81 GI/2021

(1)

रजिस्ट्री सं. डी.एल.- 33004/99

REGD. No. D. L.-33004/99

xxxGIDHxxx

xxxGIDExxx

असाधारण

EXTRAORDINARY

भाग III—खण् ड 4

PART II—Section 4

प्राजधकार से प्रकाजित

PUBLISHED BY AUTHORITY

ubZ fnYyh] 6 tuojh] 2021

.—le;≤ ij ;Fkkla'kksfèkr Hkkjrh; mip;kZ ifj"kn~ vfèkfu;e] 1947

¼1947 dk XLVIII½ dh èkkjk 16¼1½ ds vèkhu çnÙk 'kfDr;ksa dk ç;ksx djrs gq, Hkkjrh; mip;kZ ifj"kn~ ,rn~}kjk

fuEufyf[kr fofu;e cukrh gS] ;Fkk &

i. ;s fofu;e

dgs

tk,axsA

ii. ;s fofu;e Hkkjr ds jkti= esa budh vfèklwpuk dh frfFk ls çHkkoh gksaxsA

bu fofu;eksa esa] tc rd fd lanHkZ ls vU;Fkk visf{kr u gks]

i. ^ifj"kn~* dk vfHkçk; vfèkfu;e ds rgr xfBr Hkkjrh; mip;kZ ifj"kn~ ls gS(

ii. ^,l,uvkjlh* dk vfHkçk; lacafèkr jkT; ljdkjksa }kjk fdlh Hkh uke ls xfBr jkT; mip;kZ ,oa çlkfodk iathdj.k

ifj"kn~ ls gS(

iii. ^vkj,u ,aM vkj,e* dk vfHkçk; ,d iathÑr mip;kZ ,oa iathÑr çlkfodk ¼vkj,u ,aM vkj,e½ ls gS vkSj ,d

,sls ulZ dks n'kkZrk gS ftlus ekU;rk çkIr ufl±x Lukrd ¼ch-,llh- ufl±x½ ;k fMIyksek bu tujy ufl±x ,aM

feMokbQjh ¼th,u,e½ ikBîØe] tSlk fd ifj"kn~ }kjk fuèkkZfjr fd;k x;k gks] lQyrkiwoZd iwjk dj fy;k gks vkSj

fdlh ,d ,l,uvkjlh esa iathÑr mip;kZ ,oa iathÑr çlkfodk ds :i esa iathÑr gksA

सं. 4]

नई दिल्ली, बुधवार, िनवरी 6, 2021/पौष 16, 1942

No. 4]

NEW DELHI, WEDNESDAY, JANUARY 6, 2021/PAUSHA 16, 1942

सी.जी.-डी.एल.-अ.-06012021-224255

CG-DL-E-06012021-224255

2

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Hkkjr lu~ 2015 esa] 193 lnL; ns'kksa okys laèkkj.kh; fodkl y{; ¼,lMhth½ lewg dk lnL; cuk] ftldk y{; lu~

2030 rd nqfu;k dks vkSj vfèkd le`)] vfèkd leku rFkk lHkh ds fy, vkSj vfèkd lqjf{kr xzg cukuk gSA ;g dgus dh

vko';drk ugÈ gS fd Hkkjr dh ftEesnkjh cgqr vfèkd gS D;ksafd gekjs ns'k esa jgus okyh nqfu;k dh ,d&NBh vkcknh dh

çxfr dks xfr fn, fcuk bu egRokdka{kh y{;ksa dks çkIr ugÈ fd;k tk ldrk gSA

LokLF;] Hkkjr ljdkj }kjk dh xbZ çfrc)rkvksa dk dsaæ gSA gesa cPpksa ls cw<+ksa ¼lHkh vk;q oxZ ds yksxksa½ ds fy, LoLFk

thou vkSj lHkh dh HkykbZ lqfuf'pr djus esa l{ke gksus ds fy,] gekjs eq[; LokLF; ladsrdksa] ftlesa ekr` ,oa f'k'kq e`R;q

nj 'kkfey gSa] esa lqèkkj ykus ij è;ku dsafær djuk gksxkA

dksbZ Hkh xHkZorh efgyk bl fo'okl ds lkFk LokLF; ç.kkyh esa ços'k djrh gS fd ogka ij mls vkSj mlds uotkr

f'k'kq dks mPp xq.koÙkk okyh LokLF; lsok,a çkIr gksaxhA bl fo'okl ds çR;qÙkj Lo:i Hkkjr us ns'k esa jk"Vªh; LokLF;

fe'ku ds rgr ekr` ,oa cky LokLF; lsokvksa dks vkSj vfèkd lqn`<+ cuk;k gSA Hkkjr us jk"Vªh; LokLF; fe'ku rFkk tuuh

lqj{kk ;kstuk vkSj tuuh f'k'kq lqj{kk dk;ZØe tSlh ;kstukvksa ds ekè;e ls laLFkkxr çloksa dh la[;k dks lq/kkjus esa fiNys

dqN n'kdksa esa tcjnLr çxfr dh gS] ftlls ekr` ,oa f'k'kq e`R;q nj esa dkQh deh vkbZ gSA Hkkjr dk ekr` e`R;q vuqikr

uewuk iathdj.k ç.kkyh ds vuqlkj 2004&06 esa 254 çfr yk[k ltho çlo ls ?kVdj 2014&16 esa 130 çfr yk[k ltho

çlo gqvk gSA Hkkjr us ekr` e`R;q nj dks de djus dh fn'kk esa çHkko'kkyh çxfr dh gS] tks bl rF; ls ifjyf{kr gksrk gS

fd ekr` e`R;q nj ¼,e,evkj½ dh la;ksftr okÆ"kd nj dh fxjkoV esa ¼2007&09 ls 2011&13 ds nkSjku 5-8% ls 2011&13

ls 2014&16 ds nkSjku 8-01%½ dkQh o`f) gqbZ gSA blh rjg dh miyfCèk;ka ikap o"kZ ls de vk;q okys cPpksa dh e`R;q nj

vkSj f'k'kq e`R;q nj esa vkbZ deh esa Hkh ifjyf{kr gksrh gSaA

ekr` ,oa f'k'kq LokLF; ij fuos'k] jk"Vªh; LokLF; fe'ku dk ,d çeq[k {ks= gSA çkFkfed funsZ'kijd bdkb;ksa] u, ekr`

,oa f'k'kq LokLF; [kaMksa] çlwfr ds fy, mPp fuHkZjrk okyh bdkb;ksa vkSj xgu ns[kHkky bdkb;ksa dk ifjpkyu] n{krk

çf'k{k.k tSlh {kerk fuekZ.k igy] çèkku ea=h lqjf{kr ekr`Ro vfHk;ku tSls xq.koÙkkijd çloiwoZ ns[kHkky dk;ZØeksa dk

lqn`<+hdj.k] vkfn çeq[k çkFkfedrk cuh gqbZ gSaA

mijksDr ds vykok] Hkkjr ljdkj }kjk gky gh esa y{; (LaQshya) & yscj :e ,aM esVjfuVh vkWijs'ku fFk,Vj

DokfyVh bEçwoesaV igy dk 'kqHkkjEHk fd;k x;k gSA i;kZIr ek=k esa oSf'od lk{; fo|eku gSa fd tuuh vkSj uotkr f'k'kqvksa

ds thou dks cpkus ds fy, f'k'kq ds tUe ds rqjar ckn okys le; ds nkSjku mudh ns[kHkky djuk vR;fèkd egÙoiw.kZ gSA

OgkbV fjcu ,yk;al }kjk fd, x, vè;;uksa esa Hkh f'k"V ekr`Ro ns[kHkky ij è;ku nsus dh vko';drk ij çdk'k Mkyk x;k

gSA bl çdkj y{; dk;ZØe dks çlo ds nkSjku rFkk çlo ds rqjar i'pkr xq.koÙkkijd ns[kHkky çnku djus vkSj f'k"V

ekr`Ro ns[kHkky dks c<+kok nsus ds fy, 'kq: fd;k x;k gSA

vn~Hkqr çxfr ds ckotwn] vHkh Hkh gj o"kZ xHkkZoLFkk] çlo vkSj çlo ds ckn dh vofèk ds nkSjku yxHkx 32]000

xHkZorh efgykvksa dh e`R;q gks tkrh gSA blds vykok] gj o"kZ tUe ds ckn igys ekg ds nkSjku gh yxHkx 5]90]000

uotkr f'k'kqvksa dh e`R;q gks tkrh gSA Hkkjr esa lkoZHkkSfed LokLF; vkPNknu ¼;wfuolZy gsYFk dojst & ;w,plh½ dks

lq/kkjus ,oa ekr` rFkk uotkr vkSj cky LokLF; ds fy, laèkkj.kh; fodkl y{;ksa ¼,lMhth½ dks çkIr djus ds fy,

vfrfjDr ç;kl djus dh vko';drk gSA jk"Vªh; LokLF; uhfr 2017 dk mís'; lu~ 2020 rd ekr` e`R;q nj dks 100 çfr

yk[k ltho çlo rd de djuk gSA

efgykvksa ,oa uotkr f'k'kqvksa ds vfLrRo dk xHkkZoLFkk ds nkSjku] rFkk blls Hkh vfèkd egRoiw.kZ çlo ds le;] çkIr

gksus okyh ns[kHkky vkSj cjrh xbZ lkoèkkfu;ksa ds lkFk xgjk lacaèk gSA dq'ky ns[kHkky rd igqap miyCèk ugÈ gksus ds

dkj.k] [kkldj xzkeh.k bykdksa esa çlo ds ekeyksa dk nsjh ls çcaèku] ekSr dk ,d çeq[k dkj.k gSA çlo ds nkSjku dq'ky

