5449

Literacy rate by stratum

48

• Among the four domains of literacy, the best outcome was recorded in reading skills (59.1%), followed by writing skills (46%), numeracy skills (44%) and application of the 3R’s (37.2%). Urban respondents significantly surpassed their rural counterparts in each of the domains, but males did better than females in two, viz., numeracy and application of the 3R’s. No gender difference was found in the other two domains.

• Educational qualifications represented by years of schooling completed by respondents was the most important predictor of their literacy achievement followed by literacy status of household heads. This signifies the importance of school education in literacy attainment. However, a poor performance was observed among those having 3-5 years of schooling. At least 6-7 years of schooling was required to have at least an initial level of literacy skills for 80% of the respondents and 10 or more years of schooling was needed for advanced level of literacy skills for three-quarters of respondents.


• Literacy rate significantly increased with increase of parental education, food security status of household and household wealth. Two-fifths of the household heads were literate. Three-quarters of the youth (15-24 years) and 47.2% of adults (15 years and above) were literate. It was only 20.7% among the elders (60+ years). A fifth of the households had not a single literate person, three-fifths had at least one but not all, and another fifth had all members literate. Therefore, 80.5% of the households had at least one literate member.


Literacy rate by school grade completed

94


• Literacy rate for the 11+ population increased from 41.4% in 2002 to 51.3% in 2016 – on average, 0.7% per years. It was due to decrease in percentage of non-literate population and increase in literate population with initial and advanced levels. In 2002, 49.3% of the respondents were non-literate, 9.3% semi-literate, 21% literate at initial level, and 20.4% literate at advanced level. These rates became 38.9, 9.8, 25.3 and 26%, respectively in 2016. Although an equal growth rate was observed in reading, writing and numeracy skills, but it was much slower in application of the 3R’s. For the 15+ population, the figure for 2002 was 38.8% which increased to 47.3% in 2016.

• Increase in literacy rate was observed among males and females and among the rural respondents; however, it decreased among urban respondents. Stratum-wise, increase in literacy rate was evident in each of the rural strata and decrease in both the urban strata. Sub-group-wise analysis also showed improvement in most cases. Proportion of literate households increased from 61.9% in 2002 to 80.5% in 2016.

Overview 9

Literacy rate by household wealth quintiles

Source: Education Watch National Literacy Test 2002, 2016

• Population in each level of literacy increased due to increase in overall population in the country. In 2002, there were 45.8 million non-literate, 8.6 million semi-literate, 19.5 million literate at initial level and 18.9 million literate at advanced level population in the country. By 2016, these figures increased to 50.9, 12.8, 33 and 33.9 million, respectively. During 14 years, 28.5 million literates added in the population – over two million per year.

Population age 11 and above of Bangladesh at various levels of literacy by year (in million)

Source: Education Watch National Literacy Test 2002, 2016

• Literacy rate significantly decreased with increase of age of respondents. The ‘EFA generation’ (aged 11-29 years who benefited most from the EFA movement) had the highest literacy rate (72.7%) compared to any other age-cohort. This increased from 53.9% in 2002. The rate of increase was almost double in this age-group than that in overall population. Major improvement occurred among rural females.


Change in literacy rate over 14 years, 2002-16

54 49

• How long will Bangladesh need to achieve universal literacy, if the present trend persists? With the current rate of progress, Bangladesh would require 43.6 years to have all its citizens (11 years and above) literate and 14.9 years to get all aged 11-29 years to be literate. In other words, at the present rate of progress, Bangladesh will have universal literacy at initial level by 2060, and for the 11-29 years old by 2031. But to reach advanced literacy level Bangladesh would have to wait until 2052 for the 11-29 years old population and until 2094, for all its citizens!

E. Technical and Vocational Skills• The present survey looked at the status of participation of

young people and adults in work-related skills development in three broad categories – formal TVET of longer duration of one to four years, shorter training of less than a year in a formal mode, and skills acquisition through informal and non-formal means. In respect of the total numbers of participants and the variety of skills and trades, the last category clearly is dominant. Yet, the quality, relevance, effectiveness and efficiency of the last category as well as the other two remain questionable, as the analysis shows.

• Of the respondents having at least nine years of school education, 6.5% received Technical and Vocational Education (TVET) which includes Secondary (Vocational), Higher Secondary (Vocational), Higher Secondary (Business Management), and diploma in Engineering, Agriculture, Commerce, Textiles, Fisheries, Health Technology, Nursing, Jute technology, and Forestry etc. About 9% of males and 4.2% of females had TVET (p<0.01), but the proportion was mostly equal for urban and rural respondents.

Overview 11

Source Education Watch skills survey 2016

• Those who did not go through TVET, nearly a third of them reported that TVET did not come to their mind while taking a decision about further education beyond grade VIII. Over a quarter of the respondents (26.2%) had no idea about such education provision, 15.7% had no scope to go for such a study because it was not offered in their secondary schools, and 13.8% reported not getting any advice or encouragement from their family members to go for TVET.

• About 9% of the respondents aged 11 years and above had skills training of short duration (less than one year). Eleven percent of males and 7.4% of females (p<0.001), and 8.3% of rural and 12.3% of urban respondents (p<0.001) had this training. Males were ahead of females in both the areas. Major courses included tailoring, computer operating, agriculture and food processing.



Percentage of eligible respondents who joined TVET bygender and residence

Percentage of respondents who received short skillstraining by gender and residence

11

• Of the 11 years and above respondents, 42% received skills training through informal/non-formal ways. Major training areas include agriculture and food, rural handicrafts, and tailoring. It was 48.4% among males and 36.6% among females (p<0.001), and 41.5% in rural and 44.5% in urban areas (p<0.001). Gender difference persisted in both the areas.


• More than 52% of these respondents received skills training with an expectation of additional income. However, another 20% did not cite any specific reason for this. About 22% of the training recipients reported to have ‘fully’ used their skills in occupation, 35.8% used ‘partially’ and 42.3% had ‘no use’. Use of skills in occupation increased with increase of educational qualifications of the respondents. A third of those who were unable to use their skills were employed in jobs that could not use the skills, 23.2% did not try enough to find the right job, and 15% cited health problems for not applying in their jobs the skills learned through training.

• A half of those who did not receive any skills training expressed the need for such training. No gender or urban-rural difference was observed among them. Tailoring, computer operating, cow/goat rearing, driving vehicles and electronics and electrical skills were put on the list of demand for training. Those who expressed these demands were more likely to be young, female, non-Muslims with some years of schooling and from less wealthy households.

Overview 13

Percentage of respondents who receivedinformal/non-formal skills training by gender and

residence

42

• In order to consider policy options and priorities regarding skills development, the snapshots presented of the status and the indication of challenges are useful. However, these need to be placed within the context of related general education and learning conditions which are precursors and complement to work-related skills development, as well as the broader employment market and the economic environment at home and abroad.

F. Lifelong Learning: Opportunities, Practice and Challenges• Access to various types of information and communications

technology (ICT) devices and reading materials and media are analysed considering these as important means and sources for lifelong learning. The findings reveal that of four information technology devices – cell phone, television, radio and computer – cell phone was the most popular in terms of access, closely followed by television. Access to radio and computers was far behind the other two.

• Of the respondents aged 11 years and above, 78.5% had access to cell phones, 62.1% had access to television, 6.5% had access to radio, and 4.1% had access to computers. Males were ahead of females in access to each with statistically significant margin (p<0.001). Urban respondents surpassed their rural respondents in each (p<0.001). Gender difference persisted in both the areas.

Percentage of respondents having access to various ICTs by residence and gender

Source: Education Watch Access to ICT and Reading Materials Survey 2016


• Major use of cell phones includes chatting (100%), listening to music or watching movies (55.4%), listening to Waaz (Islamic preaching) (33.8%), doing photography or videography (32.1%), and games (30.6%). On the other hand, major use of computers include listening to music and watching movies (68.3%), job-related writing/keeping records (51.6%), Internet browsing (46.2%), games (29.7%), and school-related study (18.6%).

• On average 9.6% of the respondents had access to the Internet; 15.1% among males and 4.8% among females (p<0.001), and 17.1% among urban and 7.8% among rural respondents (p<0.001). Males were ahead of females in both the areas. Use of social media through the Internet came out as its top use which was followed by its use for entertainment, getting general and sports news, educational purposes, job searching, email, and getting share market information.


• Of the respondents, 14.3% had access to newspapers, 16.4% had access to literary books and 13.9% had access to religious books. Males were ahead of females in access to newspapers and literary books, but an opposite scenario was observed in access to religious books, i.e., larger proportions of females used religious books compared to males. Urban respondents were ahead of their rural counterparts in each.

Overview 15

Percentage of respondents with access to the Internetby gender and residence

9.6

Percentage of respondents with access to reading materials by residence and gender


• Stratum-wise statistically significant variation was observed in access to each of the ICT devices and reading materials. City corporation dwellers had most access to ICTs and reading materials, but there were some poor performing areas too. Access to computers in Chittagong division, television in Barisal division, and computer, the Internet, television and newspapers in Rangpur division are some of the examples of low access.

• Access to the ICT devices and reading materials significantly decreased with increase of age of the respondents. The EFA generation (11-29 years old) had the highest access to each of the ICTs including the Internet as well as to each type of reading materials.



• Along with age, gender, area of residence, geographical stratum and cluster, variation in access to ICT devices and reading materials was observed in terms of educational qualifications of respondents, parental education, household heads gender and literacy level, ethnicity, and household wealth.

