Observe the pictures.

Who all can be seen and what jobs are they engaged
in? Which are the goods and services made available as a result of these
efforts?
List in the table the different jobs and the goods and services provided
by them.
• Taxi driver Arranges transportation
• Farmer Produces agricultural crops
•
•
Social Science II

Manpower is an important factor in making available the

above mentioned goods and services. Therefore, human
resource is necessary for the progress of any country. Let us
examine some aspects of human resource development and
its status in India.
Human resource
Many goods and services are necessary for improving
human life and for the progress of a country. To facilitate
this the manpower of many has to be utilised. Human
resource refers to people who have the manpower which
can be utilised in the production sector.
Increase in production and progress of a country can be
accelerated only if the human resource is developed to the
maximum. How can human resource be developed? Human
resource development is the development of man's physical
and mental abilities through education, health care, and
training. There are different levels of human resource
development.
• Individuals take efforts to develop their own skills.
• Family creates an environment for the development of
the potential of individuals.
• Various institutions and agencies provide facilities for
education and training.
• Nation provides the necessary facilities for its people to
develop their skills.

What facilities are provided by India for the development

of human resource? Discuss.

Features of human resource

What features are to be considered while studying human
resource? Human resource has quantitative as well as
qualitative features.
Examine the chart given below.

38 Human Resource Development in India

 Standard X

Human Resource

Quantitative features Qualitative features

Size of Growth of Population Health

population population Education
structure care
Population
density • Birth rate
• Death rate • Literacy rate • Life expectancy
• Age structure
• Sex ratio
• Labour force participation rate
• Dependency ratio

Hope the qualitative and quantitative features of population are clear

from the given chart. Let us analyse the quantitative aspects.
Size of population
Size of population refers to the total number of people residing in a
country at a particular time. The branch of social science that analyses
the population, the changes in its size, its structural aspects, etc is known
as demography.
Every country collects information on the number of people in the
country, their age, sex, socio - economic status, etc. and analyses these at
specific intervals of time. This activity is known as population census.
In India, census activities are spearheaded by the Office of the Population
Registrar General and Census Commissioner.
In India, population census is conducted once in ten years. The last census
was conducted in 2011. Information related to the population were
collected as on 1 March 2011. According to this census there are 121.02
crore people in India. Out of this, 58.65 crore are females and 62.37 crore
are males.
Why are population studies conducted?
Population studies help the government to quantitatively assess the
different needs of the people and to plan activities and programmes
accordingly.
What other help do they offer?

Human Resource Development in India 39

Social Science II

• Informs the availability of human resource in a country.

• Depicts the extent of basic facilities required by the
people.
• Quantfies the goods and services required.
• Determines the socio - economic development policies.

• Find out from your elders what information was

collected from your home for the 2011 census.
• Collect more information on the population by visiting
the website www.censusindia.gov.in
According to the United Nations Organisation Report 2014,
the world population is 724.4 crores. One in six person of
the world population is an Indian. 17.5 percentage of the
world population is in India. China ranks first in position
with 19.4 percent and India ranks second. In terms of land
area, India ranks seventh with only 2.4 percent.
India and China can play a major role in making human
resource available. It has been proved by the experience of
countries like the USA, Japan, and China that a nation can
attain high economic development through better human
resource development.
Density of population
Inhabitation is not the same everywhere in India. We
July 11 have already understood the factors that influence
World Population Day population. Density of population refers to the
UNDP has declared 11 July as number of people per square kilometer area. This
the World Population Day differs in various states in India.
since 1989 and is observed. How does the population density of an area
This day was selected because influence the availability of human resources?
the world population reached Discuss.
500 crore on July 11, 1987.

Population growth rate in India

Population growth refers to the increase in the number of
people in an area within a specific period of time. It is

40 Human Resource Development in India

 Standard X

indicated in terms of percentage and states the increase in a

year as compared to the previous year. Examine the table
indicating population growth rate in India.
Decadal growth rate
Year Population (in crores)
(in percentage)
1951 36.11 13.31 (1941 - 51)
1961 43.90 21.64 (1951 - 61)
1971 54.82 24.80 (1961 - 71)
1981 68.33 24.66 (1971 - 81)
1991 84.64 23.87 (1981 - 91)
2001 102.87 21.54 (1991 - 2001)
2011 121.02 17.64 (2001 - 11)
Source : Census of India 2011 (Provisional)
• Which decade has marked the maximum population growth?
• From which year onwards is there a decrease in the population
growth rate?
• How much decrease did the population growth rate record in the
decade 2001-2011?
It can be seen that India's population growth rate has been declining
since 1971. The birth rate, death rate, and migration are the factors that
affect the population of a country. Observe the chart given below.
Birth rate increases Population increases
Death rate decreases

Birth rate decreases Population declines

Death rate increases

Birth rate and death rate are No change in population

equal
Population increases in one
Migration region but decreases in
another region
Birth rate Death rate
Birth rate is the number of live births per Death rate is the number of deaths per
1000. 1000.
Migration
Migration is the settlement of people of a region in another region.

Human Resource Development in India 41

Social Science II

What changes are made in the population of a country

by birth rate, death rate, and migration? Prepare a note.

Population Structure
Age structure is the classification of population into different
age groups and presenting the ratio of each group in the
population. For example, classification is done in age
groups like 0- 14 years, 15-59 years, and 60 and above years.

Given below is the age structure based on Census of India 2011.

Population : Age Structure Distribution

Source : Census of India 2011

• What percentage of the total population belongs to the age
group of 0-14 years?
• What percentage of the total population belongs to the age
group of 60 years and above?
• What percentage of the total population belongs to the age
group of 15-59 years?

Labour force participation rate is the ratio of the population

in the age group 15 - 59, who are either employed or actively
looking for jobs. This age group has the capability to
contribute to the progress of the nation. The age groups 0-
14 years and 60 years and above are included in the
dependent group. Their proportion in total population is
known as dependency ratio. This group depends on the
working force of the country. An increase in the dependency
ratio decreases the per capita income.

42 Human Resource Development in India

 Standard X

Many people in the age group 15 - 59 years do not have a

job. This points to the necessity of utilising the human
resource aptly.
Discuss the problems in the economy as a result of a
decrease in the labour force participation rate and
increase in the dependency ratio?
The sex ratio plays an important role in determining the
human resource of a country. According to census 2011, the
sex ratio in India is 940. Sex ratio is the number of females
per 1000 males.
Conduct a discussion in class on the topic sex ratio and
the nation's economic development.
So far we have discussed the quantitative aspects of the
population. There are certain aspects that improve the
quality of human resource. Let us look at them.

Qualitative aspects of human resource

The population that can contribute to the manpower of the
nation is its strength. What are the qualitative factors that
improve the labour potential?
• Education
• Healthcare
• Training
• Social capital
•
Let us see the advantages in developing human resource.
Observe the diagram.
Productivity of the workers Economic inequality
increases is reduced

Entrepreneurship Improved Natural resource isutilized

improves human effectively
resource

Makes possible the development

Social welfare is
and use of advanced
ensured
technology
Human Resource Development in India 43
Social Science II

Prepare a note on how human resource development

helps in economic development.
Lets observe how each qualitative factor improves human
resource.
Education and human resource
development
A mere increase in the population will not lead to the
development of a country; it requires people with potential
and skills. Education has a major role in moulding skilled
people. Let's see how education helps in the development
of a country. Observe the flowchart.
Education
Ministry of Human Resource
Development Improves the skills
In India, a department operates for of individuals
human resource development. The
Government of India started this Betters the technological
department in the year 1985. The main know - how
responsibility of this department is to
plan and implement the activities
Helps to secure better
necessary for human resource
job and income
development.