,oa f'k"V ns[kHkky vR;fèkd egÙoiw.kZ gS D;ksafd çlo ls igys] çlo ds nkSjku ;k mlds rqjar ckn yk[kksa efgykvksa rFkk

uotkr f'k'kqvksa esa ,sls tfVy vkSj xaHkhj fodkj fodflr gks tkrs gSa] ftudk vuqeku yxkuk Hkh dfBu gSA

lk{;ksa ls irk pyrk gS fd varjkZ"Vªh; ekudksa ij f'kf{kr nkb;ksa }kjk çnku dh tkus okyh xq.koÙkkijd feMokbQjh

ns[kHkky] ekr` ,oa f'k'kq e`R;q nj rFkk e`rtUe ¼fLVy cFkZ½ nj dks 83% rd de djrh gSA vkSj 56 mUur ekr` ,oa uotkr

LokLF; ifj.kkeksa ds lkFk ;g Hkh Li"V gS fd dsoy varjkZ"Vªh; ekudksa ij f'kf{kr nkb;ksa }kjk gh 87% çlo djk;s tk

ldrs gSaA fo'o Lrj ij bl ckr ds çek.k Hkh feyrs jgs gSa fd nkb;ksa dh vxqokbZ okyh ns[kHkky bdkbZ;ka ¼feMokbQ ysM

ds;j ;wfuV~l & ,e,ylh;w½ efgykvksa ij dsafær ns[kHkky rFkk çkÑfrd çlwfr ç.kkyh dks c<+kok nsdj vkSj ns[kHkky dh

xq.koÙkk rFkk fujarjrk dks c<+kok nsdj ekr` ,oa f'k'kq e`R;q nj rFkk #X.krk esa deh yk ldrh gSaA tgka dgha Hkh nkb;ksa dh

vxqokbZ okyh fujarj ns[kHkky ¼,e,ylhlh½ dk ekWMy is'k fd;k x;k gS] blls vifjiDo tUe esa 24% dh deh vkbZ gSA

mÙkjthfork ds vykok] nkb;ksa dh xq.koÙkkijd ns[kHkky Lruiku nj vkSj eukslkekftd ifj.kkeksa esa Hkh lqèkkj ykrh gS] rFkk

fo'ks"k :i ls 'kY;fØ;k }kjk çlo ds ¼lhtsfj;u½ ekeyksa esa vuko';d gLr{ksiksa ds mi;ksx dks de djrh gS vkSj ifjokj

fu;kstu dks c<+kok nsrh gS ¼ysalsV lhjht] 2014( ;w,u,Qih,] 2014 vkSj MCY;w,pvks] 2017½A

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

3

n baVjus'kuy dkWUQsMjs'ku vkWQ feMokbOl us çlwfr fo|k dh èkkj.kk vkSj vkn'kZ ns[kHkky dh :ijs[kk rS;kj dh gSA1

çlwfr fo|k esa foKku ,oa lekt'kkL= tSls vU; LokLF; O;olk;ksa }kjk ç;qDr fd, tkus okys fo"k;ksa ls çkIr Kku] dkS'ky

vkSj is'ksoj n`f"Vdks.k lekfgr gSa] ysfdu Lok;Ùkrk] lk>snkjh] uSfrdrk vkSj tokcnsgh ds is'ksoj <kaps ds varxZr nkb;ksa }kjk

vH;kl fd;k tkrk gSA çlwfr fo|k efgykvksa ,oa muds uotkr f'k'kqvksa dh ns[kHkky djus dk ,d n`f"Vdks.k gS] ftlls

nkbZ% f'k'kq ds tUe dh lkekU; tSfod] euksoSKkfud] lkekftd rFkk lkaLÑfrd çfØ;kvksa vkSj uotkr f'k'kq ds 'kq:vkrh

thou dk vuqdwyu djrs gSa( çR;sd efgyk dh O;fDrxr ifjfLFkfr vkSj fopkjksa dk lEeku djrs gq, muds lkFk feydj

dke djrs gSa( vius ifjokj vkSj viuh ns[kHkky ds fy, efgykvksa dh O;fDrxr {kerkvksa dks c<+kok nsrs gSa( çR;sd efgyk

dh O;fDrxr t:jrksa dks iwjk djus okyh lexz ns[kHkky çnku djus ds fy, t:jr iM+us ij nkb;ksa vkSj vU; LokLF;

is'ksojksa ds lkFk lg;ksx djrs gSaA çlwfr dky esa ns[kHkky ,d Lok;Ùk nkbZ }kjk çnku dh tkrh gSA

Hkkjr esa gj o"kZ 3 djksM+ xHkZorh efgykvksa dks xq.koÙkkiw.kZ ns[kHkky çnku djus ds fy, çf'kf{kr ekuo lalkèku dh

vko';drk dks è;ku esa j[krs gq, rFkk blls igys vkus okyh pqukSfr;ksa dks igpkurs gq,] Hkkjr ljdkj us ulZ çsfDV'kuj

bu feMokbQjh }kjk nkb;ksa dh vxqokbZ okyh ns[kHkky bdkbZ;ksa ¼,e,ylh;w½ ds ekè;e ls çtuu] ekr`Ro ,oa uotkr

LokLF; lsokvksa dks etcwr djus ds fy, lsok çkoèkku dk ,d oSdfYid ekWMy çLrkfor fd;k gSA ,e,ylh;w ds ekè;e ls

nkb;ksa }kjk çnku dh tkus okyh xq.koÙkkiw.kZ ekr`Ro ns[kHkky bl cnyko ds fy, egRoiw.kZ gSA ekU;rk gS fd ns[kHkky dh

xq.koÙkk u dsoy thou dks cpk,xh] cfYd cPps ds tUe dk ,d ldkjkRed vuqHko Hkh çnku djsxhA bldk eryc gS

vko';d cnyko ifjorZudkjh gksus pkfg,A blds fy, lsokvksa dks forfjr djus ds rjhds vkSj efgykvksa dks çnku dh

tkus okyh ns[kHkky dh çÑfr esa ewyHkwr ifjorZu djus dh vko';drk gksxhA

}kjk fuèkkZfjr ifjorZudkjh cnyko çlwfr fo|k f'k{kk ds ewy esa lekfgr gksus pkfg,A

^çlwfr fo|k lsok igy^ dk mís'; gS ^^ulZ çsfDV'kuj bu feMokbQjh^^ ¼,uih,e½ uked vkbZlh,e n{krkvksa ds

vuq:i dq'ky nkb;ksa dk ,d u;k laoxZ rS;kj djuk] tks efgykvksa ij dsafær lgkuqHkwfr'khy çtuu] ekr` ,oa uotkr f'k'kq

LokLF; lsokvksa ¼vkj,e,ulh,p½ dks çnku djus esa lqfoK vkSj l{ke gksa] vkSj ekr` ,oa uotkr f'k'kq LokLF; ds fy,

laèkkj.kh; fodkl y{;ksa ¼,lMhth½ dks çkIr djus ds fy, lkoZtfud LokLF; ç.kkyh esa bl laoxZ ds ,dhdj.k ds fy,

,d leFkZd okrkoj.k fodflr djuk gS ¼,evks,p,aM,QMCY;w] 2018½A

vkbZlh,e n{krkvksa vkSj efgykvksa ,oa uotkr f'k'kqvksa dks t:jh lEiw.kZ çlodkyhu ns[kHkky çnku djus ds fy,

vius Kku rFkk dkS'ky dk vuqikyu djus okys varjkZ"Vªh; Lrj ds nkb;ksa dks rS;kj djus ds fy, xq.koÙkkiw.kZ f'k{kk

vko';d gSA lk{; bafxr djrs gSa fd çlwfr fo|k esa vko';d dkS'ky vkSj n{krk çkIr djus ds fy, visf{kr çf'k{k.k dh

vfèkdre vofèk 18 ekg gSA ifj"kn~ ds ekStwnk ,d o"khZ; ulZ çsfDV'kuj bu feMokbQjh iksLV csfld fMIyksek çksxzke dks

fQj ls vfHkdfYir dj laLFkkxr ,oa lkeqnkf;d Lrj ij f'k"V] mPpre Lrj dh xq.koÙkk rFkk lk{; vkèkkfjr ns[kHkky

çnku djus ds fy, vkSj fo'ks"krkSj ij lqjf{kr ,oa l{ke çlodkyhu ns[kHkky çnku djus okys vfèkd ,uih,e rS;kj djus

ds fy, 18 ekg ds xgu vkoklh; dk;ZØe esa mUu;u fd;k x;k gSA xq.koÙkkiw.kZ ekr`Ro ,oa uotkr f'k'kq ns[kHkky

¼DokfyVh esVjuy ,aM U;wcksuZ ds;j & D;w,e,ulh½ ra= ij vkèkkfjr xq.koÙkkiw.kZ çlodkyhu lsok ds fy, vko';d ?kVdksa

dks ikBîØe esa ,dhÑr fd;k x;k gSA

ulZ çsfDV'kuj bu feMokbQjh ¼,uih,e½ efgykvksa ds lEiw.kZ thoudky rd muds LokLF;oèkZu ds fy, ftEesnkj

gksaxs] vkSj efgykvksa dh çlodkyhu mez ds nkSjku rFkk muds uotkr f'k'kqvksa ij fo'ks"k è;ku fn;k tk,xkA og xHkkZèkku ls

igys] xHkkZoLFkk] çlo] vkSj lwfrdkoLFkk lfgr uotkr f'k'kq dh ns[kHkky ds nkSjku f'k"V ekr`Ro ns[kHkky çnku djus ds

fy, ftEesnkj gksaxsA og vius vH;kl ¼çSfDVl½ ds fy, ftEesnkj vkSj tokcnsg gksaxsA ulZ çsfDV'kuj bu feMokbQjh