Percentage of respondents with access to ICTs by wealth ranking of households


Overview 17

Percentages of the EFA generation (11-29 years) withaccess to ICTs and reading materials

Percentage of respondents with access to reading materials by wealth ranking of households


• Nearly 62% of the respondents felt the need for new information for doing better in their professional life and 96% felt such need for living a better life at both personal and social levels. Males were ahead of females in both. Urban respondents surpassed their rural counterparts in expressing the need. Stratum-wise significant variation also persisted in both.

• Information needed for occupational development includes educational information, agriculture and food processing, various technologies, and health related topics. At the same time, information for personal/social wellbeing includes health related topics, educational topics, various technologies, law and human rights, and cooking. The other issues included trading, handicrafts, tailoring, and religious affairs. Gender and residence-wise variation were evident in some of those.

• Relatives and neighbours were the principal sources for both types of information (occupational and personal/social). Over 79% of the respondents used these sources for information related to personal/social wellbeing and 63% relied on these sources for occupational development. The other important sources of information related to occupational development were colleagues, supervisors or Ustads (mentors) in shops/workplaces, and school/college teachers, television, and doctors, hospitals or health workers.


G. Key MessagesFollowing are the key messages emanating from the findings of the Education Watch 2016 study.

1. Progress in literacy has been made, but at a slow pace. Good news is that Bangladesh has made progress in various levels of literacy. However, the rate of progress is rather slow – only 0.7% per year. The progress rate was relatively better in reading and writing skills but very poor in numeracy and application of the 3R’s. Slower progress in latter two components slowed down the overall progress in literacy. At the current rate of progress, Bangladesh would take 44 more years to have an initial level of literacy skills for all its citizens and 78 years to attain the advanced level.

2. The EFA movement positively impacted on literacy attainment. The highest progress in literacy was seen among those who have been at school age through the EFA period during the past 25 years (1990-2015). This implies a positive impact of the surge of educational efforts prompted by the EFA movement. This cohort of population would need 15 more years to have all of them literate at initial level and 36 years at advanced level – by 2031 and 2052, respectively.

3. School education is the principal source for literacy attainment but the quality deficits in schooling also has been a drag on progress in literacy. Strong relationship of literacy status and years of schooling completed indicates contribution of school education. From 2002 to 2016, literacy skills improved somewhat at different grade levels, but it still remains unsatisfactory for primary grades completers. More than a third of the fifth grade completers were found to be non-literate in 2002. The situation has not improved much since then. With current standards, at least 6-7 years of schooling is required to have an initial level of literacy skills for 80% of the population and 10 years of schooling to have advanced level of literacy skills for three-fourths of the Population.

Overview 19

4. Formal vocational education is not popular and there are misconceptions about it. Skills development for informal economy demands greater attention. Participation in TVET and short training courses is in general very low. However, relatively higher participation rate among the youth indicates an increasing trend. People do not have adequate information or have misconceptions about such education. A good proportion of the population has undergone informal/non-formal training on various skills, but a smaller proportion of whom found it useful in their occupations. A coordinated literacy and skills development approach, especially for the low skills informal economy jobs for those not eligible for formal TVET, remains a seriously neglected area.

5. The state of access to and use of various ICTs and reading materials signals a state of hope. Demand for developmental information persists. Over 78% of population use cell phones and 62% watch programmes on television. Access to reading materials including newspapers is also reasonably high. The Internet is mostly used for chatting and entertainment, but text messaging is less common than might be expected, presumably a reflection of the literacy level of the population. There is a demand for information on professional development as well as for personal and social wellbeing. Some of these demands can be fulfilled through current provisions and some cannot be. There are clearly untapped opportunities to use the technology devices for educational and occupational purposes.

6. Varieties of inequality exist across the components addressed in this study. Inequality in literacy, skills development and lifelong learning opportunities exists in terms of gender, area of residence, administrative division and sub-groups of population in various ways. Variation from one neighbourhood to another is very high. Furthermore, household wealth and parental education played important role in literacy achievement and access to skills training and lifelong learning opportunities. Although


it is not unlikely that the well-off households would take greater advantage of facilities, the system so far reinforced disparities, rather than mitigate or reversing disparities.

H. Policy RecommendationsKeeping in view the SDG4 agenda and education priorities articulated through national discourse in Bangladesh, the analyses of the findings and the main conclusions of Education Watch 2016 study lead to the following policy recommendations.

1. The national definition of literacy needs to be revisited with the aim of making literacy skills the foundation of lifelong learning as envisioned in SDG4. A national assessment-based literacy measurement needs to be adopted. The archaic measurement method and the dichotomous definition of literacy are no longer useful. A test-based literacy assessment that establishes different skill levels should guide measurement of literacy skills and design of literacy programmes. Likely to Labour Force Surveys (LFS) and Household Income and Expenditure Surveys (HIES), a separate test-based assessment of literacy should be a regular activity of the Bangladesh Bureau of Statistics (BBS).

2. Quality of school education must be improved to ensure that early primary grades produce students with an initial level of literacy and by the end of primary education (grade 5), they achieve a self-sustaining level of literacy and numeracy. The quality improvement initiative has to address the need for greater emphasis on literacy and numeracy competencies in primary curriculum, learning materials, teaching methods, teacher training, organising the learning routine, and assessment of teacher and student performance. Literacy and numeracy have to be regarded as the tools of learning and the foundational skills. This foundation has to be firmly laid at the primary school stage for all children.

3. The low TVET participation at the secondary level must be raised and varieties of short courses through institutions

Overview 21

and informal/non-formal ways should be adequately nurtured in order to connect them with market. The former can be done by adding a vocational stream within existing secondary schools and madrasas and expanding separate vocational schools with quality of training, motivated students, and strong link with employment market. This should be done in line with the National Skills Development Policy 2011. Attempts should be taken to make this stream of education understood by the students, teachers and parents through providing them adequate information to mitigate misconception about it. A major emphasis should be on relevant and flexible short courses and formal and informal apprenticeship. Again, ways outlined in the above mentioned policy should be followed to organize and assure quality of short and informal/non-formal courses engaging private bodies and NGOs. A broad definition of skills development as a part of human capability enhancement embracing the spectrum of foundation skills, transferrable skills and job-specific skills need to receive coordinated attention. These have to be offered through formal and non-formal modes of learning in basic and general education institutions and occupation related training institutions and programmes.

4. The potential for expanding the scope of lifelong learning through information and communication technologies including cell phones, television, the print-media, and increasingly the Internet, must be fully exploited. The seventh target of SDG 4, an amalgam of educational ambitions, has not been addressed so far very effectively in our education system, and presents formidable tasks for all seeking to promote lifelong learning. This challenge still remains to be articulated and the strategies for action and indicators for guiding and assessing action need to be worked out. In a sense, target 7 is about what education is for, whereas the other targets are more about how education is to be delivered effectively and efficiently. Both types of questions have to be answered from country perspective. A network of permanent community learning


centres that most developed OECD countries and many developing Asian countries have established as the institutional vehicle for lifelong learning offers a model that should be seriously considered for Bangladesh. Youth, the most potential group for development, should be seriously engaged with the process with a vision of developed Bangladesh.

5. Pervasive inequalities in literacy, skills development and access to ICT must be removed; education and learning opportunities should not reinforce prevailing disparities. Sustainable development cannot be achieved while various forms of inequality persist. Previous Education Watch studies have documented inequalities of various forms in school education system. Now a digital divide threatens to add a new dimension to inequality in knowledge, information and learning, unless remedial and preventive measures are put in place. As general education comes before literacy, skills development and lifelong learning, it is important to reduce inequality also in general education system as the former influences the latter.

Finally, the three components of SDG4 dealt with in this Education Watch report are critical and interlinked. There is a danger that each of these components are conceived and designed as discrete endeavours, thus the advantages of complementarity and drawing strength from each other lost. The concerned authorities in Bangladesh should take the key messages seriously and thereof the recommendations. A holistic and integrated view must be taken of the SDG4 targets; indeed, the connection between these and targets for other SDG goals, where appropriate, must be considered.

Overview 23

Sir Fazle Hasan Abed KCMG1 Dr. Qazi Kholiquzzaman Ahmad1 Dr. Manzoor Ahmed1,5,6 Prof. Dr. Kazi Saleh Ahmed1,5 Principal Quazi Faruque Ahmed2 Romij Ahmed3 Prof. Shafi Ahmed1 Tahsina Ahmed2 Jasim Uddin Ahmed3 Prof. Kafil Uddin Ahmed3 Prof. Dr. Zaheda Ahmed1 Zahin Ahmed1 Md. Murshid Aktar2

Mahmuda Akhter2 Syeda Tahmina Akhter3 Shereen Akhter2 Prof. Md. Shafiul Alam2 A B M Khorshed Alam3 Dr. Mahmudul Alam2 Prof. S. M. Nurul Alam1 Kazi Rafiqul Alam1 Khondoker Shakhawat Ali2 Prof. Muhammad Ali3 Ruhul Amin3

Dr. Syed Saad Andaleeb1 Dr. Mohammad Niaz Asadullah1

Dr. M. Asaduzzaman1 Prof. Ali Azam3 Dr. Anwara Begum2 Fahamida Begum2 Dr. Abbas Bhuiyan1 Prof. Abdul Bayes1 Rasheda K. Choudhury1,6 Dr. Md. Fazlul Karim Chowdhury1 Jibon K Chowdhury2 Dr. A. Mushtaque R. Chowdhury1,4 Hari Pada Das2

Subrata S. Dhar1 Dr. Mohammed Farashuddin1 S A Hasan Al Farooque2 Md. Fashiullah2

Jyoti F. Gomes1 Md. Ahsan Habib2 Zaki Hasan1 Prof. M Nazmul Haq2 Shamse Ara Hasan1 K M Mozammel Hoq1 K M Enamul Hoque2 Dr. M Shamsul Hoque3 Md. Alamgir Hossen2 Md. Altaf Hossain3