Improves the standard of living

Experts argue that at least 6% of the national income must be spent for
providing facilities in the education sector. During the year 2013 - 14
Government of India spent only 3.3% of the Gross Domestic Product
(GDP) on education. Hence the literacy rate could not be improved along
the expected lines. Observe the table given below.
India : Literacy rate
Female 65.46
Male 82.14
Total 74.04
Source : Census of India 2011

44 Human Resource Development in India

 Standard X

Literacy rate refers to the percentage of population that can

read and write with comprehension.
Let us see the projects implemented in India to develop
education and skills.
Projects Goals
• To ensure integrated development of
Integrated Child
children upto 6 years
Development Scheme
• To provide healthcare for pregnant and
(ICDS)
lactating women
•
• To ensure universal primary education
Sarva Shiksha Abhiyan to all.
(SSA) • To improve educational facilities
•
• To ensure access to secondary
Rashtriya Madhyamik
education
Shiksha Abhiyan
• To improve educational facilities
(RMSA)
•
Rashtriya Uchthal • To increase the access to higher
Shiksha Abhiyan education
(RUSA) • To improve the quality of higher
education
•
National Skill • To improve the working skills of the
Development and youth
Monetary Reward • To ensure the availability of people with
Scheme employable skills
•
Apart from these, several programmes are also initiated by
state governments.

Prepare a report by collecting details about the different

educational development programmes undertaken by
the state and local government institutions in Kerala.

Human Resource Development in India 45

Social Science II

There are institutions at various levels to

provide education in a country. Schools,
National Skill Development colleges, universities, technical education
Corporation (NSDC) institutions, etc are among them.
In order to compensate the shortage of Our country has made education a
skilled people, the NSDC has been fundamental right and has passed the
giving skill training in various fields such Right to Education Act (RTE Act) in 2009.
as construction, tourism, banking, and The constitution ensures the goal of
engineering. "elementary education for all" through
RTE.
However, problems stilll in exist education sector.
• Certain sections drop out from schools without
completing primary education.
• There is a lack of availability of basic facilities in the
education sector.
• Quality of education has to be improved.

Conduct a discussion on the topic 'Educational facilities in India

and the existing problems'.
Human resource development and
healthcare
What is health? According to the World Health Organisation
(WHO), health is a state of physical, mental and social
wellbeing. Along with physical conditions, importance is
given to mental and social conditions as well. It is the
government's responsibility to ensure healthcare for all.
Only then can each individual work for the economic
development of a country. Let us see how healthy persons
can participate in the progress of a country.
• Production increases with the increase in efficiency and
the number of working days.
• Natural resources can be utilised properly.
• Medical expense can be reduced, thereby reducing the
government's expenditure.

46 Human Resource Development in India

 Standard X

• Economic development is possible through increase in

production
Let's list the facilities to be ensured for healthcare.
• Availability of nutritious food
• Availability of clean water
• Preventive measures
• Cleanliness
• Medical facilities
• Ensuring of leisure and entertainment
• Healthy environment
Various institutions operate to ensure the availability of the
above - mentioned facilities. The government has set up
institutions that work at different levels
All India Institute of Medical
in the medical sector.
Sciences
AIIMS has been es-
Medical Colleges
tablished to make
District Hospitals available the services
of the best doctors
Community Health Centres and modern medical
facilities. Now there
Primary Health Centres are 7 such institutions working in different parts
of the country.
Health Sub Centres

Discuss how the different institutions working in the health

sector help in making available the medical attention and
preventive measures to the people.
There are various hospitals in the cooperative and private
sectors. Many multispecialty hospitals operate to make
available modern treatment facilities. There are several
institutions which provide different systems of medicine
like ayurveda, yoga, naturopathy, unani, sidha and
homeopathy;
National Rural Health Mission (NRHM) and National Urban
Health Mission (NUHM) function to make available quality

Human Resource Development in India 47

Social Science II

health services to all. The National Rural Health Mission

operates in the rural sector. The National Urban Health
Mission provides improved health services to the residents
of urban slums and other marginalised people in towns with
a population of more than 50,000.
As a result of these programmes and activities, the life
expectency in India has been improved. Observe the table
below.
India : Life expectancy
Female 67.7
Male 64.6
Total 66.1
Source : Census of India 2011
Life expectancy is the average number of years that a person
lives.
Organise a seminar on the topic 'The role of education and
healthcare in human resource development'.
Various resources are to be used properly for the economic
development of a country. We have understood that human
resource is as important as natural resources. When the
natural resources are combined with human efforts there is
an increase in production leading to economic development.
Therefore, planned efforts are required in the education and
health sectors to develp human resource. Only then can
resources then can the quality and development of human
resource be attained.
Do you agree with the statement that the main reason for
prosperity and poverty in the world is the difference in human
resource development? Prepare a note.

Significant Learning Outcomes

The learner
• analyses and present the need for human resource
development
• prepares a flowchart depicting the qualitative and
quantitative aspects of human resource.

48 Human Resource Development in India

 Standard X

• presents India's population size and the nation's rank

by comparing with the world population.
• analyses the factors that affect the population and
present a report.
• analyses the graph showing the population age
structure, labour force participation rate and
dependency rate.
• discusses how the sex ratio, life expectancy, and
literacy rate help in the progress of a country.
• analyses the qualitative aspects of human resource
and present the findings.
• prepares a note on the role of education and
healthcare in human resource development.
• discusses and prepare a note on the mechanisms that
work for education and healthcare.

Let us assess
• List out the quantitative and qualitative aspects of
human resource?
• Prepare a note by analysing the importance of
population studies.
• Compare the changes in population due to birth rate,
death rate and migration.
• Labour force participation rate and dependency rate
as per the census of India 2011 is given below.
Prepare a graph based on this.
Labour force partici- Dependency rate
pation rate (in percentage) (in percentage)
Female 62.8 37.2
Male 62.2 37.7
• List the advantages of the increase in labour force
participation rate and disadvantages due to increase
in dependency rate.
• What are the factors that improve human resource?
How does this influence a country's development?

Human Resource Development in India 49

Social Science II

• How does education help in a country's development?

Prepare a flowchart.
• List the existing problems in the health sector.
• Explain how education and healthcare help in human
resource development.

Extended activities
• Visit the website of the Census India and collect the
latest population data.
• Organize various programmes in connection with the
World Population Day.
• Find out the dependency rate and the labour force
participation rate by collecting the age structure from
the families of your classmates.
• Prepare a report by interviewing the headmaster on
the programmes which are undertaken by the school
to improve the quality of education.

50 Human Resource Development in India

Nn{X-߃ \nco-£n-°q. Bsc-√mw, Fs¥√mw sXmgnepIfn¬ G¿s∏-´n-cn-°p∂p?
Ch¿ sXmgn¬ sNøp-∂-Xn-eqsS Fs¥√mw km[\-ßfpw tkh-\-ß-fp-amWvv
e`y-am-Ip-∂Xv?
hnhn[ sXmgn-ep-Ifn¬ G¿s∏-´n-cn-°p-∂-hcpw Ah¿ D¬∏m-Zn-∏n-°p∂ km[-\-
ßfpw tkh-\-ßfpw ]´n-I-bm-°q.
$ SmIvkn ss{Uh¿ bm{XmkuIcyw Hcp-°p∂p.
$ I¿j-I≥ Im¿jnIhnf-Iƒ D¬∏m-Zn-∏n-°p∂p.
$
$
kmaqlyimkv{Xw II

ta¬∏-d™ km[-\ßfpw tkh-\ßfpw e`y-am-°p-∂X - n¬ a\p-jym-

[zm\w {][m\ LS-I-am-W-t√m. AXp-sIm≠v GsXmcp cmPy-Øns‚
]ptcm-K-Xn°pw a\p-jy-hn-`hw A\n-hm-cy-am-Wv. am\hhn`htijo-
hnI-k-\-sØ-°p-dn®pw C¥y-bnse AXns‚ Ah-ÿsb-°p-dn®pw
Nne Imcy-߃ ]cn-tim-[n-°mw.