¼,uih,e½ dq'ky çlo lgk;dksa] lgk;d ulZ nkb;ksa ¼,,u,e½] ulks±] MkWDVjksa vkSj fo'ks"kKksa okys vLirky rFkk ekStwnk

ifjèkh; LokLF; ç.kkyh esa Lora= :i ls vFkok MkWDVjksa ds lkFk feydj muds lg;ksxh ds :i esa vH;kl djsaxsA mUgsa ,sls

lqfoèkk dsaæksa esa Hkh rSukr fd;k tk ldrk gS tgka dksbZ çlwfr fo'ks"kK miyCèk u gks vkSj mldks ,uih,e }kjk mi;ksx ds

fy, fufnZ"V vkS"kfèk;ksa vkSj mipkj çksVksdkWy ds lkFk&lkFk iwoZ&fuèkkZfjr çlodkyhu ns[kHkky çksVksdkWy ds vkèkkj ij

çlodkyhu lsok çnku djuh gksaxhA

bl rkRdkfyd vko';drk ds çR;qÙkj Lo:i] nkb;ksa ds fy, vkbZlh,e n{krkvksa ds vuq:i ,uih,e ikBîØe rS;kj

fd;k x;k gS tks ekuoh; cnyko ij cy nsrk gSA ikBîØe dk mís'; çlwfr fo|k esa ,uih,e ds rduhdh Kku] uSnkfud

dkS'ky vkSj n`f"Vdks.k dks etcwr djuk gSA çf'k{k.k dk mís'; l{ke ,uih,e rS;kj djuk gS] tks çlwfr fo|k vH;kl ds

varjkZ"Vªh; ekudksa dk çn'kZu djrs gq, ekr`] uotkr f'k'kq rFkk ifjokj dks xq.koÙkkiw.kZ vkSj vuqdaiuh; ns[kHkky çnku dj

ldsaA ;g dk;ZØe ,uih,e dks çHkkoh lapkj] ijke'kZ] usr`Ro] i;Zos{k.k ,oa çcaèku ds fl)karksa dk mi;ksx djus ds fy, Hkh

rS;kj djsxk rFkk mUgsa çlodkyhu vH;kl ls lacafèkr 'kksèk vkSj lk{;ksa dks le>us o mudk mi;ksx djus esa l{ke

cuk,xkA

1https://www.internationalmidwives.org/assets/files/definitions-files/2018/06/eng-philosophy-and-model-of-midwifery-care.pdf

4

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

ifj"kn~ dk ekuuk gS fd feMokbQjh f'k{kk dks varjkZ"Vªh; ekudksa ds vuqlkj etcwr djuk efgykvksa dh xq.koÙkkijd

ns[kHkky esa lqèkkj djus ds fy, ,d egRoiw.kZ dne gS] tks f'k"V ns[kHkky vkSj ekr` ,oa uotkr e`R;q nj rFkk #X.krk dks

de djrk gSA ifj"kn~ dk ekuuk gS fd iathÑr ulks± dks uSnkfud vkSj lkeqnkf;d lek;kstu esa feMokbQ dk dk;Z djus

ds fy, vfrfjDr çf'k{k.k fn, tkus dh vko';drk gS] ftlls fd nkb;ksa dh vxqokbZ okyh fujarj ns[kHkky ¼,e,ylhlh½

çnku djus ds fy, ekufodhdj.k vkSj Lok;Ùkrk ds lanHkZ esa ifjorZu ykus ds fy, Hkkjr ljdkj ¼thvksvkbZ½ dh

vkdka{kkvksa ds vuqlkj ,uih,e }kjk feMokbQjh lsok,a çnku dh tk ldsaA

ifj"kn~ dk ekuuk gS fd vkbZlh,e n{krkvksa dks ,dhÑr djus okyk l{kerk&vkèkkfjr çf'k{k.k] ulZ fpfdRldksa

¼,uih,e½ dks lqn`<+ çek.k&vkèkkfjr Kku ds vkèkkj ij tkudkjh] dkS'ky vkSj O;ogkj dk çn'kZu djus esa l{ke cuk,xk]

tks ^efgyk&dsafær ,oa f'k"V ns[kHkky^ dh voèkkj.kk ij dsafær gksxkA ,uih,e vius Kku ,oa dkS'ky dks ikjLifjd]

lkekftd rFkk lkaLÑfrd n{krkvksa ds lkFk feykdj vkSj varj&O;kogkfjd nyksa ds lkFk feydj dk;Z djus esa l{ke gksaxsA

feMokbQ çf'k{k.k ds n'kZu dks varjkZ"Vªh; Lrj ij ekU; feMokbQ dh ifjHkk"kkvksa }kjk js[kkafdr fd;k x;k gS] ftlesa

fo'oO;kih feMokbQjh ns[kHkky ds çeq[k rRoksa dks 'kkfey fd;k x;k gSA vkbZlh,e }kjk feMokbQ dks bl çdkj ifjHkkf"kr

fd;k x;k gS% ^,d O;fDr ftlus lQyrkiwoZd ,slk feMokbQjh f'k{kk dk;ZØe iwjk dj fy;k gS] tks mlds jgus okys ns'k

esa fofèkor ekU;rk çkIr gks vkSj tks ekSfyd feMokbQjh vH;kl ds fy, vkbZlh,e vko';d n{krkvksa vkSj vkbZlh,e

oSf'od ekudksa ds <kaps ij vkèkkfjr gks( ftlus feMokbQjh vH;kl djus ds fy, vkSj@;k dkuwuh :i ls ykblsal çkIr

djus ds fy, visf{kr ;ksX;rk gkfly dj yh gS vkSj *feMokbQ* VkbVy dk mi;ksx djrk gS vkSj tks feMokbQjh vH;kl

esa ;ksX;rk çnf'kZr djrk gS*A çLrkfor ikBîØe ds ekè;e ls ,uih,e rS;kj djus ds fy, bl n'kZu dks ifj"kn~ ds n'kZu

ls fy;k x;k gSA

ifj"kn~ dk ;g Hkh ekuuk gS fd loksZÙke lS)kafrd rFkk uSnkfud vè;;u vuqHko çnku djus ds fy, lS)kafrd vkSj

uSnkfud lek;kstu esa fofHkUu çdkj dh uohu 'kSf{kd j.kuhfr;ksa dk mi;ksx fd;k tk ldrk gSA f'k{k.k vè;;u n`f"Vdks.k

o;Ld vè;;u fl)karksa] ;ksX;rk&vkèkkfjr f'k{kk] lg;ksxh vè;;u] vuqHkokRed çKrk] fuiq.k vè;;u vkSj Lo&funsZf'kr

vè;;u dks ,dhÑr djsxkA ifj"kn~ dk ;g Hkh ekuuk gS fd lacafèkr fo"k;ksa tSls fd çlwfr ,oa L=h jksx] cky jksx ,oa

lkoZtfud LokLF; ls fpfdRlh; rFkk vU; ladk; dks 'kkfey djds çHkkoh lg;ksxh vkSj var%fo"k;d vè;;u esa lqfoèkk

fey ldrh gSA vk'kk gS fd vkthfodk çxfr ds mi;qDr voljksa ds lkFk feMokbQ dh vxqokbZ okyh ns[kHkky bdkb;ksa

¼,e,ylh;w½ esa dk;Z djus ds fy, bu ,uih,e ds mfpr inLFkkiu dh fn'kk esa fodkl'khy uhfr;ka miyCèk djkbZ tk,axhA

dk;ZØe esa varjkZ"Vªh; ekudksa ij [kjk mrjus okyh mPp xq.koÙkk okyh f'k{kk çnku djus dh dYiuk dh xbZ gS] rFkk

tks ,uih,e dks efgykvksa ds lkFk f'k"V Hkkxhnkjh esa çlwfr] cky jksx fo'ks"kK vkSj vU; LokLF; ns[kHkky Vhe ds lnL;ksa

ds lkFk lg;ksx djus ds fy, Lok;Ùk :i ls dke djus ds fy, rS;kj djrh gS] vkSj tks t:jr iM+us ij xHkkZoLFkk] çlo

vkSj lwfrdkoLFkk ds nkSjku vuqdaiuh;] xq.koÙkkijd] lk{;&vkèkkfjr] efgyk&dsafær vkSj ifjokj&dsafær ns[kHkky çnku dj

ldsA dk;ZØe ,uih,e dks loksZÙke ldkjkRed çlo vuqHko] fir`Ro ds fy, b"Vre voLFkkarj vkSj lqjf{kr çtuu LokLF;

ns[kHkky çnku djus ds fy, rS;kj djrk gSA

bl dk;ZØe ls çf'kf{kr ,uih,e] ifj"kn~ ds 'kSf{kd vkSj vH;kl ekudksa ls ifjfpr gksaxs] ftlesa feMokbQjh vH;kl

ds fy, vkbZlh,e vko';d n{krkvksa ij è;ku dsafær fd;k tk,xkA os feMokbQjh vH;kl ds ekU;rkçkIr ekudksa dks cuk,

j[ksaxs] feMokbQjh ds vH;kl ds xq.kksa ,oa ewY;ksa dks lekfo"V djrs gq, mudk leFkZu djsaxs] rFkk çsfjr] vuqus; vkSj

lk{;&lwfpr vH;kldrkZ gksaxsA os vè;;u vkSj fujarj vuqHko ds ekè;e ls ges'kk vkxs c<+us ds fy, rS;kj jgsaxsA