Iqbal Hossain2

The Contributors


Overview 25

Md. Mofazzal Hossain2

Dr. M. Anwarul Huque1 Dr. Muhammad Ibrahim1 Prof. Md. Riazul Islam3 Dr. Safiqul Islam2 Roushan Jahan1 Dr. Ahmed-AI-Kabir1 Md. Humayun Kabir1 Nurul Islam Khan2 Prof. Mahfuza Khanam1 Pawan Kucita1 Dr. Abu Hamid Latif1 Simeen Mahmood2 Talat Mahmud2 Erum Mariam2 Dr. Ahmadullah Mia2 Mohammad Mohsin2 Dr. Md. Golum Mostafa2 Dr. Mustafa K. Mujeri1 Dr. K A S Murshid1

Samir Ranjan Nath2,4 Mark Taylor Pierce2 Md. Quamruzzaman3 Abdur Rafique2 Kazi Fazlur Rahman1 Jowshan Ara Rahman1 Dr. M Ehsanur Rahman2

A N S Habibur Rahman3 M Habibur Rahman2 Prof. Mustafizur Rahman1 Dr. Siddiqur Rahman2 A. N. Rasheda1 Taleya Rehman1 Goutam Roy3 Zia-Us-Sabur2 Prof. Rehman Sobhan1 Dr. Nitai Chandra Sutradhar1

M H Tansen2 Mohammad Muntasim Tanvir2

1. Advisory Board2. Working Group3. Technical Team4. Research Team5. Reviewers6. Editors

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mvims‡ÿc 25

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mvims‡ÿc 23

R. bxwZmsµvšÍ mycvwikgvjv

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3. gva¨wgK ¯Í‡i KvwiMwi I e„wËg~jK wk¶v I cÖwk¶‡Y AskMÖn‡Yi nvi evov‡Z n‡e, cvkvcvwk evRv‡ii m‡½ h_vh_fv‡e mshy³


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5. wewfbœ Z_¨ I †hvMv‡hvM cÖhyw³ I wWwRUvj cVbmvgMÖxi cÖvc¨Zv Ges Zvi eënvi bZzb Avkvi mÂvi Ki‡Q| †ckvMZ, e¨w³MZ I mvgvwRK gvb Dbœq‡bi Rb¨ Z‡_ï Pvwn`v i‡q‡Q| evsjv‡`‡k Rb‡Mvôxi 78 fv‡MiI †ewk gy‡Vv‡dvb eënvi K‡ib Ges 62 kZvsk †Uwjwfk‡b wewfbœ Abyôvb †`‡Lb| msev`cÎmn bvbvwea cVbmvgMÖxi cÖwZ gvby‡li AvMÖn h‡_ó Avkve¨ÄK| B›Uvi‡b‡Ui eënvi g~jZ †`Lv †M‡Q †dmeyK eënvimn Ab¨vb¨ we‡bv`‡bi Kv‡R| Z‡e Ly‡èvZ©v Av`vb-cÖ`vb Avkvbyiƒc cwigv‡Y †`Lv hvqwb, hv †`‡ki mvwe©K mv¶iZv cwiw¯’wZiB GKwU cÖwZ”Qwe e‡j Abygvb Kiv hvq| e¨w³MZ I mvgvwRK cÖ‡qvR‡bi bvbv Z_¨Pvwn`v c~iY Ki‡Z †ewkifvM gvbyl g~jZ AvZ¥xq¯^Rb I cvov-cÖwZ‡ekx‡ì Øvi¯’ nb| Zv‡ì wKQz Pvwn`v cÖhyw³i eZ©gvb eë¯’v‡ZB c~iY Kiv m¤¢e Avi wKQz c~iY Ki‡Z cÖ‡qvRb bZzb †KŠkj| wk¶vg~jK Ges †ckvMZ Kv‡R bZzb cÖhyw³i eënvi ¯úóZB GKwU m¤¢vebvgq †¶Î, hv GLbI AeëüZ i‡q‡Q|

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mvims‡ÿc 21

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3. we`¨vj‡qi wkÿvB mvÿiZv AR©‡bi cÖavb Drm| wKš‘ we`¨vj‡qi wkÿvi wb¤œgvb mvÿiZvi AMÖMwZ‡K e¨vnZ Ki‡Q| mvÿiZvi ¯Íi Ges we`¨vj‡q KZ eQi Aa¨qb K‡i‡Q Zvi g‡a¨ GKwU kw³kvjx m¤úK© i‡q‡Q| AZGe mvÿiZv AR©‡b we`¨vj‡qi wkÿvi Ae`vb †h i‡q‡Q Zvi Bw½Z ¯úó| hwÌ 2002 mvj †_‡K 2016 mvj ch©šÍ wewfbœ †kÖwY‡Z mvÿiZv `ÿZvi DbœwZ n‡q‡Q, wKš‘ cÖv_wgK wkÿv hviv mgvß K‡i‡Q Zv‡ì mvÿiZv AR©‡bi nvi GL‡bv m‡šÍvlRbK bq| 2002 mv‡j cÖv_wgK wkÿv mgvßKvix‡ì g‡a¨ GK-Z…ZxqvskB wQj A-mv¶i; 2016 mv‡j G‡mI GB Ae¯’vi †Zgb †Kv‡bv cwieZ©b nqwb| wkÿvi eZ©gvb gvb wb‡q Rb‡Mvôxi 80 kZvs‡ki cÖv_wgK ch©v‡qi mvÿiZv AR©‡bi Rb¨ Qq †_‡K mvZ eQ‡ii we`¨vjq wkÿvi cÖ‡qvRb Ges wZb-PZy_©vsk Rb‡Mvôxi AMÖmi ch©v‡qi mvÿiZv AR©‡bi Rb¨ 10 eQ‡ii we`¨vjq wkÿvi cÖ‡qvRb|

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Q. M‡elYvq cÖvß g~jevZ©vmg~n

GWz‡Kkb IqvP 2016 M‡elYv djvdj †_‡K cÖvß g~jevZ©vmg~n wb‡P †Ìqv n‡jvÑ

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2. mvÿiZvi jÿ¨ AR©‡b Ômevi Rb¨ wkÿvÕ Av‡›`vjb BwZevPK cÖfve †i‡L‡Q| Ômevi Rb¨ wkÿvÕ Av‡›`vj‡bi mg‡q A_©vr MZ 25 eQ‡i (1990-2015) hviv we`¨vj‡q Mg‡bvc‡hvMx wQj Zv‡ì g‡a¨ mvÿiZv `ÿZv AR©‡b m‡e©v”P AMÖMwZ jÿ Kiv

mvims‡ÿc 19

• Z_¨ I †hvMv‡hvM cÖhyw³ Ges cVbmvgMÖx eënv‡ii †ÿ‡Î eqm, wj½, GjvKv, †fŠ‡MvwjK ÷ªvUvg Ges K¬v÷vi‡f‡` †hgb wfbœZv i‡q‡Q †Zgwb DËi`vZv‡ì wkÿvMZ †hvM¨Zv, wcZv-gvZvi wkÿv, LvbvcÖav‡bi wj½ I wkÿvi ¯Íi, RvwZMZ cwiPq Ges Lvbvi Avw_©K Ae¯’v‡f‡Ì wfbœZv cvIqv †M‡Q|

m¤ú‡ì ¯Íi‡f‡` wewfbœ Z_¨ I †hvMv‡hvM cÖhyw³ eënv‡ii kZKiv nvi

m~Î: GWz‡Kkb IqvP Z_¨ †hvMv‡hvM cÖhyw³ I cVbmvgMÖxi eënvi Rwic 2016

m¤ú‡ì ¯Íi‡f‡` cVbmvgMÖx eënv‡ii kZKiv nvi


• cÖvq 62 kZvsk DËi`vZv g‡b K‡ib †ckvMZ Rxe‡b DbœwZ Kivi Rb¨ Zv‡ì bZzb Z_¨ Rvbv cÖ‡qvRb Ges 96 kZvsk DËi`vZv g‡b K‡ib e¨w³MZ I mvgvwRKfv‡e Av‡iv DbœZ Rxeb hvc‡bi Rb¨ Zv‡ì bvbv ai‡bi bZzb Z‡_ï cÖ‡qvRb| G ai‡bi Pvwn`v e¨³ Ki‡Z bvix‡ì †P‡q cyiæliv GwM‡q Ges MÖvgevmx‡ì †_‡K knievmxiv GwM‡q wQ‡jb| Dfq †ÿ‡ÎB ÷ªvUvg Abyhvqx D‡jø¨L‡hvM¨ cv_©K¨ cvIqv †M‡Q|

• †ckvMZ DbœwZi Rb¨ †hme wel‡q Z_¨ cÖ‡qvRb †m¸‡jv n‡jvÑ wkÿvmsµvšÍ Z_¨, K…wl I Lv`¨cÖ¯‘ZKiY msµvšÍ, wewfbœ hš¿‡KŠkj


†RÛvi I GjvKv‡f‡` cVbmvgMÖx eënv‡ii kZKiv nvi

m~Î: GWz‡Kkb IqvP Z_¨-†hvMv‡hvM cÖhyw³ I cVbmvgMÖxi eënvi Rwic 2016

• ÷ªvUvg Abyhvqx wewfbœ Z_¨ I †hvMv‡hvM cÖhyw³ Ges cVb mvgMÖx eënv‡ii †ÿ‡Î D‡jøL‡hvM¨ wfbœZv †`Lv †M‡Q| †ewkifvM †ÿ‡ÎB wmwU K‡c©v‡ikbevmxiv GwM‡q _vK‡jI wKQz GjvKvi DËi`vZviv GB †ÿ‡Î †ek wcwQ‡q wQ‡jb| †hgb, PÆMÖvg wefv‡Mi DËi`vZviv Kw¤úDUvi eënvi Kivi †ÿ‡Î, ewikvj wefv‡M †Uwjwfkb †`Lvi †ÿ‡Î Ges iscyi wefv‡M Le‡ii KvMR, B›Uvi‡bU, †Uwjwfkb I Kw¤úDUvi eënv‡ii †ÿ‡Î wcwQ‡q wQ‡jb|