am\hhn`hw (Human Resource)

P\PohnXw sa®-s∏-Sp-Øp-∂-Xn-\pw cmPy-]p-tcm-K-Xn ssIh-cn-°p-
∂-Xn\pw [mcmfw km[-\-ßfpw tkh-\-ßfpw Bh-iy-am-Wv. Ch
e`yam°p-∂-Xn\v \nc-h-[n-bm-fp-I-fpsS A[zm\tijn D]-tbm-K-s∏-
Sp-Ø-Ww. D¬∏m-Z\cwK-Øv D]-tbm-K-s∏-Sp-Øm≥ Ign-bp∂ A[zm-
\-ti-jn-bp≈ P\-ß-fmWv am\-h-hn-`-hw.
am\hhn`htijn ]c-am-h[n hnI-kn-∏n-®m¬ am{Xta D¬∏m-Z\
h¿[-\hpw cmPy-]p-tcm-K-Xnbpw km[y-am-hp-I-bp-≈q. Fß-s\-bmWv
am\-h-hn-`htijn hnI-kn-∏n-°pI? hnZym-`ym-kw, Btcm-Ky-]cn-]m-
e\w, ]cn-io-e\w F∂n-h-bn-eqsS a\p-jys‚ Imbn-Ihpw am\-kn-
I-hp-amb Ign-hp-Iƒ hnI-kn-∏n-°p-∂-Xns\ am\-hhn-`htijn hnI-
k\w (Human resource development) F∂p ]d-bp-∂p. am\-hhn`h-
tijn-hn-I-k-\-Øn\v hnhn[ Xe-ß-fp-≠v.
$ hy‡n-Iƒ kz]-cn-{i-a-Øn-eqsS kz¥w Ign-hp-Iƒ hnI-kn-∏n-
°m≥ {ian-°p-∂p.
$ IpSpw-_w hy‡n-bpsS Ign-hp-Iƒ hnI-kn-∏n-°p-∂X
- n-\m-hi
- y-amb
kml-N-cy-߃ Hcp°p∂p.
$ hnhn[ ÿm]-\-ßfpw GP≥kn-Ifpw ]T-\w, -]-cn-io-e\w F∂n-
hbv°v Bh-iy-amb kuI-cy-߃ Hcp-°p-∂p-.
$ cmjv{Sw P\-ß-fpsS Ign-hp-Iƒ hnI-kn-∏n-°p-∂-Xn\mh-iy-amb
kuI-cy߃ Hcp-°p-∂p.

C¥y am\-hhn`h-tijn ]cn-t]m-jn-∏n-°p-∂X

- n-\p≈
Fs¥√mw kuI-cy-߃ Hcp-°p-∂p? N¿® \S-ØpI.

am\-hh
- n-`h
- Ø
- ns‚ khn-ti-jX
- I
- ƒ
am\-h-hn-`-hsØ ]T\hnt[-bam-°p-tºmƒ Fs¥√mw khn-ti-j-
X- I - f mWv ]cn- K - W n- t °- ≠ Xv ? am\- h - h n- ` - h - Ø n\v KpW- ] - c hpw
(Quantitative) KpW-]-c-hp-amb (Qualitative) khn-ti-j-X-Ifp≠v.
\¬In-bn-´p≈ Nm¿´v ]cn-tim-[n-°p-I.

38 am\hhn`htijn hnI-k\w C¥y-bn¬

 Ãm≥tU¿Uv X

am\-h-hn-`hw

KW-]-c-amb khn-ti-j-X-Iƒ KpW-]-c-amb khn-ti-j-X-Iƒ

P\-kwJym P\-kwJym P\-kwJym hnZym-`ymkw BtcmKy

hep∏w hf¿® LS\ ]cn-]m-e\w

P\-km{μX $ P\\\nc°v
$ acW\nc°v km£-c-Xm-\n-c°v
$ {]mb-L-S\ Bbp¿ssZ¿Lyw
$ kv{Xo˛-]p-cpj A\p-]mXw
$ sXmgn¬ ]¶m-fnØ \nc°v
$ B{i-bXz\nc°v
apI-fn¬ \¬In-bn-´p≈ Nm¿´n¬ \n∂v P\-kw-Jy-bpsS KW-]-chpw KpW-]-c-hp-
amb khn-ti-j-X-Iƒ GsX-√m-sa∂v hy‡-a-t√? KW-]-c-amb khn-ti-j-X-Iƒ
hni-I-e\w sNømw.
P\-kw-Jym-h-ep∏w (Size of Population)
Hcp \n›nX ka-bØv Hcp cmPyØp Xma-kn-°p∂ P\-ß-fpsS BsI FÆ-
sØ-bmWv B cmPysØ P\-kw-Jym-h-ep∏w F∂p ]d-bp-∂-Xv. P\-kwJy,
AXns‚ FÆ-Øn¬ hcp-∂ -am-‰w, LS-\m-]-c-amb khn-ti-j-X-Iƒ XpS-ßnbh
hni- I - e \w sNøp∂ kmaq- l y- i mkv { XimJ- b mWv P\- k w- J ym- i mkv { Xw
(Demography).
Hmtcm cmPyhpw \n›nX CS-th-f-I-fn¬ cmPysØ P\-ß-fpsS FÆw, {]mbw,
kv{Xo/]pcp-j≥, kmº-Øn-I-˛-km-aq-lnI Ahÿ XpS-ßnb hnh-c-߃ tiJ-cn-
°p-Ibpw hni-I-e-\-hn-t[-b-am-°p-Ibpw sNøm-dp-≠v. P\-kw-Jym-I-W-s°-Sp∏v
(Population Census) F∂mWv Cu {]h¿Ø\w Adn-b-s∏-Sp-∂-Xv. t]m∏p-te-j≥
cPn-kv{Sm¿ P\-d¬ B‚ v sk≥kkv IΩo-j-W-dpsS Hm^o-kmWv C¥y-bn¬
sk≥kkv {]h¿Ø-\-߃°p t\XrXzw \¬Ip-∂-Xv.
C¥y-bn¬ 10 h¿j-Øn-sem-cn-°-emWv P\-kw-Jym-I-W-s°-Sp∏v \S-Øp-∂-Xv. Ah-
km-\-ambn 2011 am¿®v H∂mw XobXn ASn-ÿm-\-am-°nbmWv P\-kwJymhnh-c-
߃ tiJ-cn-®-Xv. AXn≥ {]Imcw 121.02 tImSn P\-ß-fmWv C¥y-bn-ep-≈-Xv.
AXn¬ 58.65 tImSn kv{XoIfpw 62.37 tImSn ]pcp-j-∑mcpamWv.
F¥n-\mWv P\-kw-Jym-]-T\w \S-Øp-∂Xv?
P\-kw-Jym-]-T\w \S-Øp-∂-Xp-sIm≠v P\-ß-fpsS hnhn[ Bh-iy-ßfpsS Afhv
\n›-bn-°m\pw {]h¿Ø\]cn-]m-Sn-Iƒ Bkq-{XWw sNøm\pw k¿°m-cn\v
km[n-°p-∂p. as‰-¥n-s\√mw klm-bn-°p∂p?
$ cmPysØ am\-h-hn-`-h-tijn-bpsS e`y-X-b-dn-bp-I.