,uih,e Hkkjr esa nkb;ksa dh vxqokbZ okyh ns[kHkky vkSj fujarj ns[kHkky ekWMy esa] lkoZtfud LokLF; lqfoèkkvksa ds

rgr uoxfBr nkb;ksa dh vxqokbZ okyh ns[kHkky bdkb;ksa ds lkFk vkSj leqnk; ds vanj LFkkfir çkFkfed LokLF; ns[kHkky

esa ,dhÑr] nksuksa esa dk;Z djus ds fy, rS;kj gksaxsA

ulZ çsfDV'kuj bu feMokbQjh dk;ZØe dk mís'; ,uih,e dk ,d ,slk dSMj rS;kj djuk gS tks vkbZlh,e vkSj

ifj"kn~ }kjk fuèkkZfjr n{krkvksa ds vuqlkj fo'oluh; ,oa dq'ky gks] tks efgyk] uotkr f'k'kq rFkk ifjokj dks mPp xq.koÙkk

okys lEekutud] f'k"V vkSj lk{; vkèkkfjr feMokbQjh ns[kHkky çnku dj lds( vkSj ifj"kn~@,evks,p,aM,QMCY;w }kjk

fuèkkZfjr fofu;eksa ds vuqlkj vH;kl ds vius iw.kZ nk;js ds lkFk Lok;Ùk :i ls dk;Z dj ldsA

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

5

dk;ZØe ,uih,e dks fuEufyf[kr ds fy, rS;kj djsxk &

3-2-1 efgykvksa ,oa muds ifjokjksa ds fy, cPps ds ldkjkRed tUe ds vuqHko dh lqfoèkk çnku djuk] lHkh rjg ds

lkeqnkf;d lek;kstuksa rFkk laLFkkuksa esa eukslkekftd] vkè;kfRed vkSj lkaLÑfrd i`"BHkwfe ds ns[kHkky dsaæ esa

efgykvksa dks j[kuk ftlls fd laonsu'khy ns[kHkky çnku dj nSfgd çlo djk;k tk lds

3-2-2 efgykvksa] ifjokjksa ,oa vU; LokLF; ns[kHkky nyksa ds lkFk lk>snkjh esa dk;Z djuk] xHkkZoLFkk] çlo rFkk

lwfrdkoLFkk ds nkSjku N% lIrkg rd vko';d lgk;rk] ns[kHkky vkSj lykg çnku djuk

3-2-3 xHkkZoLFkk] çlo ,oa cPps ds tEu ds le;] rFkk lwfrdkoLFkk ds nkSjku uSfrd] n;kyq] f'k"V vkSj lkaLÑfrd :i

ls laosnu'khy ns[kHkky ds fy, odkyr djuk] ftlesa efgyk dh Lok;Ùkrk dks c<+kok nsuk vkSj lwfpr fu.kZ;

ysus ds vfèkdkj 'kkfey gSa

3-2-4 ekr`Ro ns[kHkky ds vfèkd fpfdRlkdj.k esa deh vkSj lkekftd&vkÆFkd vlekurkvksa ds çHkkoksa dks de djuk]

ftlesa nqxZe vkSj vkfnoklh {ks= 'kkfey gSa

3-2-5 O;fDrxr :i ls ;k lewgksa esa f'kf{kr djuk] ftlesa efgykvksa dks ifjokj fu;kstu ds ckjs esa tkudkjh nsuk]

LoLFk xHkkZoLFkk] ftlesa vkgkj] iks"k.k] ekr` f'k'kq lacaèk] Lruiku lgk;rk] ikfjokfjd lR;fu"Bk rFkk LokLF; vkSj

chekjh dh jksdFkke dks lq/kkjus ds fy, thou dh 'kq:vkr 'kkfey gSa

3-2-6 ,d Lok;Ùk çkFkfed ekr`Ro ns[kHkky O;olk;h rFkk vkthou çf'k{kq ds :i esa vius Lo;a ds fu.kZ; vkSj dk;ks± ds

fy, ftEesnkjh laHkkyuk

3-2-7 fo"kerk ,oa tfVyrkvksa dh igpku djuk rFkk mfpr çcaèku vkSj ns[kHkky çnku djuk] ftlesa vkikrdkyhu

ns[kHkky vkSj le;c) funsZ'ku 'kkfey gS

3-2-8 ,d çHkkoh leL;k gy djus ds fy, rFkk xaHkhj :i ls lkspus vkSj vH;kl ij çfrÇcfcr djus ds fy,

'kksèk@lk{;&vkèkkfjr tkudkjh dk çn'kZu djuk

3-2-9 O;kid LokLF; ns[kHkky O;ogkj ds varxZr viuh Hkwfedk dks le>rs gq, ,oa varj&O;kogkfjd :i ls layXu

gksdj dkuwuh rFkk O;kolkf;d lhekvksa ds Hkhrj ekr`Ro ns[kHkky ny ds fgLls ds :i esa MkWDVjksa] ulks± vkSj vU;

LokLF; ns[kHkky çnkrkvksa ds lkFk dk;Z djuk

feMokbQjh f'k{kk dk ekuuk gS fd fujarj vè;;u vkSj {kerk fuekZ.k vkthou dk;Z gS] bl çdkj bl ikBîØe dk

mís'; vPNh rjg ls rS;kj dh xbZ f'k{k.k ,oa vè;;u j.kuhfr;ksa ds ekè;e ls lwpuk rFkk ledkyhu feMokbQjh Kku

vkSj vH;kl ls tqM+s lk{; ds lkFk tqM+us ds fy, tquwu iSnk djuk gSA

feMokbQjh f'k{kk ds fy, ,d lexz n`f"Vdks.k dks çfrÇcfcr djus ds fy, oSpkfjd ekWMy rS;kj fd;k x;k gSA

oSpkfjd :i ls] ;g ikBîØe ds dsaæ esa lkr ewy ea=ksa dks fuèkkZfjr djrk gS] tks ,d ldkjkRed çlo vuqHko çnku djus

ds fy, dsaæh; xq.kksa dks mtkxj djrk gSA ledkyhu feMokbQjh vH;kl dks lwfpr djus okys çeq[k n`f"Vdks.kksa dks iwjs

ikBîØe esa çlwfr ,oa uotkr f'k'kq dh çkFkfedrkvksa ds lkFk ,dhÑr fd;k x;k gSA feMokbQjh vH;kl ds fy,

vkbZlh,e vko';d ;ksX;rk,a ,oa ifj"kn~ ds 'kSf{kd rFkk vH;kl ekud ikBîØe ds y{;ksa] mís';ksa vkSj lkexzh dks funsZf'kr

djrs gSaA ikBîØe esa lk{; lwfpr f'k{k.k vkSj f'k{k.k fl)karksa dks 'kkfey fd;k tk,xkA

ewY;ksa] ,dhÑr voèkkj.kkvksa] çlwfr ns[kHkky çkFkfedrkvksa] feMokbQjh n{krkvksa] vè;;u ,oa f'k{k.k fl)karksa dks

xkbMykbal vkWu

LVªsaXFkfuax DokfyVh feMokbQjh ,twds'ku ÝseodZ QkWj ,D'ku]

ÝseodZ QkWj DokfyVh esVjuy ,aM U;wcksuZ ds;j ,aM ySalsV lhjht vkWu feMokbQjh] ifj"kn~ ds 'kSf{kd ,oa vH;kl ekud]

vkbZlh,e ,lsafl;y daihVsalht QkWj feMokbQjh çSfDVl ,aM vkbZlh,e Xykscy LVsaMMZ~l QkWj feMokbQjh ,twds'ku }kjk

lqfoK cuk;k x;k gSA

lexz dk;ZØe ds fMtkbu vkSj ikBîØe fodkl dks lwfpr djus okyk ikBîØe oSpkfjd ekWMy uhps fp=&1 esa

n'kkZ;k x;k gS &

6

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

fp= 1- ikBîØe dk çR;;kRed ekWMy

ewy ea=] lHkh efgykvksa dks ldkjkRed çlo vuqHko djkus ds fy, çfrc) feMokbOl fodflr djus ds fy, ,d

vkèkkj çnku djrs gSa] vkSj bUgsa ljdkjh] varjkZ"Vªh; LokLF; laxBu vkSj vkbZlh,e ds ewy nLrkostksa ls fy;k x;k gSA bu

ea=ksa esa (i)

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

'kkfey gSaA

ikBîØe esa egRoiw.kZ n`f"Vdks.kksa dk çfrfufèkRo djus okyh lkr voèkkj.kk,a lfEefyr gSa] tks ledkyhu feMokbQjh

vH;kl dks çsfjr djrh gSaA bu voèkkj.kkvksa esa (i)

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

'kkfey gSaA

dk;ZØe esa fpfUgr ekr`Ro ns[kHkky dh t:jrksa vkSj çkFkfedrkvksa ij vR;fèkd è;ku fn;k x;k gS] ftUgsa ikBîØe ds

fofHkUu igyqvksa esa lacksfèkr fd;k x;k gSA tks bl çdkj gSa & (i)

(ii)

(iii)

(iv)

(v)