• DËi`vZv‡ì eqm evovi m‡½ Z_¨ I †hvMv‡hvM cÖhyw³ Ges cVb mvgMÖx eënv‡ii nvi Kg‡Z †`Lv †M‡Q| B›Uvi‡bUmn wewfbœ Z_¨ I †hvMv‡hvM cÖhyw³ Ges cVb mvgMÖx eënv‡ii †ÿ‡Î 11-29 eQi eqmxiv me‡P‡q GwM‡q wQj|


mvims‡ÿc 17

11-29 eQi eqmx‡ì Z_¨ I †hvMv‡hvM cÖhyw³ I cVbmvgMÖx eënv‡ii kZKiv nvi

Kw¤cDUv‡ii †ewkifvM eënvi nq Mvb †kvbv I wm‡bgv †`Lvi Rb¨ (68.3 kZvsk), PvKwimsµvšÍ †jLv‡jwL/bw_ msi¶‡Yi Rb¨ Kw¤úDUvi eënvi K‡ib 51.6 kZvsk DËi`vZv| GQvov B›Uvi‡bU eªvDR K‡ib 46.2 kZvsk, Kw¤úDUvi †Mg †L‡jb 29.7 kZvsk Ges we`¨vjq‡Kw›`ªK cov‡jLvi Rb¨ Kw¤úDUvi eënvi K‡ib 18.6 kZvsk DËi`vZv|

• M‡o 9.6 kZvsk DËi`vZvi B›Uvi‡bU eënv‡ii my‡hvM i‡q‡Q, hv‡ì 15.1 kZvsk cyiæl I 4.8 kZvsk bvix Ges 17.1 kZvsk kn‡ii I 7.8 kZvsk MÖv‡gi DËi`vZv| B›Uvi‡bU eënv‡ii w`K †_‡K Dfq GjvKv‡ZB bvix‡ì †P‡q cyiæliv GwM‡q i‡q‡Qb| B›Uvi‡b‡Ui me‡P‡q †ewk eënvi †`Lv †M‡Q mvgvwRK †hvMv‡hv‡Mi †¶‡Î| ZviciB eënv‡ii †h †¶Î¸‡jv i‡q‡Q †m¸‡jv n‡jvÑ we‡bv`b, mvaviY I †Ljvayjvi Z_¨ AvniY, wk¶vg~jK D‡Ïk¨, PvKwi †LvuRv, B‡gBj Kiv Ges †kqvi evRv‡ii Lei ivLv|


• Z_¨`vZv‡ì 14.3 kZvs‡ki Le‡ii KvMR covi Af¨vm Av‡Q, mvwn‡Zï eB Ges ag©xq eB covi Af¨vm Av‡Q h_vµ‡g 16.4 kZvsk I 13.9 kZvsk DËi`vZvi| Le‡ii KvMR Ges mvwn‡Zï eB covi †ÿ‡Î bvix‡ì †_‡K cyiæl‡ì nvi †ewk, Avevi ag©xq eB‡qi †ÿ‡Î cyiæl‡ì Zzjbvq bvix‡ì nvi †ewk| Z‡e cvVvf¨v‡mi cÖwZwU †ÿ‡ÎB kn‡ii DËi`vZviv MÖv‡gi DËi`vZv‡ì †_‡K GwM‡q wQ‡jb|


9.6

†gvU

†RÛvi I GjvKv‡f‡` B›Uvi‡bU eënv‡ii kZKiv nvi

P. Rxebe¨vcx wkÿv: my‡hvM, eënvi I cÖwZeÜKZv

• Z_¨cÖhyw³i wewfbœ miÄvg, DcKiY Ges gva¨g‡K Rxebe¨vcx wk¶vi Rb¨ ¸iæZ¡¡c~Y© Drm wn‡m‡e we‡ePbv K‡i GB M‡elYvi we‡køl‡Yi AvIZvq Avbv n‡q‡Q| djvdj †_‡K †`Lv hv‡”Q †h, Pvi ai‡bi miÄv‡gi g‡a¨ eënv‡ii w`K w`‡q gy‡Vv‡dv‡bi RbwcÖqZv me‡P‡q †ewk, hvi ciciB i‡q‡Q †Uwjwfk‡bi ̄ ’vb| †iwWI Ges Kw¤úDUv‡ii Ae¯’vb G `y‡Uvi †_‡K A‡bK wcQ‡b|

• GMv‡iv I Gi †ewk eQi eqmx Rb‡Mvôxi 78.5 kZvsk gy‡Vv‡dvb eënvi K‡ib, 62.1 kZvsk †Uwjwfk‡b Abyôvb †`‡Lb| G Rb‡Mvôxi 6.5 kZvsk †iwWI‡Z Abyôvb †kv‡bb Ges 4.1 kZvsk Kw¤úDUvi eënvi K‡ib| cÖwZwU DcKiY eënv‡ii w`K †_‡KB bvix‡ì Zzjbvq cyiæliv GwM‡q Av‡Qb| Gme Z_¨cÖhyw³ eënv‡ii †ÿ‡Î kn‡ii DËi`vZviv MÖv‡gi DËi`vZv‡ì‡K Qvwo‡q †M‡Qb| Dfq GjvKv‡ZB †RÛvi êlg¨ cwijw¶Z n‡q‡Q|

†RÛvi I GjvKv‡f‡` wewfbœ Z_¨ I †hvMv‡hvM cÖhyw³ eënv‡ii kZKiv nvi


• gy‡Vv‡dv‡bi me‡P‡q †ewk eënvi nq K_v ejvi †¶‡Î| Mvb †kvbv ev wm‡bgv †`Lvi Rb¨ gy‡Vv‡dvb eënvi K‡ib 55.4 kZvsk DËi`vZv, BmjvwgK e³e¨ (IqvR) †kv‡bb 33.8 kZvsk, Qwe †Zvjv ev wfwWI aviY Kivi Kv‡R gy‡Vv‡dvb eënvi K‡ib 32.1 kZvsk Ges †M‡gi Rb¨ gy‡Vv‡dvb eënvi K‡ib 30.6 kZvsk DËi`vZv| Acic‡¶

mvims‡ÿc 15

m~Î: GWz‡Kkb IqvP `ÿZv Rwic 2016

• GKUz evowZ Av‡qi Avkv wb‡q `¶Zv Dbœqb cÖwk¶Y wb‡q‡Qb 52 kZvs‡ki †ewk DËi`vZv| mywbw`©ó †Kv‡bv KviY QvovB GK cÂgvsk DËi`vZv cÖwkÿY MÖnY K‡i‡Qb| cÖwk¶YcÖvß‡ì cÖvq 22 kZvsk e‡j‡Qb †h, Zviv AwR©Z `¶Zv cy‡ivcywi Zv‡ì †ckvi Kv‡R jvMv‡Z †c‡i‡Qb, 35.8 kZvsk AvswkKfv‡e Kv‡R jvwM‡q‡Qb Ges 42.3 kZvs‡ki †Kv‡bv Kv‡R jv‡Mwb| †hme DËi`vZvi wk¶vMZ †hvM¨Zv †ewk wQj Zviv AwR©Z `¶Zv †ckvMZ Kv‡R †ewk eënvi Ki‡Z †c‡i‡Qb| hviv AwR©Z `¶Zv eënvi Ki‡Z cv‡ibwb Zv‡ì GK-Z…ZxqvskB Ab¨ †Kv‡bv Kv‡R wb‡qvwRZ n‡qwQ‡jb, †hLv‡b H `¶Zvi ìKvi wQj bv| Zv‡ì 23.2 kZvsk AwR©Z `¶Zvi m‡½ mvgÄm¨c~Y© KvR cvIqvi Rb¨ h‡_ó †Póv K‡ibwb e‡j D‡jøL K‡i‡Qb Ges 15 kZvsk e‡j‡Qb †h, kvixwiK mgm¨vi Kvi‡Y Zviv AwR©Z `¶Zv eënvi Ki‡Z cv‡ibwb|

• †hme DËi`vZv `¶Zv Dbœq‡bi Rb¨ †Kv‡bv iKg cÖwk¶Y MÖnY K‡ibwb Zv‡ì cÖvq A‡a©K G ai‡bi cÖwk¶‡Yi cÖ‡qvRb Av‡Q e‡j g‡b K‡ib| GiKg AvMÖnx‡ì †ÿ‡Î †RÛvi‡f‡` †Kv‡bv cv_©K¨ cvIqv hvqwb, GgbwK kni wKsev MÖvg Dfq RvqMvi DËi`vZv‡ì g‡a¨B G e¨vcv‡i mgvb AvMÖn †`Lv †M‡Q| Zviv †hme cÖwk¶Y Pvwn`vi welq D‡jøL K‡i‡Qb Zvi g‡a¨ †UBjwis, Kw¤cDUvi Pvjbv, Miæ-QvMj cvjb, Mvwo Pvjbv, B‡jKUªwb· I B‡jKwUªK¨vj D‡jøL‡hvM¨| hviv Zzjbvg~jKfv‡e ZiæY, bvix, Agymwjg, Am”Qj Ges hv‡ì AšÍZ K‡qK eQ‡ii cÖvwZôvwbK wk¶v i‡q‡Q Zviv cÖwk¶Y wb‡Z †ewk AvMÖn cÖKvk K‡i‡Qb|