am\hhn`htijn hnI-k\w C¥y-bn¬ 39

kmaqlyimkv{Xw II

$ P\-߃°m-h-iy-amb ASn-ÿm\kuI-cy-߃ F{X-sb-∂-dn-

bp-I.
$ Bh-iy-amb km[-\ß-fp-sSbpw tkh-\-ß-fp-sSbpw Afhv Xn´-
s∏-Sp-Øp-I.
$ kmº-Øn-I-˛-km-aq-lnI hnI-k\ \b-߃ cq]o-I-cn-°p-I.
$
• 2011˛se sk≥k-kp-ambn _‘-s∏´v Fs¥√mw hnh-
c-ßf - mWv \nß-fpsS ho´n¬\n∂v tiJ-cn-®s
- X∂v
apXn¿∂htcmSv At\z-jn-®d - n-bp-I.
• www.censusindia.gov.in F∂ sh_vssk‰v kμ¿in®v
P\-kw-Jy-bp-ambn _‘-s∏´ IqSp-X¬ hnh-cß - ƒ
tiJ-cn-°p-I.
sFIy-cm-jv{S-k`
- b
- psS 2014 dnt∏m¿´v {]Imcw temI-P\
- k
- wJy 724.4
tImSn-bm-Wv. temI-P-\-kw-Jy-bn¬ Bdn¬ Hcmƒ C¥y-°m-c\m-
Wv. temI-P-\-kw-Jy-bpsS 17.5 iX-am\w C¥y-bn-em-Wv. 19.4 iX-
am\w P\-kw-Jy-bp≈ ssN\ H∂mw ÿm\Øpw C¥y c≠mw
ÿm\-Øp-am-Wv. temI-cm-Py-ß-fpsS ÿe-hn-kvXr-Xn-bp-ambn Xmc-
Xayw sNøp-tºmƒ 2.4 iX-am\w am{X-ap≈ C¥y Ggmw ÿm\-
Øm- W v. am\hhn`h- t ijn e`y- a m- ° p- ∂ - X n¬ C¥y°pw
ssN\bv°pw {][m\ ]¶phln-°m-\m-Ipw. am\hhn`htijn hnI-
kn-∏n-°p-∂-Xn¬ anI® t\´w ssIh-cn® cmPy-߃°v Db¿∂
kmº-ØnIhnI-k\w t\Sm≥ Ign-™p-sh∂v bp.F-kv.F, P∏m≥,
ssN\ XpS-ßnb cmPy-ß-fpsS A\p-`-h-߃ sXfn-bn-°p-∂p.

Pqsse ˛ 11 C¥y-bnse P\-km-{μX

temI P\-kwJymZn\w C¥y-bn¬ P\-hmkw F√m-bn-SØpw Hcp-t]m-se-b-√. P\-
sFIy-cm-jv{S-k`- b - psS hnI- hmksØ kzm[o\n-°p∂ LS-Iß - ƒ ap≥ ]mT-`m-KØ - p-\n∂v
k\ ]cn-]mSn (UNDP) bpsS a\- n-em-°n-bt- √m. Hcp NXp-c{- i-In-tem-ao-‰¿ {]tZ-iØv Xma-
Blzm- \ - a - \ p- k - c n®v 1989 kn-°p∂ P\-ß-fpsS FÆ-amWv P\-km-{μ-X. C¥ybnse
apX¬ Pqsse 11 temI P\- hnhn[ kwÿm\ßfnse P\-km-{μX hyXy-kvX-amWv.
kw-Jym-Zn-\a- mbn BN-cn-®p-
h-cp-∂p. 1987 Pqsse 11 ˛ \v P\-km-{μX Hcp {]tZ-isØ A[zm-\t- ijn
temI P\-kwJy 500 tImSn e`y-Xsb Fßs\ kzm[n-\n-°p∂p? N¿®
Bb-Xns\ XpS¿∂mWv Cu sNøp-I.
Zn\w Xnc-s™-Sp-ØX - v.
C¥y-bnse P\-kw-Jym-h-f¿®-\n-c°v
Hcp {]tZ-isØ P\-kw-Jy-bn¬ \n›nX Ime-b-f-hn¬ D≠m-Ip∂
h¿[-\-hn-s\-bmWv P\-kw-Jym-h-f¿®sb∂v ]d-bp-∂-Xv. iX-am-\-
°-W-°n-emWv P\-kw-Jym-h-f¿®-\n-c°v kqNn-∏n-°p-∂-Xv. P\-
kwJy ap≥h¿jsØ At]-£n®v F{X iX-am\w h¿[n®p F∂-
40 am\hhn`htijn hnI-k\w C¥y-bn¬
 Ãm≥tU¿Uv X

XmWv P\-kwJymhf¿®-\n-c-°v. C¥y-bpsS P\-kw-Jym-h-f¿®-

\nc°v kqNn-∏n-°p∂ ]´nI ]cn-tim-[n-°p-I.
h¿jw P\-kwJy Zim_v Z hf¿®\n- c °v
(tImSn-bn¬) (iX-am-\-Øn¬)
1951 36.11 13.31 (1941 - 51)
1961 43.90 21.64 (1951 - 61)
1971 54.82 24.80 (1961 - 71)
1981 68.33 24.66 (1971 - 81)
1991 84.64 23.87 (1981 - 91)
2001 102.87 21.54 (1991 - 2001)
2011 121.02 17.64 (2001 - 11)
Ah-ew_w : sk≥kkv C¥y 2011 (Provisional)
$ GXp Zi-IØ - n-emWv G‰hpw IqSp-X¬ P\-kwJymhf¿® tcJ-s∏-
Sp-Øn-bn-´p-≈Xv?
$ P\-kw-Jym-hf - ¿®-\n-c°
- n¬ Ipdhp hcp-∂Xv GXp h¿jw apX¬?
$ 2001 ˛ 2011 Ime-L´ - Ø
- n¬ P\-kwJymhf¿®\nc-°n¬ F{X iX-am\w
Ipd-hp-≠mbn?
C¥y-bnse P\-kw-Jym-h-f¿®-\n-c-°v 1971\p tijw Ipd-bp-∂-Xmbn -Im-Wmw. Hcp cmPy-
Øns‚ P\-kw-Jy-bn¬ am‰w-h-cp-Øp∂ LS-I-ß-fmWv P\-\\nc°pw ac-W-\n-c°pw
IpSn-tb-‰hpw. Xmsg \¬In-bn-´p≈ Nm¿´v hni-I-e\w sNøp-I.
P\-\-\n-c°v h¿[n-°p∂p. P\-kwJy h¿[n-°p∂p.
ac-W-\n-c°v Ipd-bp∂p.

P\-\-\n-c°v Ipd-bp∂p. P\-kwJy Ipd-bp∂p.

ac-W-\n-c°v h¿[n-°p∂p.

P\-\-\n-c°pw ac-W-\n-c°pw P\-kwJybn¬ am‰-an√.

Xpeyw.