(vi)

vkbZlh,e ¼2019½ n{krkvksa dks pkj eq[; Jsf.k;ksa esa oxÊÑr fd;k x;k gS &

;s n{krk,a

dk;ZØe ds rgr ikBîØeksa ds fy, :ijs[kk çnku djrh gSaA ifj"kn~ ds vH;kl ekud feMokbQjh vH;kl dk ekxZn'kZu

djrs gSa vkSj fofu;e çnku djrs gSaA

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

7

feMokbQjh vH;kl dh xq.koÙkk rc çkIr dh tkrh gS tc vH;kl dk usr`Ro ,uih,e dh Lok;Ùk okyh Hkwfedk }kjk

fd;k tkrk gSA Hkkjr esa feMokbQjh vH;kl ds Hkfo"; dks vkxs lq/kkjus vkSj cukus ds fy, fujarj O;kolkf;d fodkl

vko';d gSA

feMokbQjh vH;kl dk nk;jk vkbZlh,e ifjHkk"kk esa lekfgr gS vkSj feMokbQjh vH;kl dh lhekvksa dks O;ofLFkr

djrk gS tSlk fd Hkkjr esa ,uih,e ds fy, viuk;k x;k gS] tks fuEukuqlkj gSa &

,uih,e dks ,d ftEesnkj vkSj tokcnsg O;olk;h ds :i esa igpkuk tkrk gS] tks xHkkZoLFkk] çlo ,oa

lwfrdkoLFkk ds nkSjku vko';d lgk;rk] ns[kHkky rFkk lykg nsus ds fy, efgyk ds çlo esa mldh viuh

ftEesnkjh o lk>snkjh esa dke djrs gS] vkSj uotkr f'k'kq dks ns[kHkky çnku djrs gSaA

bl ns[kHkky esa fuokjd mik;] nSfgd çlo dks c<+kok nsuk] eka vkSj cPps esa tfVyrkvksa dk irk yxkuk]

fpfdRlh; ns[kHkky ;k vU; mi;qDr lgk;rk rd igqap vkSj vkikrdkyhu mik;ksa dks 'kkfey djuk lfEefyr gSA

,uih,e@feMokbQ dh LokLF; ijke'kZ ,oa f'k{kk esa] u dsoy efgyk ds fy,] cfYd ifjokj rFkk leqnk; ds chp

Hkh] ,d egRoiw.kZ Hkwfedk gSA bl dk;Z esa çloiwoZ f'k{kk rFkk fir`Ro ds fy, rS;kjh ls ysdj efgyk LokLF;] ;kSu

;k çtuu LokLF; vkSj f'k'kq ns[kHkky rd lfEefyr fd, tkus pkfg,A

,uih,e ?kj] leqnk;] vLirkyksa] fDyfudksa ;k Hkkjr ljdkj }kjk ifjdfYir vfèkdrj ,e,ylh;w dh LokLF;

bdkb;ksa lfgr fdlh Hkh lek;kstu esa Lok;Ùk :i ls vH;kl dj ldsaxsA

,uih,e f'k{kk ,oa çf'k{k.k rFkk ifj"kn~@,evks,p,aM,QMCY;w }kjk fuèkkZfjr fofu;eksa vkSj fn'kkfunsZ'kksa ds vuqlkj

iwjh rjg vH;kl dj ldsaxsA

ifj"kn~ us Hkkjr esa feMokbQjh esa ulZ fpfdRldksa ds çf'k{k.k ds fy, baVjus'kuy dkWUQsMjs'ku vkWQ feMokbOl

¼vkbZlh,e½ n{krkvksa dks viuk;k gS] ftudh :ijs[kk uhps nh xbZ gS &

fp= 2- feMokbQjh vH;kl ds fy, vko';d vkbZlh,e n{krk,a ¼2019½

bu n{krkvksa dks 4 Jsf.k;ksa@dk;Z{ks=ksa ds rgr vk;ksftr fd;k x;k gSA

8

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

,uih,e] ijf"kn~ }kjk viuk, x, vkbZlh,e ekudksa ds vuqlkj feMokbQjh ns[kHkky esa ,d Lok;Ùk fpfdRld ds :i

esa O;kolkf;d tokcnsgh çnÆ'kr djrk gS tks fd feMokbQjh vH;kl esa uSfrd] ijksidkjh vkSj ekuorkoknh fl)karksa ds

vuq:i gSA

1d½ vius fu.kZ;ksa rFkk dk;ks± ds fy, ,d Lok;Ùk fpfdRld ds :i esa ftEesnkjh ysuk

1[k½ ,d feMokbQ ds :i esa O;fDrxr lqj{kk vkSj vkRefodkl lfgr Lo&ns[kHkky ds fy, ftEesnkjh ysuk

1x½

ns[kHkky igyqvksa dks mfpr iSekus ij nwljksa dks lkSaiuk vkSj i;Zos{k.k djuk

1?k½

lqfoK vH;kl esa 'kksèk dk mi;ksx djuk

1³½ feMokbQjh ns[kHkky çnku djrs le; O;fDr ds ekSfyd ekuokfèkdkjksa dk leFkZu djuk

1p½

U;kf;d foèkku & uSfrd] fofu;ked vko';drkvksa] feMokbQjh vH;kl esa vkpkj lafgrk dk ikyu djuk

1N½ ns[kHkky ds ckjs esa O;fDrxr fodYi pquus esa efgyk dh enn djuk

1t½ efgyk rFkk ifjokj] LokLF; ns[kHkky ny vkSj lkeqnkf;d lewgksa ds lkFk çHkkoh ikjLifjd lapkj dk çn'kZu djuk

1>½ efgyk ds ?kj lfgr laLFkkxr vkSj lkeqnkf;d lek;kstu esa nSfgd çlo çfØ;k esa enn djuk

1¥½ LokLF; fLFkfr ,oa LokLF; tksf[keksa dk vkadyu] rFkk lkekU; LokLF; vkSj efgyk ,oa f'k'kq LokLF; dk laoèkZu

djuk

1V½

çtuu rFkk çkjafHkd thou ls lacafèkr vke LokLF; leL;kvksa dh jksdFkke djuk vkSj mipkj djuk

1B½

feMokbQjh vH;kl ds nk;js ls ckgj dh fLFkfr;ksa dh igpku djuk vkSj mPp&Lrjh; ns[kHkky ds fy, lanfHkZr

djuk

1M½

,slh efgykvksa dks ns[kHkky çnku djuk tks 'kkjhfjd ;k ;kSu Çglk vkSj nqO;Zogkj dh f'kdkj gqbZ gksa

,uih,e efgyk ,oa Hkzw.k ds LokLF; dk vkadyu djrs gSa] muds LokLF; rFkk dY;k.k dks c<+kok nsrs gSa] xHkkZoLFkk ds

nkSjku tfVyrkvksa dk irk yxkrs gSa] vkSj xHkZorh efgykvksa ds LokLF; dh ns[kHkky djrs gSaA

2d½ xHkkZoLFkk&iwoZ vkSj çloiwoZ ns[kHkky çnku djuk

2[k½ efgyk dh LokLF; fLFkfr dk vkadyu djuk

2x½

Hkzw.k LokLF; dk vkadyu djuk

2?k½

xHkkZoLFkk dh çxfr dh fuxjkuh djuk

2³½ muds LokLF; lqèkkj ls lacafèkr O;ogkjksa dks c<+kok nsuk vkSj mudk leFkZu djuk

2p½

xHkkZoLFkk] tUe] Lruiku] fir`Ro vkSj ikfjokfjd ifjorZu ls lacafèkr iwokZHkklh ekxZn'kZu çnku djuk

2N½ xHkZorhZ efgykvksa esa tfVyrkvksa dk irk yxkuk] mudk çcaèku djuk vkSj mudks mPp&Lrjh; ns[kHkky ds fy,

lanfHkZr djuk

2t½ çlo ds fy, mi;qDr LFkku pquus esa efgyk vkSj mlds ifjokj dh lgk;rk djuk

2>½ vupkgs ;k xyr le; ij xHkZèkkj.k djus okyh efgykvksa dks ns[kHkky çnku djuk

,uih,e nSfgd çlo çfØ;kvksa ,oa ,d lqjf{kr tUe] uotkr f'k'kq dh rkRdkfyd ns[kHkky rFkk eka vkSj f'k'kq esa

tfVyrkvksa dk irk yxkus esa çlo ds nkSjku efgyk dh fujarj fuxjkuh o ns[kHkky djrs gSaA

3d½ nSfgd çlo vkSj tUe dks c<+kok nsuk

3[k½ ;ksfu }kj ls lqjf{kr rFkk lgt tUe lqfuf'pr djuk vkSj tfVyrkvksa ls cpkuk

3x½

tUe ds rqjar ckn uotkr f'k'kq dh ns[kHkky djuk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

9

,uih,e eka ,oa f'k'kq ds LokLF; dk fujarj vkadyu djrs gSa] LokLF; f'k{kk çnku djrs gSa rFkk Lruiku djkus esa

lgk;rk djrs gSa] tfVyrkvksa dk irk yxkrs gSa] vkSj ifjokj fu;kstu lsokvksa dh 'kq:vkr djrs gSaA

4d½ LoLFk efgyk dh çloksÙkj ns[kHkky djuk

4[k½ LoLFk uotkr f'k'kq dh ns[kHkky djuk

4x½

Lruiku dks c<+kok nsuk vkSj leFkZu djuk

4?k½

efgyk esa çloksÙkj tfVyrkvksa dk irk yxkuk vkSj mudk mipkj djuk ;k mUgsa lanfHkZr djuk

4³½ uotkr f'k'kq esa LokLF; leL;kvksa dk irk yxkuk vkSj mudk çcaèku djuk

4p½

ifjokj fu;kstu lsok,a çnku djuk

,uih,e dk;ZØe ,d 18 ekg dk vkoklh; dk;ZØe gS] ftlesa 12 ekg dh vkoklh; f'k{kk rFkk çf'k{k.k 'kkfey gS]

vkSj blds i'pkr 6 ekg dk xgu O;kogkfjd vH;kl@baVuZf'ki fd;k tkrk gSA ;g dk;ZØe eq[; :i ls l{kerk

vkèkkfjr f'k{kk ,oa çf'k{k.k ij dsafær gS tks ifjorZudkjh ,oa lacaèkksa ij vkèkkfjr f'k{k.k rFkk vè;;u ij dsafær fuiq.krk

vkSj vuqHkokRed çKrk }kjk lapkfyr ifj"kn~ ds@oSf'od 'kSf{kd o feMokbQjh vH;kl ekudksa dks lesfdr djrk gSA

lEiw.kZ dk;ZØe ds nkSjku efgykvksa ij dsafær rFkk feMokbQ dh vxqokbZ okyh f'k"V feMokbQjh lsokvksa ds çfreku esa

cnyko rFkk muds vH;kl ds nk;js dks igpkuus ij tksj fn;k x;k gSA

ikBîØe esa lS)kafrd vkSj O;kogkfjd ¼ç;ksx'kkyk rFkk uSnkfud½ çf'k{k.k 'kkfey gSa] ftUgsa pkj ikBîØe ekWMîwyksa esa