†gvU

42.0

†RÛvi I GjvKv‡f‡` AbvbyôvwbK/DcvbyôvwbKcÖwk¶YcÖvß‡ì kZKiv nvi

GK-Z…Zxqvsk e‡j‡Qb †h, beg †kÖwY‡Z IVvi ci cov‡jLvi aviv wbe©vPb Kivi mgq KvwiMwi I e„wËg~jK wkÿvi K_v Zv‡ì gv_vq Av‡mwb| G‡ì GK-PZz_©vs‡ki †ewk (26.2%) e‡j‡Qb †h, evsjv‡`‡ki wk¶veë¯’vq †h G ai‡bi gva¨g Av‡Q Zv Zv‡ì Rvbv wQj bv, 15.7 kZvsk e‡j‡Qb, gva¨wgK ch©v‡q Zv‡ì we`¨vj‡q GB gva¨g bv _vKvq GwU covi my‡hvM wQj bv Ges 13.8 kZvsk e‡j‡Qb, Zv‡ì cwievi †_‡K G gva¨‡g covi e¨vcv‡i †Kv‡bv Drmvn †Ìqv nqwb|

• DËi`vZv‡ì hv‡ì eqm 11 eQi wKsev Zvi †ewk wQj Zv‡ì cÖvq 9 kZvsk `¶Zv Dbœq‡bi Rb¨ ¯^í‡gqvw` (GK eQ‡ii Kg) cÖwk¶Y wb‡q‡Qb| Zv‡ì g‡a¨ 11 kZvsk cyiæl Ges 7.4 kZvsk bvix, hv MÖvg I kn‡ii †¶‡Î h_vµ‡g 8.3 kZvsk I 12.3 kZvsk| MÖvg I kni Dfq †¶‡ÎB †`Lv †M‡Q, cyiæliv bvix‡ì †P‡q GwM‡q Av‡Q| G †¶‡Î D‡jøL‡hvM¨ †Kvm©¸‡jv n‡jvÑ †UBjwis, Kw¤úDUvi Pvjbv, K…wl I Lv`¨ cÖwµqvRvZKiY|


• DcvbyôvwbK ev AbvbyôvwbK †h †Kv‡bv Dcv‡q `¶Zv AR©b K‡i‡Qb 42 kZvsk DËi`vZv| Gme cÖwk¶‡Yi g‡a¨ D‡jøL‡hvM¨ n‡jvÑ K…wl I Lv`¨ cÖwµqvRvZKiY, MÖvgxY n¯Íwkí I †UBjwis| cyiæl‡ì 48.4 kZvsk I bvix‡ì 36.6 kZvsk DcvbyôvwbK ev AbvbyôvwbK cÖwk¶Y †c‡q‡Qb| MÖvgxY DËi`vZv‡ì 41.5 kZvsk I kn‡ii DËi`vZv‡ì 44.5 kZvsk GB cÖwk¶Y †c‡q‡Qb| kni wKsev MÖvg Dfq ‡¶‡ÎB cyiæl AskMÖnYKvixi nvi bvix‡ì Zyjbvq †ewk wQj|

mvims‡ÿc 13

†gvU

†RÛvi I GjvKv‡f‡` ¯^í‡gqvw` †Kv‡m© AskMÖnYKvix‡ìkZKiv nvi

AMÖMwZi GB aviv Pj‡Z _vK‡j, evsjv‡`‡ki mKj RbMY cÖviw¤¢K ¯Í‡ii mv¶i n‡e 2060 mv‡j Ges 11-29 eQi eqmxiv Zv n‡e 2030 mvj bvMv`| wKš‘ D”PZi ¯Í‡ii mv¶iZv AR©‡bi †¶‡Î, 11-29 eQi eqmx mK‡ji Rb¨ Avgv‡ì †hLv‡b 2052 mvj ch©šÍ A‡c¶v Ki‡Z n‡e, †mLv‡b mKj RbM‡Yi †¶‡Î A‡c¶v Ki‡Z n‡e 2094 mvj ch©šÍ!

O. KvwiMwi I e„wËg~jK `ÿZv

• GB Rwi‡c ZiæY I cÖvßeq¯‹‡ì KvwiMwi I e„wËg~jK Kv‡R AskMÖnY‡K wZb fv‡M †`Lv n‡q‡QÑ GK †_‡K Pvi eQi †gqvw` AvbyôvwbK KvwiMwi I e„wËg~jK wk¶v, GK eQ‡ii Kg mgqe¨vcx AvbyôvwbK cÖwk¶Y Ges DcvbyôvwbK ev AbvbyôvwbK †h †Kv‡bv Dcv‡q `¶Zv AR©b| DËi`vZv‡ì †gvU msL¨v I Zv‡ì AwR©Z `¶Zvi we‡ePbvq GB wZb fv‡Mi g‡a¨ †klfv‡Mi cÖvavb¨B †ewk †`Lv †M‡Q| ZviciI, †kl GB fvMmn Ab¨ `yB fv‡Mi AwR©Z Áv‡bi gvb, cÖvmw½KZv, Kvh©KvwiZv Ges `¶Zv wb‡q cÖkœ †_‡KB hv‡”Q|

• DËi`vZv‡ì g‡a¨ hviv AšÍZ beg †kªwY ch©šÍ cov‡jLv K‡i‡Qb Zv‡ì 6.5 kZvsk AvbyôvwbK KvwiMwi I e„wËg~jK wk¶v wb‡q‡Qb, hvi g‡a¨ AšÍf©z³ Av‡Q gva¨wgK (†fv‡Kkbvj), D”P gva¨wgK (†fv‡Kkbvj), D”P gva¨wgK (eëmvq eë¯’vcbv) Ges cÖ‡KŠkj, K…wl, evwYR¨, †U·UvBj, grm¨, ¯^v¯’¨cÖhyw³, bvwm©s, ebvqb BZ¨vw` wel‡q wW‡cøvgv| cÖvq 9 kZvsk cyiæl Ges 4.2 kZvsk bvix AvbyôvwbK KvwiMwi I e„wËg~jK wk¶v wb‡q‡Qb, †hLv‡b MÖvg Ges kn‡ii DËi`vZv‡ì nvi cÖvq mgvb|


• hviv AvbyôvwbK KvwiMwi I e„wËg~jK wkÿv MÖnY K‡ibwb Zv‡ì cÖvq


†gvU

†RÛvi I GjvKv‡f‡` KvwiMwi I e„wËg~jK wkÿvqAskMÖnYKvix‡ì kZKiv nvi

RbmsL¨v e„w× †c‡q‡Q| evsjv‡`‡k 2002 mv‡j Pvi †KvwU 58 jvL †jvK wQj A-mv¶i, 86 jvL cÖvK-mv¶i, GK †KvwU 95 jvL cÖviw¤¢K ¯Í‡ii mv¶i Ges GK †KvwU 89 jvL D”PZi ¯Í‡ii mv¶i wQj| 2016 mv‡j G‡m GB msL¨v¸‡jv †e‡o h_vµ‡g cuvP †KvwU bq jvL, GK †KvwU 28 jvL, wZb †KvwU 30 jvL Ges wZb †KvwU 39 jv‡L DbœxZ n‡q‡Q| †PŠÏ eQ‡i `yB †KvwU 85 jvL e¨w³ mv¶i Rb‡Mvôxi g‡a¨ AšÍf©y³ n‡q‡QÑ hv eQ‡i wek jv‡LiI †ewk|

mvÿiZvi ¯Íi Abymv‡i evsjv‡`‡ki 11 eQi I Z`~aŸ© Rb‡Mvôxi msL¨v (†KvwU), 2002-2016

m~Î: GWz‡Kkb IqvP RvZxq mvÿiZv Rwic 2002, 2016

• GKwU wbw`©ó ¯Í‡ii ci DËi`vZv‡ì eqm Ges mvÿiZvi nv‡ii g‡a¨ wecixZ m¤úK© jÿ¨ Kiv †M‡Q| Ab¨ †h †Kv‡bv eqmx‡ì Zyjbvq 11-29 eQi eqmx‡ì g‡a¨ mv¶iZvi nvi cvIqv †M‡Q me‡P‡q †ewk (72.7 kZvsk)| Giv mevi Rb¨ wk¶v Av‡›`vjbKvjxb (1990-2015) cÖRb¥| D³ eqmx‡ì mvÿiZvi nvi 2002 mv‡j wQj 53.9 kZvsk| †`Lv hv‡”Q, Giv mevi Rb¨ wk¶v Kvh©µ‡gi mydj †c‡q‡Q| mvgwMÖK Rb‡Mvôxi g‡a¨ GB eqmmxgvi m`m¨‡ì g‡a¨B mv¶iZvi nv‡i e„w×i cwigvY me‡P‡q †ewk| D‡jøL‡hvM¨ AMÖMwZ cwijw¶Z n‡q‡Q MÖvgxY GjvKvi bvix‡ì g‡a¨| D‡jøL¨, cÂv‡kvaŸ©© eqmx DËi`vZv‡ì †ÿ‡Î mvÿiZvi nvi D‡jøL‡hvM¨ nv‡i K‡g‡Q|