Hcp {]tZiØv P\- k wJy

IpSn-tb‰w h¿[n- ° p- ∂ p; as‰mcp {]tZ-
iØv P\-kwJy Ipd-bp-∂p.
P\-\n-c°v acW-\n-c°v
BsI P\-kw-Jy-bn¬ 1000 t]¿°v F{X BsI P\- k w- J y- b n¬ 1000 t]cn¬
Ip™p-߃ Poh-t\msS P\n-°p∂p F∂- F{X ac-Wß - ƒ \S-°p∂p F∂-XmWv
XmWv P\-\-\n-c°v. ac-W-\n-c-°v.
IpSn-tb‰w
Hcp {]tZiØp- \ n∂p P\- ß ƒ as‰mcp {]tZi- t Ø°p Xmakw am‰p- ∂ XmWv
IpSn-tb‰w.

am\hhn`htijn hnI-k\w C¥y-bn¬ 41

kmaqlyimkv{Xw II

Hcp cmPy-sØ P\-\\nc-°v, ac-W\

- n-c°
- v, IpSn-tb‰w
F∂nh Ahn-SsØ P\-kw-Jy-bn¬ F¥p a- m-‰a- p-≠m-
°p∂p? Ipdn∏p Xbm-dm°p-I.
P\-kw-Jym-L-S\ (Population Structure)
P\-kw-Jysb hnhn[ {]mb-°m-cpsS {Kq∏p-I-fm-bn -Xn-cn®v BsI
P\-kw-Jy-bn¬ Hmtcm {Kq∏pw F{X-sb∂v B\p-]m-Xn-I-ambn hnti-
jn-∏n-°p-∂-XmWv {]mb-L-S-\. DZm-l-c-W-Øn\v, 0 apX¬ 14 hb-
 p-h-sc-bp-≈-h-cpsS {Kq∏v, 15 apX¬ 59 hb- p-h-sc-bp-≈-h-cpsS
{Kq∏v, 60 hb p apX¬ {]mb-ap-≈-h-cpsS {Kq∏v F∂n-ßs\ -Xncn®v
hni-I-e\w sNøm-dp-≠v.
2011 sk≥kkv ASn-ÿm-\-Øn-ep≈ C¥y-bnse {]mb-L-S\
NphsS tN¿Øn-cn-°p-∂p.
P\-kwJym{]mb-L-S\ hnX-cWw

Ah-ew_w : sk≥kkv C¥y ˛ 2011

$ 0˛14 hb v {Kq∏n¬s∏-´-h¿ BsI P\-kw-Jy-bpsS F{X
iX-am\w?
$ 60 hb pw AXn¬ IqSp-Xepw {]mb-ap-≈-h¿ BsI P\-kw-
Jy-bpsS F{X -i-X-am\w?
$ 15˛59 hb v {Kq∏pImcpsS iX-am-\w BsI P\-kw-Jy-bpsS
F{X iX-am\w?
15 hb n\pw 59 hb- n\pw CSbn¬ {]mb-ap-≈-h-cn¬ sXmgn-
ep≈hcpw sXmgn-e-t\z-j-I-cp-ambhcpsS FÆhpw BsI P\-kw-
Jybpw XΩn-ep≈ A\p-]m-X-amWv sXmgn¬ ]¶m-fnØ\nc°v
(Labour force participation rate). cmPy-Øns‚ ]ptcm-K-Xn°v KWy-
amb kw`m-h\ sNøm≥ Ign-hp-≈-h-cmWv Cu hn`m-K-Øn¬s∏Sp-
∂-h¿. 0 apX¬ 14 hb- p-h-sc-bp-≈-hcpw 60 hb p apX¬ D≈-
hcpw B{i-bXz hn`m-K-Øn¬s∏Sp-∂p. BsI P\-kw-Jy-bn¬ Ch-
cpsS A\p-]m-XsØ B{i-bX - z-\n-c°v F∂p ]d-bp-∂p. Cu hn`mKw
A[zm-\-ti-jn-bp≈ hn`m-KsØ B{i-bn®v Ign-bp-∂-h-cm-Wv. B{i-
b-Xz-\n-c°v h¿[n-°p-∂Xv Btfm-lcnhcp-am\w Ipd-bp-∂-Xn-\n-S-
bm-°p∂p.

42 am\hhn`htijn hnI-k\w C¥y-bn¬

 Ãm≥tU¿Uv X

15 hb- n\pw 59 hb- n\pw CS-bn¬ {]mb-ap-≈-h-cn¬ Iptd-t∏¿ sXmgn-en-√m-Ø-

h-cm-bp≠v. CXv am\-hhn`htijn icn-bmb coXn-bn¬ hn\n-tbm-Kn-t°-≠-Xns‚
Bh-iy-I-X-bn-te-°mWv hnc¬Nq≠p-∂-Xv.
sXmgn¬ ]¶m-fn-Ø\ - n-c°v Ipd-bp-Ibpw B{i-bX
- z-\n-c°v h¿[n-°p-
Ibpw sNøp-∂X
- p-sIm-≠v kmº-ØnI cwK-Øp-≠m-Ip∂ {]iv\ß - ƒ
N¿®sNøp-I.
Hcp cmPyØns‚ am\-h-hn`htijn- \n¿W-bn-°p-∂-Xn\v B cmPysØ kv{Xo˛-]p-
cpj A\p-]m-Xw hni-I-e\w sNtø-≠-Xp-≠v. 1000 ]pcp-j≥am¿°v F{X- kv{Xo-
Iƒ F∂-XmWv kv{Xo˛-]p-cpj A\p-]mXw. 2011 se sk≥kkv A\p-k-cn®v C¥y-
bnse kv{Xo˛-]p-cp-jm-\p-]mXw 940 BWv.
"kv{Xo˛-]p-cpj A\p-]m-Xhpw Hcp cmPy-Øns‚ kmº-ØnIhnI-k-
\-hpw' F∂ hnj-bØ - n¬ ¢mkn¬ N¿® kwL-Sn-∏n-°p-I.
P\-kw-Jy-bp-ambn _‘-s∏´ KW-]-c-amb khn-ti-j-X-IfmWt√m CXp-hsc
N¿®sNbvXXv. a\p-jy-hn-`-h-Øns‚ KpWw sa®-s∏-Sp-Øp∂ Nne khn-ti-j-X-
Ifp≠v. Ah Fs¥-√m-sa∂p t\m°mw.
am\-hh
- n-`h
- Ø
- ns‚ KpW-]c- a- mb khn-ti-jX
- I
- ƒ
A[zm-\-ti-jn-bp≈ P\-ß-fmWv Hcp cmPy-Øns‚ Icp-Øv. A[zm-\-ti-jnsb sa®-
s∏-Sp-Øp∂ KpW-]-c-amb LS-I-߃ Fs¥-√m-amWv?
$ hnZym-`ymkw
$ Btcm-Ky-]cn-]m-e\w
$ ]cn-io-e-\-߃
$ kmaq-lnI-aq-e-[\w (Social capital)
$
am\hhn`htijn sa®-s∏-Sp-Øp-∂-Xp-sIm≠v Fs¥√mw {]tbm-P-\-߃ Ds≠∂v
t\m°mw. ]Z-kq-cy≥ hmbn-°q.

sXmgn-em-fn-I-fpsS D¬∏m-Z-\- kmº-ØnI

£-aX h¿[n-∏n°mw. A¥cw Ipd-bv°mw.

kwcw`-IXzw sa®-s∏´ {]Ir-Xn-hn-`-h-߃ ^e-{]-Z-

sa®-s∏-Sp-Ømw. am\h hn`-hw ambn hn\n-tbm-Kn-°mw.

kmaq-lnIt£aw sa®-s∏´ kmt¶-Xn-I-hn-Zy-I-

Dd∏phcp-Ømw. fpsS hnI-k-\hpw D]-tbm-Khpw
km[y-am-°mw.

am\hhn`htijn hnI-k\w C¥y-bn¬ 43

kmaqlyimkv{Xw II

am\-hh
- n`htijn hn-Ik
- \w kmº-ØnIhnI-k\
- sØ
Fßs\ klm-bn-°p∂p? Ipdn∏v Xbm-dm-°p-I.
KpW-]-c-amb LS-I-߃ Hmtcm∂pw am\hhn`-hsØ Fßs\
sa®-s∏-Sp-Øp∂p F∂p ]cn-tim-[n-°mw.
hnZym-`ym-khpw am\hhn`htijn hnI-k-\hpw
P\-kwJy IqSp-X¬ D≠m-b-Xp-sIm-≠p-am{Xw cmPyØv hnI-k\w
D≠m-Ip-∂n√; tijnbpw sshZ-Kv[yhpap≈ P\-߃ D≠m-h-Ww.
sshZ-Kv[y-ap≈ P\-ßsf hm¿sØ-Sp-°p-∂-Xn¬ hnZym-`ym-k-Øn\v
{][m\ ]¶p-≠v. hnZym-`ymkw Fßs\ cmPy-Øns‚ hnI-k-\sØ
klm-bn-°p∂p F∂p t\m°mw. ^vtfmNm¿´v {i≤n-°q.