çLrqr fd;k x;k gS (i)

(ii)

(iii)

ikBîØe esa ewyHkwr

çf'k{k.k ds vykok] dkS'ky çf'k{k.k ,oa mipkj çksVksdkWy@jk"Vªh; feMokbQjh fn'kkfunsZ'kksa rFkk vfHkfoU;kl ij O;kogkfjd

dkS'ky çf'k{k.k vkSj ,uih,e }kjk feMokbQjh vH;kl ds fy, çklafxd mi;ksx ds fy, vuqefr çkIr vkS"kfèk;ka 'kkfey gSaA

dk;ZØe dks bl rjg ls rS;kj fd;k x;k gS fd dk;ZØe ds rgr vè;;u djus gsrq ,slk eap çkIr gks fd Nk=ksa dks

l{ke feMokbQjh O;kolkf;d n{krk ds lkFk vH;kl djus ds fy, vko';d Kku] dkS'ky vkSj ewY;ksa ds çxfr'khy fodkl

fey lds] D;ksafd ;g le>us dh t:jr gS fd Nk= feMokbQ iwoZ vuqHko ds lkFk iathÑr ulZ gSaA ikBîØe dh igyh

nks J`a[kyk,a vkèkqfud feMokbQjh Kku] lkekU; xHkkZoLFkk ds dkS'ky rFkk ewY;ksa dk fodkl] tUe rFkk lwfrdkoLFkk] ftlesa

LoLFk Hkzw.k vkSj uotkr f'k'kq fodkl 'kkfey gSa] ij è;ku dsafær djus dk volj çnku djrh gSaA ikBîØe dh rhljh

J`a[kyk lkekU; ls fopyu ij è;ku dsafær djrk gS ftlesa efgyk dh tfVy ns[kHkky vkSj uotkr f'k'kq ds lkFk&lkFk

çkFkfed LokLF; ns[kHkky esa feMokbQ dh Hkwfedk 'kkfey gSA ;s ikBîØe Hkkjr esa dke djus okys ,d Lok;Ùk feMokbQ

O;olk;h ds :i esa viuh Hkwfedk ds fy, Nk= dks rS;kj djus vkSj Hkkjr esa feMokbQ dh vxqokbZ okyh ns[kHkky ds u,

ekWMy dk leFkZu djus ij dsafær gSA tSlk fd ikBîØe çR;;kRed ekWMy esa oÆ.kr gS] Nk=ksa ds ikl lesfdr vè;;u dk

volj gSA lesfdr voèkkj.kkvksa dks vè;;u lkexzh rFkk xfrfofèk;ksa esa 'kkfey fd;k tkrk gS tks iwjs dk;ZØe esa

tfVyrkvksa dks c<+krs gSaA blds lkFk] ekr`Ro ns[kHkky çkFkfedrkvksa dks ikBîØe ds mís';ksa ds vkèkkj ij vyx&vyx

Lrj ij lacksfèkr fd;k tkrk gSA blh rjg] ewy ea= rFkk vko';d vkbZlh,e n{krkvksa dks Hkh iwjs dk;ZØe esa ikBîØe

lkexzh] vè;;u xfrfofèk;ksa vkSj vH;kl ds vuqHko esa foHkkftr fd;k x;k gSA

I:

1- Hkkjrh; LokLF; lsok lek;kstu ,oa Hkkjr esa ekr` rFkk uotkr

LokLF; ¼,e,u,p½ ifjn`';

2- O;kolkf;drk rFkk O;kogkfjd feMokbQjh vH;kl

3- efgyk ij dsafær feMokbQjh ns[kHkky ,oa f'k"V ekr`Ro rFkk

uotkr f'k'kq ns[kHkky dh fujarjrk

4- f'k'kq tUe ds le; ekuoh;rk rFkk çHkkoh lapkj

5- feMokbQjh vH;kl ds çklafxd fofèkd eqís

10

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

6- feMokbQjh esa uSfrdrk

7- feMokbQjh esa f'k{kk rFkk ijke'kZ

8- lkeqnkf;d tqM+ko rFkk 'kksèk lqfoK vH;kl

II:

1- feMokbQjh ij ykxw ekSfyd foKku% ekr`] Hkzw.k ,oa uotkr f'k'kq

fQft;ksykWth] QkekZdksykWth rFkk funku vkSj laØe.k fu;a=.k

2- lkekU; xHkkZoLFkk] tUe rFkk lwfrdkoLFkk

3- uotkr f'k'kq dh ns[kHkky

III:

1- çlodkyhu euksoSKkfud LokLF;

2- efgyk dh tfVy ns[kHkky

3- uotkr f'k'kq dh ladVdkyhu ns[kHkky

4- LoLFk ifjokj rFkk leqnk;

1- ufl±x esa Lukrd dk;ZØe dk lapkyu djus okys ljdkjh ¼jktdh;@dsaæh;@Lok;Ùk½ ufl±x f'k{k.k laLFkku]

ftudk çlwfr ,oa uotkr f'k'kq bdkb;ksa ds lkFk&lkFk çkFkfed] ekè;fed rFkk r`rh;d LokLF; ns[kHkky

lqfoèkkvksa ls ;qDr viuk ewy vLirky gks ;k ljdkjh vLirky ls lac) gksA

;k

ufl±x esa Lukrd dk;ZØe dk lapkyu djus okys vU; xSj&ljdkjh ufl±x f'k{k.k laLFkku] ftudk çlwfr ,oa

uotkr f'k'kq bdkb;ksa ds lkFk&lkFk çkFkfed] ekè;fed rFkk r`rh;d LokLF; ns[kHkky lqfoèkkvksa ls ;qDr viuk

ewy vLirky gksA

2- ik= laLFkku dks ulZ çsfDV'kuj bu feMokbQjh dk;ZØe çkjEHk djus ds fy, lacafèkr ,l,uvkjlh ls lacafèkr

'kS{kf.kd o"kZ ds fy, ekU;rk çkIr djuh gksxh] tksfd ,d vfuok;Z vgrkZ gSA

3- dk;ZØe dk lapkyu djus dh vuqefr tkjh j[kus ds fy, ifj"kn~ }kjk yxkrkj nks o"kZ rd fujh{k.k fd;k

tk,xkA

1-

çlwfr ,oa L=h jksx@cky jksx@lkeqnkf;d LokLF; ufl±x fo'ks"krk ds lkFk ,e-,llh-

¼ufl±x½ ;k ,uih,e çf'k{kd çf'k{k.k ds lkFk ch-,llh- ¼ufl±x½

2-

LukrdksÙkj mikfèk ds i'pkr 3 o"kZ ds vuqHko ds lkFk çlwfr ,oa L=h jksx] cky jksx vFkok

lkoZtfud LokLF; foHkkx ds fpfdRlh; ladk;@lykgdkj

3-

,u,p,e@,evks,p,aM,QMCY;w ds vfèkdkjh@vU; {ks=ksa ds fo'ks"kK

& 1 % 10

& 1 % 10

& vfèkdre 30 çfr cSp

1- vè;;u d{k & 1

2- vko';d midj.kksa vkSj vkiwÆr;ksa ds lkFk dkS'ky@fleqys'ku ç;ksx'kkyk & 1

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

11

3- iqLrdky; & feMokbQjh] ekr`] uotkr f'k'kq rFkk jk"Vªh; vkSj varjkZ"Vªh; if=dkvksa ds lkFk uohure ufl±x

ikBî iqLrdsa] tksfd Hkkjr ljdkj }kjk tkjh fn'kkfunsZ'kksa@ekWMîwYl ds çklafxd gksaA

4- f'k{k.k lkexzh &

,ylhMh çkstsDVj

çkstsD'ku ds fy, LØhu

daI;wVj

ySiVkWi

vkbZVh vuqç;ksxksa ds fy, VScysV ¼mnkgj.kr% lqjf{kr fMyhojh ,si] bZ&ikVksZxzkQ vkSj vU; ,si½

VSc LØhu dks ckgjh LØhu ij çkstsDV djus ds fy, dusDVlZ

4 ,echih,l baVjusV yhTM ykbu

5- feMokbQjh çf'k{kdksa ds fy, dk;kZy;h lqfoèkk,a

100&200 'kS¸;k okys ewy vLirky esa de ls de 50 çlwfr 'kS¸;k ;k LFkkfir ,e,ylh;w ds lkFk 50 'kS¸;k okyk