• hw` GB aviv Ae¨vnZ _v‡K, Zvn‡j me©Rbxb mv¶iZv AR©b Ki‡Z evsjv‡`‡ki KZ mgq jvM‡Z cv‡i? eZ©gvb AMÖMwZi nvi Ae¨vnZ _vK‡j, evsjv‡`‡ki mKj RbMY‡K (11 I Z`~aŸ© eQi eqmx) mv¶i Ki‡Z AviI 43.6 eQi cÖ‡qvRb n‡e Ges ïay 11-29 eQi eqmmxgvi mKj‡K mv¶i Ki‡Z 14.9 eQi cÖ‡qvRb n‡e| Ab¨fv‡e ejv hvq †h,

mvims‡ÿc 11

41.4 kZvsk, hv 2016 mv‡j 51.3 kZvs‡k DbœxZ n‡q‡Q, A_©vr cÖwZ eQi Mo e„w×i nvi 0.7 kZvsk c‡q›U| A-mv¶i Rb‡Mvôxi nvi n«vm cvIqv Ges cÖviw¤¢K I D”PZi ¯Í‡ii mvÿiZvi `¶Zv m¤^wjZ Rb‡Mvôxi nvi e„w× cvIqvq g~jZ mv¶iZvi nv‡i G cwieZ©b N‡U‡Q| 2002 mv‡j, DËi`vZv‡ì g‡a¨ kZKiv 49.3 kZvsk A-mv¶i, 9.3 kZvsk cÖvK-mv¶i, 21 kZvsk cÖviw¤¢K ¯Í‡ii Ges 20.4 kZvsk D”PZi ¯Í‡ii mv¶i wQ‡jb| 2016 mv‡j Zv h_vµ‡g 38.9, 9.8, 25.3 I 26 kZvs‡k cwiYZ n‡q‡Q| hwÌ cVb, wjLb I MvwYwZK `¶Zvi †¶‡Î e„w×i nvi fv‡jv wQj, wKš‘ G¸‡jvi cÖ‡qvM `¶Zvi †¶‡Î A‡c¶vK…Z axi MwZi e„w× j¶ Kiv †M‡Q| c‡b‡iv I Z`~aŸ© eQi eqmx Rb‡Mvôxi †¶‡Î 2002 mv‡j mv¶iZvi nvi wQj 38.8 kZvsk, hv 2016 mv‡j 47.2 kZvs‡k DbœxZ n‡q‡Q|

• bvix, cyiæl Ges MÖvgxY GjvKvi DËi`vZv‡ì †¶‡Î 2002 mvj †_‡K 2016 mv‡j mv¶iZvi nvi †e‡o‡Q; wKš‘ knivÂ‡j Gi wecixZ wPÎ †`Lv †M‡Q| Dfq eQ‡ii ÷ªvUvgwfwËK mv¶iZvi nv‡ii Zyjbv K‡i †`Lv †M‡Q, cÖwZwU MÖvgxY ÷ªvUv‡g mv¶iZvi nvi e„w× †c‡q‡Q Ges knivÂ‡ji `ywU ÷ªvUv‡gB mv¶iZvi nvi K‡g‡Q| bvbv êwk‡óï wfwË‡Z DËi`vZv‡ì fvM K‡i Z_¨ we‡kølY K‡i cÖwZwU †¶‡ÎB mv¶iZvi nv‡i AMÖMwZ jÿ Kiv †M‡Q| G‡¶‡Î j¶Yxq †h, mv¶i Lvbvi (Kgc‡ÿ GKRb m`m¨ mvÿi) nvi 2002 mv‡j 61.9 kZvsk †_‡K 2016 mv‡j 80.5 kZvs‡k DbœxZ n‡q‡Q|

m~Î: GWz‡Kkb IqvP RvZxq mvÿiZv Rwic 2002, 2016

• †`‡ki mvgwMÖK RbmsL¨v e„w× cvIqvi Kvi‡Y mv¶iZvi cÖwZwU ¯Í‡iB


†gvU

54.049.4

mvÿiZvi nv‡i cwieZ©b, 2002-2016

m~Î: GWz‡Kkb IqvP RvZxq mvÿiZv Rwic 2016

• wcZv-gvZvi wk¶vMZ †hvM¨Zv, Lv`¨ wbivcËv cwiw¯’wZ Ges Lvbvi m¤ú‡ì cwigvY e„w×i m‡½ mv¶iZvi nvi Zvrch©c~Y©fv‡e e„w× †c‡Z †`Lv †M‡Q| LvbvcÖav‡bi mv¶iZvi nvi we‡kølY K‡i †`Lv †M‡Q †h, Zv‡ì `yB-cÂgvsk mv¶i| ZiæY‡ì (15-24 eQi eqmx) `yB-Z…Zxqvsk Ges 15 I Z`~aŸ© eQi eqmx Rb‡Mvôxi kZKiv 47.2 fvM mv¶i, hv eq¯‹ Rb‡Mvôxi (60+ eqmx) †ÿ‡Î gvÎ 20.7 kZvsk| Ab¨w`‡K M‡elYvfy³ Lvbv¸‡jvi GK-cÂgvs‡k †Kv‡bv mv¶i m`m¨ cvIqv hvqwb, wZb-cÂgvsk Lvbvq Kgc‡¶ GKRb mv¶i m`m¨ wQj Ges evwK GK-cÂgvsk Lvbvi mKj m`m¨B mv¶i| myZivs, ejv hvq 80.5 kZvsk Lvbvq Kgc‡¶ GKRb mv¶i m`m¨ i‡q‡Q|


• 2002 mv‡j GMv‡iv I Z`~aŸ© eQi eqmx Rb‡Mvôxi mv¶iZvi nvi wQj

mvims‡ÿc 9

94.0

†kÖwY cvm Abymv‡i mvÿiZvi nvi

m¤ú‡ì cwigv‡Yi ¯Íi Abymv‡i mvÿiZvi nvi


• mv¶iZvi PviwU †Wv‡gBb: cVb `¶Zv, wjLb `¶Zv, MvwYwZK `¶Zv Ges cÖ‡qvM ̀ ¶Zv msµvšÍ Z_¨ we‡køl‡Yi gva¨‡g †`Lv †M‡Q †h, cVb `¶Zv AR©‡bi nvi me‡P‡q †ewk (59.1 kZvsk), Gi c‡i Av‡Q wjLb `¶Zv (46 kZvsk), MvwYwZK ̀ ¶Zv (44 kZvsk) Ges cÖ‡qvM ̀ ¶Zv (37.2 kZvsk)| cÖwZwU †¶‡ÎB knivÂ‡ji DËi`vZviv Zvrch©c~Y©fv‡e MÖvgxY GjvKvi Rb‡Mvôx‡ì Zyjbvq GwM‡q Av‡Q, wKš‘ bvix I cyiæ‡li g‡a¨ Zyjbv Ki‡j †`Lv hvq, M‡elYvfy³ cyiæliv †kl `ywU `¶Zv AR©‡bi (MvwYwZK I cÖ‡qvM) †¶‡Î bvix‡ì Zyjbvq fv‡jv K‡i‡Q| evwK `ywU `¶Zv AR©‡bi †¶‡Î †RÛvi‡f‡` †Kv‡bv Zvrch©c~Y© cv_©K¨ cwijw¶Z nqwb|

• DËi`vZv KZ eQ‡ii we`¨vjq wkÿv mgvß K‡i‡Qb Zv Zvi wk¶vMZ †hvM¨Zv wn‡m‡e we‡ePbv Kiv n‡q‡Q| Z_¨ we‡køl‡Y GB wk¶vMZ †hvM¨Zv DËi`vZv‡ì mv¶iZvi `ÿZv AR©‡bi me‡P‡q ¸iæZ¡c~Y© wbY©vqK wn‡m‡e †ewi‡q G‡m‡Q| mv¶iZvi `ÿZv AR©‡bi wØZxq ¸iæZ¡c~Y© wbY©vqK n‡jv LvbvcÖav‡bi mv¶iZvi `ÿZv| Rbmvavi‡Yi mv¶iZv AR©‡bi †¶‡Î we`¨vjq wk¶vi Ae`vbB †h me©vwaK Zv G we‡køl‡Yi gva¨‡g cÖKvk †c‡q‡Q| hwÌ hv‡ì wZb †_‡K cuvP eQ‡ii wk¶v i‡q‡Q Zv‡ì mvÿiZvi nvi cÖZ¨vkvi Zzjbvq A‡bK Kg wQj| Z_¨ we‡køl‡Y †`Lv †M‡Q, Rbmvavi‡Yi kZKiv 80 fv‡Mi cÖviw¤¢K ¯Í‡ii mv¶iZv wbwðZ Ki‡Z n‡j b~¨bZg Qq †_‡K mvZ eQ‡ii we`¨vjq wkÿvi cÖ‡qvRb nq| Rbmvavi‡Yi `yB-Z…Zxqvs‡ki g‡a¨ D”PZi ¯Í‡ii mv¶iZv `¶Zv wbwðZ Ki‡Z n‡j Kgc‡ÿ `k eQ‡ii we`¨vjq wkÿvi cÖ‡qvRb|


48.0

÷ªvUvg Abymv‡i mvÿiZvi nvi

cyiæ‡li †¶‡Î mv¶iZvi nvi h_vµ‡g 54 kZvsk I 49 kZvsk; Avevi MÖvg I kn‡ii DËi`vZv‡`i †¶‡Î G nvi h_vµ‡g 49.4 kZvsk I 59.3 kZvsk| `yB ai‡bi GjvKvi †¶‡ÎB bvix I cyiæ‡li mv¶iZvi nv‡ii g‡a¨ D”P cv_©K¨ we`¨gvb| Ab¨w`‡K, eq¯‹ mv¶iZvi mvaviY AvšÍR©vwZK gvb`Ê we‡ePbv Ki‡j, 2016 mv‡j 15 eQ‡ii AwaK eqmx Rb‡Mvôxi mvgwMÖK mv¶iZvi nvi `vuovq 47.2 kZvsk|