hnZym-`ymkw

am\hhn`htijn hnI-k\ hy‡n-I-fpsS Ignhv

a{¥m-ebw (MHRD) sa®-s∏-Sp-Øp∂p.
C¥y-bn¬ am\hhn`htijn hnI-k-
\-Øn-\mbn Hcp hIp∏v {]h¿Øn-°p-
∂p-≠v. 1985˛emWv C¥ym-Kh - ¨sa‚ v kmt¶-XnIhnZy-Iƒ D]-tbm-Kn-°m-
Cu hIp∏v Bcw- ` n- ® - X v . am\h- \p≈ Adnhv e`n-°p∂p.
hn`htijn hnI-k\ - Ø- n-\m-hi
- y-amb
{]h¿Ø-\ß - ƒ Bkq-{XWw sNøp-
sa®-s∏´ sXmgnepw
Ibpw \S-∏n-em-°p-Ib- p-amWv Cu hIp-
hcp-am-\hpw t\Sm-\m-hp∂p.
∏ns‚ {][m\ Npa-Xe.

PohnX\ne-hmcw Db-cp∂p.

P\-߃°m-h-iy-amb hnZym-`ymkw \¬Im≥ th≠ kuI-cy-߃

Hcp-°p-∂-Xn-\mbn tZiobhcp-am-\-Øns‚ 6 iX-am-\-sa-¶nepw sNe-
h-gn-°-W-sa-∂mWv hnZ-Kv[m-`n-{]m-bw. 2013 ˛ 14 h¿j-Øn¬ 3.3 iX-
am-\-amWv C¥ym Kh¨sa‚ v hnZym-`ym-k-Øn-\p-th≠n sNe-h-gn-
®-Xv. AXn-\m¬ C¥y-bpsS km£-c-Xm-\n-c°v Dt±-in® coXn-b¬
Db¿Øm≥ Ign-™n-´n-√. Xmsg tN¿Øn-cn-°p∂ ]´nI t\m°q.

C¥y˛km£-c-Xm-\n-c°v
kv{XoIƒ 65.46
]pcp-j-∑m¿ 82.14
BsI 74.04

Ah-ew_w : sk≥kkv C¥y ˛ 2011

44 am\hhn`htijn hnI-k\w C¥y-bn¬

 Ãm≥tU¿Uv X

P\-kw-Jy-bn¬ 100 t]cn¬ F{X t]¿°v Bibw a\- n-em°n

Fgp-Xm\pw hmbn-°m\pw Adn-bp∂p F∂-XmWv km£-c-Xm-\n-
c°v.
hnZym-`ym-khpw ss\]p-Wnbpw sa®-s∏-Sp-Øp-∂X
- n-\mbn Fs¥√mw
]≤-Xn-I-fmWv \ΩpsS cmPyØv \S-∏n-em-°p-∂Xv F∂p t\m°mw.

]≤-Xn-Iƒ e£y-߃
kwtbm-PnX inip-hn-I- $ 6 hb-   p- h - s c- b p≈ inip- ° - f psS
k\ tkh\ ]cn-]mSn ka-{K-hn-I-k\w.
(ICDS) $ K¿`n-Wn-I-fp-sSbpw ape-bq-´p∂ AΩ-
am-cp-sSbpw BtcmKy]cn-]m-e\w.
k¿h-in£m $ km¿h- { XnI {]mY- a nIhnZym- ` ymkw
A`n-bm≥ (SSA) F√m-h¿°pw Dd-∏p-h-cp-Øp-I.
$ hnZym-`ymkkuI-cy-߃ sa®-s∏-Sp-
Øp-I.
$
cmjv{Sob am[y-anIv$ sk°‚dn hnZym-`ymke`yX Dd-∏p-h-
in£m A`n-bm≥ cp-Øp-I.
(RMSA) $ hnZym-`ymkkuI-cy-߃ sa®-s∏-Sp-
Øp-I.
$
cmjv{Sob D-®X¬ $ D∂XhnZym- ` ymk e`yX h¿[n- ∏ n-
in£m A`n-bm≥ °pI.
(RUSA) $ D∂XhnZym-`ym-k -Øns‚ KpW-\n-e-
hmcw Db¿ØpI.
$
\mj-W¬ kvIn¬ $ bph-P-\-ß-fpsS sXmgn¬ ss\]pWn
Uh-e-]vsa‚ v B‚ v sa®-s∏-Sp-ØpI.
tamWn-‰dn dnhm¿Uv $ sXmgn¬sshZKv [ yw t\S- n b- h - c psS
kvIow e`yX Dd-∏p-h-cp-Øp-I.
$
CXp-Iq-SmsX kwÿm\ k¿°mcp-Ifpw hnhn[ ]cn-]m-Sn-Iƒ \S-
∏n-em-°p-∂p≠v.
tIc-f-Øn¬ kwÿm-\ -k¿°mcpw Xt±i-`-cW
ÿm]-\ß - fpw \S-∏n-em-°p∂ hnhn[ hnZym-`ymk
hnI-k\ ]cn-]m-Sn-Is
- f-°p-dn®v At\z-jn®v Ipdn∏v
Xbm-dm-°p-I.

am\hhn`htijn hnI-k\w C¥y-bn¬ 45

kmaqlyimkv{Xw II

hnZym-`ymkw \¬Ip-∂-Xn-\mbn cmPyØv hnhn[

Xe-ßfn-ep≈ ÿm]-\-ßfp≠v. kvIqfp-Iƒ,
\mj-W¬ kvIn¬ sUhe-]vsa‚ v tItf- P p- I ƒ, k¿h- I - e m- i m- e - I ƒ, kmt¶-
tIm¿]-td-j≥ (NSDC) XnIhnZym- ` ymk ÿm]- \ - ß ƒ F∂nh
sXmgn¬ ss\]pWn t\Snb P\-ßf - psS {]h¿Øn-°p-∂p.
Ipdhv ]cn-lc
- n-°p-∂X - n-\mbn \n¿am-Ww, hnZym-`ymkw auen-Im-hI
- m-ia
- m-°p-Ibpw 2009 ¬
Sqdn-kw, _m¶nMv, F≥Pn-\n-bd- nMv XpS- hnZym-`ymk Ah-Im-i-\n-baw (RTE Act) ]mkm-
ßnb taJ-eI - n¬ NSDC hnZKv[]cn-
- f °p-Ibpw sNbvX cmPy-amWv \Ωp-tS-Xv. "F√m-
io-e\w \¬In-hc - p-∂p.
h¿°pw {]mY-anIhnZym-`ymkw' F∂ e£yw
`c-W-L-S\ RTE hgn Dd∏p\¬Ip-∂p-≠v.
hnZym-`ym-k-cw-KØv C\nbpw ]cn-l-cn-t°≠ {]iv\-߃ \ne-
\n¬°p-∂p-≠v.
$ {]mY-anIhnZym-`ymkw ]q¿Øn-bm-°msX Hcp hn`mKw hnZym-e-
b-ß-fn¬\n∂v sImgn-™p-t]m-Ip-∂p≠v.
$ hnZym-`ymktaJ-e-bn¬ ASn-ÿm\kuI-cy--ß-fpsS e`yX°pd-
hp≠v.
$ hnZym-`ym-k-Øns‚ KpW-\n-e-hmcw sa®-s∏-tS-≠-Xp-≠v.
"C¥ybnse hnZym-`ymkkuI-cy-ßfpw C\nbpw ]cn-l-cn-°m-
\p≈ {]iv\-ßfpw' F∂ hnj-b-Øn¬ N¿® kwL-Sn-∏n-°pI.