çlwfr vLirky

Hkkjr ljdkj ds y{; fn'kkfunsZ'kksa ds vuqlkj çlwfr d{k

U;wure 6 çlwfr Vscy@'kS¸;k

ekr` ,oa uotkr f'k'kq bdkb;ka

çfr o"kZ U;wure 6000 çlo djkus dh {kerk

ekr`Ro vkWijs'ku fFk,Vj vkSj çlwfr lacaèkh ,pMh;w@vkbZlh;w

vyx daxk: enj ds;j bdkbZ

8&10 f}rh; Lrj dh uotkr f'k'kq 'kS¸;k

LokLF; midsaæ] lkeqnkf;d LokLF; dsaæ vkSj çkFkfed LokLF; dsaæ ds lkFk lac)rk

r`rh;d ns[kHkky vLirky ds lkFk jsQjy Çyd

r`rh;d vLirky & esfMdy dkWyst vLirky ds lkFk lac)rk

r`rh; Lrj dh uotkr f'k'kq 'kS¸;k ds lkFk lac)rk

bl dk;ZØe esa ços'k ds fy, bPNqd mEehnokj ds ikl fuEufyf[kr vgrkZ,a gksuh pkfg, &

fMIyksek bu tujy ufl±x ,aM feMokbQjh ¼th,u,e½ ;k ch-,llh- ¼ufl±x½ vgrkZ ds lkFk vkj,u ,aM vkj,eA

feMokbQjh dh vfHkyk"kk ds lkFk çlwfr ns[kHkky esa de ls de nks o"kZ dk uohure uSnkfud vuqHkoA

lsokjr mEehnokj Hkh ços'k ds fy, ik= gksaxs vkSj mUgsa fu;fer osru feyrk jgsxkA vkoklh; dk;ZØe gksus ds

ukrs] dk;ZØe ds vU; Nk=ksa dks lacafèkr laxBu esa muds led{kksa ds cjkcj osru fn;k tk,xkA

ços'k ds le; vk;q 45 o"kZ vFkok mlls deA

çf'k{k.k dh vofèk ds nkSjku feMokbQjh vH;kl djus ds fy, mEehnokj dks lacafèkr jkT; esa vLFkk;h@

LFkkukarj.k iathdj.k ¼vkj,u ,aM vkj,e½ djkuk gksxk tgka mEehnokj ,uih,e dk;ZØe esa ukekafdr gSA

,uih,e dh fu;qfDr ds fy, p;u ekunaM vkSj çfØ;k dk voyksdu uhps mfYyf[kr gS &

ços'k ijh{kk nks Hkkxksa esa vk;ksftr dh tk,xh] çR;sd ?kVd dh Hkkfjrk çfr'kr fuèkkZfjr gksxhA ços'k ijh{kk ds

fy, vfèkdre vad 100 gksaxs ¼fyf[kr ijh{kk vkSj vks,llhbZ ds fy, 60 rFkk lk{kkRdkj ds fy, 40½A

12

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

-

%

cgqfodYih; ç'u vkSj nks y?kq fucaèk ¼vofèk 2 ?kaVs½ esa çloiwoZ] çlodkyhu]

çloksÙkj] tfVyrk çcaèku vkSj uotkr f'k'kq ns[kHkky ds {ks= 'kkfey gksaxsA y?kq fucaèkksa esa rduhdh n{krk

ds lkFk&lkFk fyf[kr vaxzsth esa çokg dk vuqoh{k.k fd;k tk,xkA fyf[kr vaxzsth esa çoh.krk ds fy,

dqN Hkkfjrk nh tkuh pkfg,A

-

%

%

fyf[kr ijh{kk vkSj vks,llhbZ esa mÙkh.kZ gksus okys lQy mEehnokjksa dk lk{kkRdkj ds nkSjku fuEufyf[kr ds

fy, vuqoh{k.k fd;k tk,xk &

%

mEehnokj ds O;fDrxr fooj.k esa nh xbZ tkudkjh ds vkèkkj ij &

& ldkjkRed çlo vuqHko çnku djus ds fy, f'k"V ns[kHkky

çnku djuk

%

vaxzsth Hkk"kk esa cksyus dh n{krk ,oa lapkj] rduhdh Kku] xzkgdksa ds

vfèkdkjksa ds fy, usr`Ro ,oa i{k&leFkZu] vkSj Vhe Hkkouk dk irk yxkus ds fy, lk{kkRdkj çfØ;k dk

,d fgLlk gksxkA

okÆ"kd vodk'k $ vkdfLed vodk'k $ #X.krkodk'k $ lkoZtfud vodk'k ¾ 4 lIrkg

ijh{kk dh rS;kjh vkSj ijh{kk ¾ 2 lIrkg

okÆ"kd vodk'k $ vkdfLed vodk'k $ #X.krkodk'k $ lkoZtfud vodk'k ¾ 2 lIrkg

ijh{kk ¼;ksX;rk vkadyu½ ¾ 1 lIrkg

lkewfgd d{kk,a & 3 lIrkg × 40 ?kaVs çfr lIrkg ¾ 120 ?kaVs

uSnkfud vkokl & 43 lIrkg × 45 ?kaVs çfr lIrkg ¾ 1935 ?kaVs

3 lIrkg × 40 ?kaVs çfr lIrkg ¾ 120 ?kaVs ¼iw.kZ lS)kafrd lkewfgd d{kk,a & lS)kafrd 90 ?kaVs $

dkS'ky ç;ksx'kkyk 30 ?kaVs½

43 lIrkg × 45 ?kaVs çfr lIrkg ¾ 1935 ?kaVs ¼lS)kafrd & 140 ?kaVs $ dkS'ky ç;ksx'kkyk & 65 ?kaVs

$ uSnkfud & 1730 ?kaVs½

uSnkfud vuqHko ds nkSjku lS)kafrd ds fy, 140 ?kaVs vkSj dkS'ky ç;ksx'kkyk ds fy, 65 ?kaVs lesfdr fd, tkus gSaA

lS)kafrd vè;;u esa ladk; ds O;k[;ku] uSnkfud nkSjs] uSnkfud çLrqfr;ka] vkS"kfèk çLrqfr;ka vkfn dks lfEefyr fd;k tk

ldrk gSA

6 ?kaVs çfr lIrkg × 35 lIrkg ¾ 210 ?kaVs ¼lS)kafrd & 140 ?kaVs $ dkS'ky ç;ksx'kkyk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

13

& 65 ?kaVs½ vkSj

2&3 ?kaVs çfr lIrkg la'kksèku ds fy, mi;ksx fd, tk ldrs gSaA

I

I:

1 Hkkjrh; LokLF; lsok lek;kstu ,oa ekr` rFkk

uotkr LokLF; ¼,e,u,p½ ifjn`';

10

20 lh,y

2 O;kolkf;drk rFkk O;kogkfjd feMokbQjh vH;kl

18

3 efgyk ij dsafær feMokbQjh ns[kHkky ,oa f'k"V

ekr`Ro rFkk uotkr f'k'kq ns[kHkky dh fujarjrk

6

8 ,l,y$40 lh,y

4 f'k'kq tUe ds le; ekuoh;rk rFkk çHkkoh lapkj

10

8 ,l,y$20 lh,y

5 feMokbQjh vH;kl ds çklafxd fofèkd eqís

6

6 feMokbQjh esa uSfrdrk

4

7 feMokbQjh esa f'k{kk rFkk ijke'kZ

6

2 ,l,y$20 lh,y

8 lkeqnkf;d tqM+ko ,oa 'kksèk & lkeqnkf;d ftEesnkjh

rFkk usr`Ro vkSj 'kksèk lqfoK vH;kl

30

2 ,l,y$80 lh,y

II.

II:

1 feMokbQjh ij ykxw ekSfyd foKku% ekr`] Hkzw.k ,oa

uotkr f'k'kq fQft;ksykWth] QkekZdksykWth rFkk

funku vkSj laØe.k fu;a=.k

40

12 ,l,y$210 lh,y

lesfdr uSnkfud vH;kl

2 lkekU; xHkkZoLFkk] tUe rFkk lwfrdkoLFkk

50

22 ,l,y$680 lh,y

çloiwoZ vksihMh@okMZ@

çlwfr d{k@vkikrdkyhu

çloksÙkj okMZ@vksihMh

3 uotkr f'k'kq dh ns[kHkky

10

6 ,l,y$90 lh,y

,l,ulh;w@,uvkbZlh;w@

çloksÙkj okMZ

III.

III:

1 çlodkyhu euksoSKkfud LokLF;

4

60 lh,y

,,ulh okMZ@çlwfr d{k@

ih,ulh okMZ

2 efgyk dh tfVy ns[kHkky

25

20 ,l,y$330 lh,y

çloiwoZ vksihMh@okMZ@

çlwfr ,pMh;w@vkbZlh;w

çlwfr d{k@vkikrdkyhu@

ekr`Ro vkWijs'ku fFk,Vj@

çlwfr ,pMh;w@vkbZlh;w

çloksÙkj okMZ@vksihMh@

çlwfr ,pMh;w@vkbZlh;w

14

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

3 uotkr f'k'kq dh ladVdkyhu ns[kHkky

8

10 ,l,y$130 lh,y

,l,ulh;w@çloksÙkj

okMZ@vksihMh

4 LoLFk ifjokj rFkk leqnk;

3

5 ,l,y$50 lh,y

,,ulh vksihMh@çlwfriwoZ

vksihMh@okMZ@,Qih okMZ

U;wure 45 ?kaVs çfr lIrkg fuèkkZfjr gSa] gkykafd] blesa vyx&vyx f'k¶Vksa vkSj gj

lIrkg ;k i[kokM+s ij vkWu dkWy MîwVh ds ckn vodk'k ds lkFk yphykiu fn;k x;k gSA

Nk=ksa dks mudh çf'k{k.k vofèk ds nkSjku fuEukafdr uSnkfud {ks=ksa esa inLFkkfir fd;k tk,xkA