• ÷ªvUvg Ges GjvKv‡f‡` mvÿiZvi nv‡i Zvrch©c~Y© cv_©K¨ cwijwÿZ n‡q‡Q| ÷ªvUvg‡f‡`, wmwU K‡c©v‡ikb GjvKvq me©vwaK Ges PÆMÖvg wefv‡Mi MÖvgxY GjvKvq me©wbgœ mv¶iZvi nvi cvIqv †M‡Q| GB `yB GjvKvi g‡a¨ mvÿiZvi nv‡i cv_©K¨ 17.9 kZvsk c‡q›U| bvix I cyiæ‡li mv¶iZvi nv‡ii g‡a¨ Zyjbv K‡i †`Lv hvq †h, PÆMÖvg, wm‡jU I iscyi wefv‡Mi MÖvgxY GjvKv Ges †cŠimfv¸‡jv‡Z bvixiv A‡c¶vK…Z wcwQ‡q Av‡Q| MÖvg/gnjøv Abymv‡i we‡køl‡Y me©wb¤œ mv¶iZvi nvi cvIqv †M‡Q 9.8 kZvsk Avi m‡e©v”P 93.8 kZvsk Ñ Df‡qi gv‡S e¨eavb 84 kZvsk c‡q›U| 270wU MÖvg/gnjøvi g‡a¨ mv¶iZvi nvi Zyjbv K‡i †`Lv †M‡Q †h, kZKiv 8.1 fvM GjvKvq mv¶iZvi nvi 30 kZvs‡ki wb‡P, 10 fvM GjvKvq 30-<40 kZvsk, 23.4 fvM GjvKvq 40-<50 kZvsk, evwK 30.4 fvM GjvKvq 50-<60 kZvsk, 15.9 fv‡M 60-<70 kZvsk 8.5 fvM GjvKvq 70-<80 kZvsk Ges Aewkó 3.7 fvM GjvKvq mv¶iZvi nvi kZKiv 80 fvM ev Zvi †ewk|

mvims‡ÿc 7

52.0 54.0 49.0

GjvKv I †RÛvi Abymv‡i mvÿiZvi nvi

nq| me eqmx 15,265 Rb e¨w³ Gme Lvbvq emevm K‡ib| G‡ì g‡a¨ 11 eQi I Z`~aŸ© eqmx wQj 11,668 Rb, hviv GB M‡elYvi jÿ¨ `j| Zv‡ì ga¨ †_‡K 11,280 Rb‡K Rwi‡c AšÍfy©³ Kiv m¤¢e n‡q‡Q| Giv D³ eqmx‡ì 96.5 kZvsk| DËi`vZv‡ì 53.6 kZvsk wQj bvix|

GWz‡Kkb IqvP 2002 M‡elYvi Rb¨ ˆZwi Kiv Afx¶vc‡Îi gva¨‡g mv¶iZv cwigvc Kiv n‡q‡Q| †gŠwLK Ges wjwLZ Dfq c×wZi mgš^‡q cÖ‡Z¨K DËi`vZvi Rb¨ Avjv`vfv‡e Afx¶v cwiPvjbv Kiv nq| GB Afx¶vq cVb, wjLb, MvwYwZK `¶Zv I GB `¶Zv¸‡jvi cÖ‡qvM g~j¨vq‡bi Rb¨ wewfbœ cÖ‡kœi mgš^‡q cÖkœcÎ ˆZwi Kiv nq| cÖwZwU †Wv‡gBb †_‡K mgvbmsL¨K cÖ‡kœi mgš^‡q AfxÿvwU‡Z †gvU 24wU cÖkœ wQj| Afxÿvi m¤¢ve¨ m‡e©v”P b¤î wQj 100, cÖwZ †Wv‡gB‡bi Rb¨ 25 K‡i| mv¶i I mv¶i-bq GB `yB fv‡Mi evB‡i G‡m GB M‡elYvq PviwU ¯Í‡i mv¶iZv cwigvc Kiv n‡q‡Q| G¸‡jv n‡jvÑ

• A-mv¶i (hviv 25 kZvs‡ki Kg b¤î †c‡q‡Qb)• cÖvK-mv¶i (hviv 25-49 kZvsk b¤î †c‡q‡Qb) • cÖviw¤¢K ¯Í‡ii mv¶i (hviv 50-74 kZvsk b¤î †c‡q‡Qb) Ges• D”PZi ¯Í‡ii mv¶i (hviv 75 kZvsk ev Zvi †ewk b¤î

†c‡q‡Qb)

M‡elYvi Rb¨ cÖ‡qvRbxq Ab¨vb¨ Z_¨ LvbvcÖavb‡ì Ges h_vh_ DËi`vZv‡ì KvQ †_‡K msMÖn Kiv nq| mvÿiZvi cixÿv Ges mvÿvrKvi DËi`vZvi evwo‡Z MÖnY Kiv nq, Z‡e wKQz †¶‡Î Kg©¯’‡j wM‡qI Z_¨msMÖn Kiv n‡q‡Q| mgvb msL¨K bvix I cyiæ‡li mgš^‡q GKkÕ Rb cÖwkw¶Z M‡elYv mnKvix 2016 mv‡ji 12 †g †_‡K 18 RyjvB ch©šÍ GB M‡elYvi Rb¨ mg¯Í Z_¨ msMÖn K‡ib|

N. Rbmvavi‡Yi mv¶iZv cwiw¯’wZ

• M‡elYvq cÖvß djvdj Abyhvqx, 11 I Z`~aŸ© eQi eqmx DËi`vZv‡ì g‡a¨ 26 kZvsk D”PZi ¯Í‡ii mv¶i, 25.3 kZvsk cÖviw¤¢K ¯Í‡ii mv¶i, 9.8 kZvsk cÖvK-mv¶i Ges 39 kZvsk A-mv¶i ¯Í‡i i‡q‡Qb| cÖ_g `yBwU `‡ji m`mïvB †Kej mv¶iZv AR©‡bi b~¨bZg gvcKvwV c~iY Ki‡Z †c‡i‡Qb we‡ePbv K‡i Avgiv ej‡Z cvwi †h, G M‡elYvi mKj DËi`vZvi g‡a¨ 51.3 kZvsk n‡jv mv¶i| bvix I


Av_©-mvgvwRK Ae¯’v‡f‡` Zv‡ì ga¨Kvi cv_©K¨ ch©‡e¶Y Kiv|

2. mvaviY wk¶vi evB‡i `¶Zv Dbœq‡b Rb‡Mvôxi AskMÖnY, cÖvZ¨wnK Rxebhvc‡b †mme `¶Zvi eënvi Ges wk¶vMZ †hvM¨Zvi m‡½ `¶Zvi m¤cK© ch©v‡jvPbv Kiv|

3. RvZxq wk¶veë¯’vi evB‡i bvbv ai‡bi `ÿZv †kLvi my‡hvM Ges Rxebe¨vcx wk¶vi my‡hvM m„wó‡Z Gme `ÿZvi Ae`vb AbymÜvb Kiv|

4. mv¶iZvi ̄ Íi, wk¶vMZ †hvM¨Zv, AwR©Z ̀ ¶Zv Ges Rxebe¨vcx wkLbPvwn`v I my‡hv‡Mi ga¨Kvi cvi¯úwiK m¤cK© AbymÜvb Kiv Ges m¤¢ve¨ Av_©-mvgvwRK mnm¤cK© wbY©q Kiv|

M. M‡elYv c×wZ

GB M‡elYvq evsjv‡`‡ki cÖkvmwbK wefvM, kni-MÖvgxY GjvKv Ges †RÛvi‡f‡` cÖv°jb Ki‡Z cvivi g‡Zv GKwU RvZxq cÖwZwbwaZ¡g~jK bgybv Rwic Kiv nq| PviwU wfbœ cÖkœc‡Îi gva¨‡g GB M‡elYvq Z_¨msMÖn Kiv nq| G¸‡jv n‡jvÑ

• LvbvRwic cÖkœgvjv• `¶ZvRwic cÖkœgvjv• Rxebe¨vcx wk¶vi gva¨g wn‡m‡e Z_¨ I †hvMv‡hvM cÖhyw³

eënvimsµvšÍ cÖkœgvjv Ges• mv¶iZv g~j¨vqb Afx¶v

†`‡ki 11 I Z`~aŸ© eQi eqmx mKj Rb‡Mvôx GB M‡elYvi AšÍM©Ziƒ‡c we‡ewPZ n‡q‡Q| mgMÖ †`k‡K bqwU ¯^Zš¿ ÷ªvUvq wef³ Kiv nq| G¸‡jvi g‡a¨ mvZwU n‡jv mvZwU cÖkvmwbK wefv‡Mi MÖvgxY GjvKvmg~n| kni GjvKvmg~n‡K `yBwU fv‡M fvM Kiv n‡qwQj| Gfv‡e ÷ªvUv¸‡jv wQj- MÖvgxY ewikvj wefvM, MÖvgxY PÆMÖvg wefvM, MÖvgxY XvKv wefvM, MÖvgxY Lyjbv wefvM, MÖvgxY ivRkvnx wefvM, MÖvgxY iscyi wefvM, MÖvgxY wm‡jU wefvM, wmwU K‡c©v‡ikb Ges †cŠimfv| ¯ÍiwfwËK bgybvqb c×wZ‡Z cÖwZwU ÷ªvUvg †_‡K bgybv †bIqv n‡q‡Q| D‡jøL¨, M‡elYv PjvKvjxb evsjv‡`‡ki mvZwU MÖvgxY wefv‡M 487wU Dc‡Rjv, 11wU wmwU K‡c©v‡ik‡bi Aax‡b 79wU _vbv Ges 300wU †cŠimfv AšÍfy©³ wQj|

me©‡gvU 270wU MÖvg/gnjøv †_‡K 3,510wU Lvbvq Rwic cwiPvjbv Kiv

mvims‡ÿc 5

(we‡klZ 2002 Ges 2011-12 mv‡j); Z‡e, Rxebe¨vcx wk¶v wb‡q GeviB cÖ_g mywbw`©ófv‡e KvR Kiv n‡q‡Q| GB Bmy¨¸‡jv Kxfv‡e †UKmB Dbœq‡bi PZz_© jÿ¨gvÎvi m‡½ m¤úwK©Z Zv wb‡Pi QK †_‡K †evSv hv‡e| G eQi (2016 mvj) AvMvgx c‡b‡iv eQ‡ii hveZxq Kvh©µg ïiæ nIqvi cÖ_g eQi nIqvq GB M‡elYvwU fwel¨r AMÖMwZ wbiæc‡Y Z‡_ï wfwË wn‡m‡e ¸iæZ¡c~Y© f‚wgKv cvjb Ki‡e e‡j Avkv Kiv hvq|