am\hhn`htijn hnI-k-\hpw
Btcm-K-y-]cn-]m-e-\hpw
F¥mWv Btcm-Kyw? imco-cn-I-ambpw am\-kn-I-ambpw kmaq-ln-I-
hp-ambpw Bb kpÿn--XnbmWv Btcm-Kyw F∂v temIm-tcm-Ky-
kw-L-S\ (WHO) \n¿hNn°p-∂p. imco-cnI Ah-ÿ-tbm-sSm∏w
am\-kn-I˛- k
- m-aq-lnI Ah-ÿb - v°p-IqSn {]m[m-\yw \¬Ip-∂p. F√m-
h-cp-sSbpw Btcm-Ky- ]- cn-]m-e\w Dd-∏p-hc- p-tØ-≠Xv Kh¨sa‚ns‚
IS-a-bmWv. F¶n¬ am{Xta cmP-y-Øns‚ kmº-ØnIhnI-k-\-Øn-
\mbn Hmtcm hy-‡n°pw {]h¿Øn-°m-\mhq. Btcm-Ky-ap≈ hy-
‡n-Iƒ Fßs\ cmP-y-]ptcm-K-Xn-bn¬ ]¶m-fn-Ifm-Ip∂p F∂p
t\m°mw.
$ sXmgn¬ Zn\-ß-fpsS FÆw h¿[n-°p-∂XpsIm≠pw Imcy-£-
aX h¿[n-°p-∂-Xp-sIm≠pw D¬∏m-Z\w IqSp-w.
$ {]IrXnhn`-h-߃ icn-bmbn hn\n-tbm-Kn-°m-\mhpw.
$ NnIn’s®e-hp-Iƒ Ipd-bv°m\pw AXp-hgn k¿°m-cns‚ kmº-
ØnIs®ehv Ipd-bv°m\pw Ign-bpw.

46 am\hhn`htijn hnI-k\w C¥y-bn¬

 Ãm≥tU¿Uv X

$ D¬∏m-Z\h¿[-\-hn-eqsS kmº-ØnIhnI-k\w km[-y-amIpw.

Btcm-Ky]cn-]m-e\-Øn-\mbn Hcp-t°-≠- kuI-cyß-ƒ ]´n-I-s∏-
SpØn t\m°mw.
$ t]mj-Im-lm-c-e-`-yX
$ ip≤Pe-e-`-yX
$ tcmK-{]-Xn-tcm[ kwhn-[m-\-߃
$ ipNn-Xz]cn-]m-e\w
$ NnIn’mkuI-c-y-߃
$ hn{i-ahpw hnt\m-Zhpw Dd-∏p-h-cp-ج
$ Btcm-KyIc-amb ]cn-ÿn-Xn
$
ta¬ kqNn-∏n® kuI-cy-߃ e`y-am-°p-∂X
- n-\mbn \nc-h[n ÿm]-
\-߃ {]h¿Øn-°p-∂p-≠v. NnIn’m-cw-KØv hnhn[ Xe-ß-fn-
embn {]h¿Øn- ° p∂ ÿm]- \ - ß - f mWv Hmƒ C¥yC≥Ãn-‰yq´v
k¿°m¿ Hcp-°n-bn-´p-≈Xv.
Hm^v saUn-°¬ kb≥kv (AIIMS)
saUn-°¬ tImtf-Pp-Iƒ anI® tUmIvS¿am-
cpsS tkh- \ hpw
Pn√m Bip-]-{Xn-Iƒ B[p-\nI NnIn-’m-
ku-Ic - yhpw e`y-am-
kmaqlnI Btcm-Ky-tI-{μ-߃ °p-∂-Xns‚ `mK-am-
bmWv AIIMS Bcw-
{]mY-anI BtcmKytI{μ-߃ `n- ® n- ´ p- ≈ - X v . cmPy-
Øns‚ hnhn[ `mKß- f nembn Ggv
BtcmKy D]-tI-{μ-߃ AIIMS Iƒ {]h¿Øn-®p-hc - p-∂p.

Btcm- K y- c w- K Øp {]h¿Øn- ° p∂ hnhn[ ÿm]- \ ߃

Fßs\ tcmK-{]-Xn-tcm[w, NnIn-’ F∂nh P\-߃°v e`y-
am-°p∂p F∂v N¿®sNøp-I.
kl-I-cWtaJ-e-bnepw kzIm-cy-ta-J-e-bnepw \nc-h[n Bip-]-
{Xn-Iƒ {]h¿Øn-°p-∂p≠v. B[p-\nI NnIn-’m-ku-Icyw e`y-
am-°p∂ [mcmfw aƒ´n-kvs]-jym-en‰n Bip-]-{Xn-Iƒ {]h¿Øn-
®p-hcp∂p. Bbp¿thZw, tbmK, \m®p-tdm-∏-Xn, bp\m-\n, kn≤,
tlmantbm∏Xn XpS-ßnb NnIn-’m-k-{º-Zm-b-߃ e`y-am-°p-∂-
Xn-\mbn \nc-h[n ÿm]-\-߃ cmPyØp {]h¿Øn°p-∂p≠v.
KpW-ta-∑-bp-≈ Btcm-Ky-tk-h-\-߃ F√m-h¿°pw e`y-am-°p-∂-
Xn-\p-th≠n tZiob {KmaoW BtcmKy -an-j\pw (National Rural
Health Mission - NRHM) tZiob \K-cm-tcmKy anj\pw (National

am\hhn`htijn hnI-k\w C¥y-bn¬ 47

kmaqlyimkv{Xw II

Urban Health Mission - NUHM) {]h¿Øn-°p-∂p. tZiob {KmaoW

BtcmKy anj≥ {KmaoWtaJ-e-bn¬ {]h¿Øn-°p-∂p. 50000 ¬
A[nIw P\-kw-Jy-bp≈ ]´-W-ßfnse tNcn\nhm-kn-Iƒ°pw
a‰p ]m¿iz-h-¬°-cn-°-s∏-´-h¿°pw sa®-s∏´ Btcm-Ky-tk-h-\-߃
tZiob \Kc BtcmKyanj≥ hgn e`y-am-°p-∂p.
CØcw {]h¿Ø- \ - ß - f psS ^e- a mbn C¥y- b nse
Bbp¿ssZ¿Lyw sa®-s∏-Sp-Øm≥ Ign-™n-´p-≠v. Xmsg sImSp-Øn-
cn-°p∂ ]´nI {i≤n-°q.
C¥y˛Bbp¿ssZ¿Lyw
kv{XoIƒ 67.7
]pcp-j-∑m¿ 64.6
BsI 66.1
Ah-ew_w : sk≥kkv C¥y ˛ 2011
icm- i cn F{X hbkp hsc Pohn- ® n- c n- ° p∂p F∂- X mWv
Bbp¿ssZ¿Lyw.
"am\hhn`htijn hnI-k-\Øn¬ hnZym-`ym-k-Øn\pw Btcm-
Ky-]cn-]m-e\-Øn\pw D≈ ]¶v' F∂ hnj-bsØ Bkv]-Z-am°n
Hcp skan-\m¿ kwL-Sn-∏n-°p-I.
cmPy-Øns‚ kmº-ØnIhnI-k-\-Øn\v hnhn[ hn`-h-߃ icn-
bmb coXn- b n¬ hn\n- t bm- K n- t °- ≠ - X p- ≠ v . {]IrXnhn`- h - ß ƒ
t]mseXs∂ a\p-jy-hn-`hhpw {]m[m-\y-ap-≈-Xm-sW∂v a\ n-em-
°n-b-t√m. {]IrXnhn`-h-ß-fn¬ a\p-jym-[zm-\w IqSnt®cp-tºm-gmWv
D¬∏m-Z\h¿[-\hpw AXp-hgn kmº-ØnIhnI-k-\hpw km[y-am-
hp-I. AXp-sIm≠v am\-h-hn-`-h-tijn sa®-s∏-Sp-Øp-∂-Xn\p hnZym-
`ymk˛Btcm-Ky-cw-K-ß-fn¬ Bkq-{Xn-X-amb {ia-߃ Bh-iy-am-
Wv. AXn-eqsS am{Xta am\-hh - n-`h
- Ø
- ns‚ e`y-Xbpw KpW-ta-∑bpw
Dd-∏p-h-cp-Øm\pw hnI-k\w ssIh-cn-°m\pw km[n-°p-I-bp-≈q.
"temI- Ø nse kº- ∂ - X bv° pw Zmcn-{ Zy- Ø n- \ p- a p≈ {][m\
ImcWw am\- h - h n- ` h- t ijnhnI- k - \ - Ø ns‚ tXmXn- e p≈
hyXymk-amWv' F∂ {]kvXm-h-\t-tbmSv \n߃ tbmPn-°p-
∂pt≠m? Ipdn∏p Xbm-dm-°pI.

{][m\ ]T-\-t\-´-ß-fn¬ s]-Sp-∂h

$ am\hhn`htijn hnI-k\ - Ø
- ns‚ Bh-iy-IX hni-Ie- \w
sNbvXv AhX-cn-∏n-°p-∂p.
$ am\-h-hn-`-h-Øns‚ KW-]-c-amb khn-ti-j-X-Ifpw KpW-
]-ca
- mb khn-ti-jX- I
- fpw hy‡-am-°p∂ ^vtfmNm¿´v Xbm-
dm-°p-∂p.
48 am\hhn`htijn hnI-k\w C¥y-bn¬
 Ãm≥tU¿Uv X

$ C¥y-bnse P\-kw-Jysb temI-kw-Jy-bp-ambn Xmc-Xayw

sNbvXv hep-∏w, ÿm\w F∂nh Is≠Øn Ah-X-cn-∏n-
°p-∂p.
$ P\-kw-Jy-bn¬ am‰w hcp-Øp∂ LS-I-߃ hni-I-e\w
sNbvXv Ipdn∏v Xbm-dm°n Ah-X-cn-∏n-°p-∂p.
$ P\-kw-Jym- {]mb-L-S\ ImWn-°p∂ {Km^v ]cn-tim-[n®v
{]mb-L-S-\, sXmgn¬ ]¶m-fn-Ø-\n-c-°v, B{i-bXz\nc°v
F∂nh hni-I-e\w sNbvXv AhX-cn-∏n-°p-∂p.
$ C¥y-bnse kv{Xo˛]p-cp-jm-\p-]mXw, Bbp¿ssZ¿Lyw,
km£-c-Xm-\n-c°v F∂nh hni-I-e\w sNbvXv cmPyhnI-
k-\-Øn\v Ch Fßs\ klm-bn-°p∂p F∂v N¿®
sNøp∂p.
$ am\hhn`-h-Øns‚ KpW-]-c-amb khn-ti-j-X-Iƒ hniI-
e\w sNbvXv AhX-cn-∏n-°p-∂p.
$ am\hhn`htijn hnI-k-\-Øn¬ hnZym-`ym-kw, Btcm-Ky-
]cn-]m-e\w F∂n-h-bpsS ]¶ns\-°p-dn-®v Ipdn∏v Xbm-dm-
°p-∂p.
$ hnZym- ` ym- k w, Btcm- K y- ] cn- ] m- e \w F∂n- h - b v ° mbn
{]h¿Øn-°p∂ kwhn-[m-\-ß-sf-°p-dn®v N¿® sNbvXv
Ipdn∏v Xbm-dm-°p-∂p.

hne-bn-cp-Ømw
$ am\hhn`-h-Øns‚ KW-]-c-amb khn-ti-j-X-Ifpw KpW-
]-c-amb khn-ti-j-X-Ifpw ]´n-I-s∏-Sp-ØpI.
$ P\-kw-Jym-]-T-\-Øns‚ Bh-iy-IX hni-I-e\w sNbvXv
Ipdn∏v Xbm-dm-°pI.
$ P\-\-\n-c°v, ac-W-\n-c-°v, IpSn-tb‰w F∂nh P\-kw-Jy-
bn¬ hcp-Øp∂ am‰-߃ Xmc-Xayw sNøp-I.
$ C¥y-bnse 2011 P\-kw-Jy-b-Sn-ÿm-\-Øn-ep≈ sXmgn¬
]¶m-fn-Ø-\n-c-°v, B{i-bXz\nc°v F∂nh Xmsg \¬In-
bn-cn-°p-∂p. Ch-bpsS {Km^v Xbm-dm-°p-I.
sXmgn¬ ]¶m-fnØ B{i-b-Xz-\n-c°v
\nc°v (iX-am-\-Øn¬) (iX-am-\-Øn¬)
kv{Xo 62.8 37.2
]pcp-j≥ 62.2 37.7

am\hhn`htijn hnI-k\w C¥y-bn¬ 49

kmaqlyimkv{Xw II

$ sXmgn¬ ]¶m-fnØ\nc°v h¿[n-°p-∂-Xp-sIm≠p≈ KpW-

ßfpw B{i-bX - z-\n-c°v h¿[n-°p-∂X
- ns‚ tZmj-ßfpw ]´nI-
s∏-Sp-ØpI.
$ am\hhn`htijn sa®-s∏-Sp-Øp-∂ LS-I-߃ GsX√mw?
cmPy-Øns‚ hnI-k-\sØ CXv Fßs\ kzm[o-\n-°p∂p?
$ hnZym-`ymkw Fßs\ \mSns‚ hnI-k-\sØ klm-bn-
°p∂p? ^vtfmNm¿´v Xbm-dm-°p-I.
$ Btcm-Ky-cw-KØv C\nbpw ]cn-l-cn-°m-\p≈ {]iv\-߃
]´n-I-s∏-Sp-ØpI.
$ hnZym-`ym-khpw BtcmKy-]cn-]m-e\hpw am\-h-ti-jnhn-I-k-
\sØ klm-bn-°p-∂-sX-ß-s\-sb∂p hy‡-am-°p-I.
XpS¿{]h¿Ø-\-߃
$ sk≥kkv C¥y-bpsS sh_vssk‰v kμ¿in®v G‰hpw
]pXnb P\-kwJymhnh-c-߃ tiJ-cn-°p-I.
$ temIP\-kw-Jym-Zn-\hpambn _‘-s∏´v hnhn[ ]cn-]m-Sn-Iƒ
kwL-Sn-∏n-°p-I.
$ ¢mknse Ip´n-I-fpsS IpSpw-_mw-K-ß-fpsS {]mb-L-S\ tiJ-
cn®v B{i-bXz\nc°v, sXmgn¬ ]¶m-fnØ\nc°v F∂nh
I≠p-]n-Sn°pI.
$ hnZym-e-b-Øn¬ \S-∏n-em°nhcp∂ hnZym-`ymk\ne-hmcw
sa®-s∏-Sp-ج ]cn-]m-Sn-I-sf-°p-dn®v slUvam-Ã-dp-ambn A`n-
apJw \SØn Hcp dnt∏m¿´v Xbm-dm-°p-I.

50 am\hhn`htijn hnI-k\w C¥y-bn¬