GWz‡Kkb IqvP 2016 M‡elYvi welq¸‡jvi m‡½ †UKmB Dbœq‡biPZz_© j‡ÿï m¤úK©

AšÍf©zw³g~jK I mgZvwfwËK gvbm¤§Z wk¶v wbwðZ Kiv Ges mevi Rb¨ Rxebe¨vcx wk¶vi my‡hvM ˆZwi Kivi j‡ÿ¨ mvgÄm¨c~Y© Uv‡M©U¸‡jv n‡jvÑ

4.3 2030 mv‡ji g‡a¨ mKj bvix I cyiæ‡li Rb¨ mvkªqx Ges gvbm¤§Z KvwiMwi, e„wËg~jK Ges wek¦we`¨vjq wkÿvmn D”Pwk¶v wbwðZ Kiv|

4.4 2030 mv‡ji g‡a¨ avivevwnKfv‡e `¶ ZiæY I cÖvßeq¯‹‡ì msL¨v e„w× Kiv Ges Zv‡ì PvKwi, Dchy³ KvR cvIqvi Ges D‡`¨v³v nIqvi Rb¨ e„wËg~jK I KvwiMwi `¶Zvmn h_vh_ `¶Zv AR©b wbwðZ Kiv|

4.6 2030 mv‡ji g‡a¨ mKj ZiæY Ges cÖvßeq¯‹‡ì g‡a¨ bvix Ges cyiæl Df‡qiB mv¶iZv I MvwYwZK `¶Zv AR©b wbwðZ Kiv|

4.7 2030 mv‡ji g‡a¨ mKj wk¶v_©x †hb †UKmB Dbœq‡bi Rb¨ wk¶v I †UKmB Rxebhvcb, gvbevwaKvi, †RÛvi mgZv, kvwšÍc~Y© I msNl©wenxb ms¯‹…wZ PP©v, êwk¦K bvMwiKZ¡ Ges mvs¯‹…wZK êwPÎ¨ I †UKmB Dbœq‡b ms¯‹…wZi Ae`vb Abyave‡bi gva¨‡g †UKmB Dbœqb Dc‡hvMx Ávb I `¶Zv AR©b K‡i Zv wbwðZ Kiv|

m~Î: RvwZmsN Dbœqb Kg©m~wP

¯^vfvweKfv‡eB GB M‡elYvq wkÿvmsµvšÍ me¸‡jv Uv‡M©U wb‡q we¯ÍvwiZ Av‡jvPbv Kiv m¤¢e nqwb| g~jZ mv¶iZv, Kg©msµvšÍ `¶Zv Ges Z_¨ I Ávb Avni‡Y RvZxq wk¶veë¯’vi evB‡i †hme Rxebe¨vcx wk¶vi my‡hvM i‡q‡Q Zvi Ici wek` Av‡jvPbv Kiv n‡q‡Q|

L. M‡elYvi D‡Ïk¨mg~n

Dch©y³ wZbwU welq‡K mvg‡b †i‡L GWz‡Kkb IqvP 2016-Gi M‡elYvi Rb¨ wb‡Pi D‡Ïk¨¸‡jv wVK Kiv n‡q‡Q|

1. Rb‡Mvôxi KZ Ask mv¶iZv `ÿZvi †Kvb ¯Í‡i Ae¯’vb Ki‡Q Zv AbymÜvb Kiv Ges †RÛvi, †fŠ‡MvwjK Ae¯’vb I


K. f‚wgKv

RvwZmsN mvaviY cwil‡` 2015 mv‡ji †m‡Þ¤î gv‡m me©m¤§wZµ‡g †UKmB Dbœqb j¶¨gvÎv M„nxZ nq, hv 2016 mvj †_‡K 2030 mvj ch©šÍ Kvh©Ki _vK‡e| G‡Z †gvU 17wU cÖavb j¶¨, 169wU Uv‡M©U Ges 230wU wbY©vqK wba©viY Kiv n‡q‡Q, hv AvMvgx c‡b‡iv eQi Dbœqb AMÖhvÎv cwiPvjbv I †m¸‡jvi cwigv‡ci w`Kwb‡`©kbv †`‡e| m‡Z‡ivwU j‡ÿï g‡a¨ PZz_© j¶¨wU n‡jv wk¶vmsµvšÍ, hv‡Z †gvU 10wU Uv‡M©U i‡q‡Q| Gi Av‡M 2000 mvj †_‡K 2015 mv‡ji Rb¨ †bIqv mnmªvã Dbœqb j¶¨gvÎvi Uv‡M©Umg~‡ni Zzjbvq †UKmB Dbœqb j¶¨gvÎvi Uv‡M©Umg~‡ni cwimi A‡cÿvK„Z e„nr I eûgvwÎK| cÖvq GKB mg‡q (2015 mv‡j) †Kvwiqvi Bb&Pb-G AbywôZ wek¦ wkÿv †dviv‡g M„nxZ Ôwk¶v 2030Õ-Gi j¶¨gvÎv¸‡jv‡KB AvMvgx c‡b‡iv eQ‡ii Rb¨ †UKmB Dbœqb jÿ¨gvÎv wn‡m‡e MÖnY Kiv n‡q‡Q| G¸‡jvi g‡a¨ PZz_© jÿ¨wU n‡jvÑ

AšÍf©zw³g~jK I mgZvwfwËK gvbm¤§Z wk¶v wbwðZ Kiv Ges mevi Rb¨ Rxebe¨vcx wk¶vi my‡hvM ˆZwi Kiv|

M„nxZ `kwU Uv‡M©‡U cÖvK-cÖv_wgK †_‡K ïiæ K‡i D”Pwk¶v, KvwiMwi I e„wËg~jK wk¶v, ZiæY I cÖvßeq¯‹‡ì `¶Zv e„w×, Rbmvavi‡Yi mv¶iZv I MvwYwZK `¶Zv, GKxf‚Z I mgZvwfwËK wk¶v, gvbm¤§Z wk¶v I wk¶KÑ Gme wel‡q ¸iæZ¡v‡ivc Kiv n‡q‡Q| cvkvcvwk wk¶v‡mevi weavb, my‡hvM Ges êwkó¨‡KI mgvb ¸iæ‡Z¡i m‡½ †`Lv n‡q‡Q| Ávb, `¶Zv, `„wófw½ I AvPiYÑ A_©vr †UKmB Dbœq‡bi Rb¨ cÖ‡qvRbxq mKj welq‡K GLv‡b cÖvavb¨ †Ìqv n‡q‡Q| mevi Rb¨ wk¶v 2015 I mnmªvã Dbœqb j¶¨gvÎvi Zzjbvq, †UKmB Dbœqb j¶¨gvÎv wba©vi‡Yi mgq wk¶v‡K e„nËi cwim‡i, †hgbÑ D”Pwk¶v I mevi Rb¨ Rxebe¨vcx wk¶vi my‡hvM m„wói K_v wPšÍv Kiv n‡q‡Q| mvwe©Kfv‡e Ávb AvniY I †UKmB Dbœqb Z¡ivwš^Z Ki‡Z cÖ‡qvRbxq `¶Zv AR©bB n‡jv PZz_© j¶¨wUi g~j cÖwZcv`¨ welq|

GWz‡Kkb IqvP M‡elYvi GB cÂ`kZg cÖwZ‡e`‡b PZz_© †UKmB Dbœqb j‡¶¨ AšÍf©y³ wZbwU welq wb‡q Av‡jvKcvZ Kiv n‡q‡Q| G¸‡jv n‡jvÑ mv¶iZv, `¶Zv Dbœqb Ges Rxebe¨vcx wk¶vi my‡hvM| Gi g‡a¨ cÖ_g `yBwU welq wb‡q GWz‡Kkb IqvP Gi Av‡MI wewfbœ mg‡q M‡elYv K‡i‡Q

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cÖ_g cÖKvkwW‡m¤^i 2016

cÖKvkK KZ…©K me©¯^Z¡ msiwÿZ

QweMYmvÿiZv Awfhvb I mn‡hvMx msMVb

cÖ”Q`wbË P›`ª

AvBGmweGb: 978-984-34-1687-2

†hvMv‡hvM wVKvbv

MYmvÿiZv Awfhvb4/14 ûgvq~b †ivW, †gvnv¤§`cyi, XvKv-1207†dvb: 9130427, 58155031-32, 58153417d¨v·: 9123842, B‡gBj: [email protected]

I‡qemvBU: www.campebd.orgwww.facebook.com/campebdwww.twitter.com/campebd

gy`ª‡YwZ_x wcÖw›Us GÛ c¨v‡KwRs28/wm-1, U‡qbwe mvKz©jvi †ivW, gwZwSj, XvKv-1000†dvb : 9550412, 9553303, 01819263481

GWz‡Kkb IqvP 2016

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wW‡m¤^i 2016

cÖKvkbv I mgš^‡qMYmvÿiZv Awfhvb

mn‡hvwMZvqBD‡ivwcqvb BDwbqb †Wwj‡Mkb, evsjv‡`k

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