1

çloiwoZ ¼,,u½ vksihMh

6

2

çloiwoZ ¼,,u½ okMZ

4

3

çlwfr d{k

12

4

çloksÙkj ¼ih,u½ okMZ rFkk vksihMh

4$1

5-

,uvkbZlh;w ¼,l,ulh;w½

2

6

çlwfr vkikrdky

1

7

çlwfr vkWijs'ku fFk,Vj

1

8

çlwfr vkbZlh;w

2

9

ifjokj fu;kstu okMZ

1

10 ih,plh@lh,plh

4

11 ,e,ylh;w

4

1

,,u vksihMh rFkk okMZ

3

2

ih,u vksihMh rFkk okMZ

3

3

çlwfr d{k

6

4

,uvkbZlh;w ¼,l,ulh;w½

2

5

çlwfr vkikrdky rFkk vkbZlh;w

3

6

çlwfr vkWijs'ku fFk,Vj

1

7

ih,plh@lh,plh

3

8

fofoèk

1

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

15

,uih,e ikBîØe easa çf'k{k.k vè;;u vuqHkokRed çKrk fl)karksa ij vkèkkfjr gSA vuqHkokRed çKrk dk ekuuk gS fd

vè;;u ,d lfØ; çfØ;k gS tks Nk=ksa dh çkekf.kd xfrfofèk;ksa] vuqHkoksa vkSj lkekftd la?k"kks± ij ijLij çHkko Mkyrh

gSA 'kSf{kd çfØ;k dks lEeku ds lkFk js[kkafdr fd;k tkrk gS] ftlesa f'k{kd f'k"V ns[kHkky vkSj lapkj dk vkpj.k djrs gSa

vkSj ;s Lukrd efgykvksa ds lkFk budk mi;ksx djsaxsA Nk=ksa dks tkucw>dj vè;;u dsaæ esa j[kk tkrk gS vkSj os KkuktZu

çfØ;k esa lhèks 'kkfey gks tkrs gSaA bl çdkj] vuqHkokRed çKrk vè;;u lqfoèkk ds fy, vko';d lzksr lkexzh vkSj

fopkj'khy çfrÇccu ds :i esa vuqHko ij fuHkZj djrk gSA xfrfofèk;ksa rFkk vuqHkoksa ds fy, ^okLrfodrk* dk lanHkZ çnku

djuk Nk=ksa dks vH;kl ds çdkjksa vkSj tfVyrkvksa ds lkFk lajsf[kr djrk gS ftudk os feMokbQjh Lukrdksa ds :i esa

lkeuk dj ldrs gSaA tSls&tSls Nk= okLrfod thou dh ifjfLFkfr;ksa esa dk;Z djrs gSa] ftlesa fu.kZ; ysus dh vko';drk

gksrh gS] tks ekr`Ro ns[kHkky okrkoj.k dh çÑfr dks n'kkZrh gS ,oa Lok;Ùk Hkwfedkvksa dks c<+kok nsrh gS] ftUgsa dk;ZØe ds

iwjk gksus ij xzg.k djus dh vko';drk gksrh gS rFkk ,e,ylh;w esa feMokbQjh ns[kHkky dk usr`Ro djus ds fy, dgk

tkrk gS] mudh çsj.kk vkSj opuc)rk c<+ tkrh gSaA

vuqHkokRed çKrk] lS)kafrd vkSj O;kogkfjdrk ds chp dh nwjh dks de djus ds fy, çfrc) gS ftls ledkyhu

r`rh;d LokLF; ns[kHkky f'k{kk esa ,d pqukSrh ds :i esa ns[kk tkrk gSA vuqHkokRed çKrk] vH;kl dks fl)kar ds lkFk

lesfdr djrk gS] vkSj dksBfj;ksa esa gksus okys çf'k{k.k vkSj vè;;u ls cp tkrs gSaA vè;kiu&dyk ds ,d fgLls ds :i esa

vuqHkokRed çKrk Nk=ksa dks feMokbQjh vH;kl ds ekè;e ls egRoiw.kZ vH;klkRed vuqHko esa layXu djsxkA

xHkkZèkkj.k&iwoZ vkSj çlo ls ysdj çloksÙkj rd fujarj uSnkfud ifjfLFkfr;ksa dh fofoèkrk dks çfrÇcfcr djus ds fy,

vH;kl dk vk;kstu fd;k tk,xk] ftlesa vLirky vkSj lkeqnkf;d ra= 'kkfey gksaxsA Nk=ksa dks ns[kHkky ds vuqHkoksa dh

ifjHkkf"kr fujarjrk esa layXu gksus dh vko';drk gksxh tgka os xHkkZoLFkk] çlo] tUe vkSj lwfrdkoLFkk esa efgykvksa dk

vuqlj.k djrs gSaA

bl dk;ZØe esa vuqHkokRed çKrk dks ykxw djuk ifjn`';&vkèkkfjr vè;;u ¼,lch,y½ vkSj çfrfcafcr vH;kl gSA

,lch,y mu ifjn`';ksa dk mi;ksx djrk gS tks ;FkkFkZoknh fLFkfr;ksa dks n'kkZrs gSa] mnkgj.k ds fy, ;s ekeys ds vè;;u]

fNækUos'kh ?kVukvksa ;k dFkkRedksa ij vkèkkfjr gks ldrs gSa] tks lanHkZ lkexzh vkSj@;k vè;;u 'kq: djus vuqdwy volj

,oa vH;kl] tfVyrkvksa dk irk yxkus rFkk egRoiw.kZ lksp] leL;k dks lqy>kus vkSj fu.kZ; ysus ds dkS'ky ds fy, ,d

vkn'kZ okrkoj.k çnku djrs gSaA ,lch,y esa vè;;u çfØ;k dbZ pj.kksa ls xqtjrh gS ftlls Nk=ksa dks ifjn`'; esa layXu

gksus] fLFkfr dk fo'ys"k.k djus] vè;;u dh t:jrksa dh igpku djus] tkudkjh gkfly djus] çfrÇcfcr djus vkSj vè;;u

dks ykxw djus dh vko';drk gksrh gSA ifjn`'; vkèkkfjr f'k{k.k vè;kiu vkSj ifjorZuh; vè;;u d{k ds ekè;e ls lcls

vPNk çnku fd;k tkrk gS] tgka Nk= vè;kiu&iwoZ iBu vkSj fjdkWMZ fd, x, O;k[;ku dk mi;ksx dj ldrs gSa rkfd

f'k{k.k dh laoknkRed çÑfr dks viuk;k tk ldsA

,d lqjf{kr ekgkSy çnku djus ds fy, ,d leÆir fleqysVsM okrkoj.k fodflr fd;k tk,xk tgka Nk=ksa dks

feMokbQjh dkS'ky fodflr djus] ny esa dke djus] ifjn`';ksa rFkk leL;kvksa dk irk yxkus vkSj uSnkfud fu.kZ; ysus dk

vH;kl djus ds fy, fleqys'ku dk;Z'kkykvksa ds ekè;e ls volj feysxkA lkoèkkuhiwoZd rS;kj dh xbZ fleqys'ku

xfrfofèk;ka efgykvksa dh t:jrksa ,oa LokLF; leL;kvksa ds fy, çklafxd lapkj dkS'ky fodflr djus dk volj çnku

djsaxh] ftlesa fofHkUu tulkaf[;dh; rFkk lkaLÑfrd i`"BHkwfe ds ifjokjksa dk çfrfufèkRo djus okys ifjn`';ksa ds lkFk

ckrphr djuk 'kkfey gS] tks Hkkjr dh lkaLÑfrd vkSj tulkaf[;dh; fofoèkrk ds fglkc ls cgqr gh egRoiw.kZ gSA nyh;

fleqys'ku ifjn`';ksa dks ykxw dj var%is'ksoj vè;;u dks Hkh c<+kok fn;k tk ldrk gSA

çfrfcafcr vH;kl Nk=ksa dks ldkjkRed vkSj udkjkRed nksuksa rjg ds vuqHkoksa ls lh[kus rFkk vius Lo;a vkSj vH;kl

ds ckjs esa ubZ varn`Zf"V çkIr djus esa lgk;d gksrk gSA

16

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

ifjn`'; vkèkkfjr vè;;u rFkk çfrfcafcr vH;kl }kjk leÆFkr vuqHkokRed çKrk dks iwjs ikBîØe esa lS)kafrd vkSj

vH;klkRed nksuksa ?kVdksa esa lesfdr fd;k tk,xkA lg;ksx rFkk ckrphr ds çksRlkgu ds fy, çf'k{k.k vkSj vè;;u

O;oLFkkvksa dk vk;kstu fd;k tk,xk] f'k{k.k fofèk;ksa ds mnkgj.kksa esa vè;kiu ,oa lkewfgd dk;Z] vkWuykbu lalkèku ,oa

O;k[;ku] LekVZ vè;;u d{k] oS;fDrd 'kksèk ,oa çfrÇccu] vuqHkokRed dk;Z'kkyk,a] tuZy Dyc] funku i;ZUr leh{kk

'kkfey gSaA

vuqf'k{k.k rFkk dk;Z'kkyk

O;k[;ku rFkk ppkZ

vuqHkokRed çKrk

Lo&funsZf'kr vè;;u

¼ifjf'k"V&3 & vè;;u lalkèku½

leL;kijd vè;;u

vH;kl f'k{k.k

lw{e f'k{k.k

vkWfM;ks&ohfM;ks dh lgk;rk ls f'k{k.k

vkHkklh vè;;u & vkHkklh vè;;u d{k

*

@Lo&funsZf'kr

vè;;u ds :i esa dksbZ vU; ,si

dkS'ky çn'kZu

fleqys'ku

ifjn`'; vkèkkfjr

çfrfcafcr vè;;u

vks,llhbZ ¼;kstuk rFkk

ifjpkyu½

Hkwfedk fuoZg.k

vH;kl

lw{e f'k{k.k & dkS'ky

çn'kZu

ohfM;ks

i;Zosf{kr uSnkfud vH;kl

Lora= uSnkfud vH;kl

csM lkbM fDyfud

çfrfcafcr vè;;u

vuqHkokRed çKrk

ekeys dh çLrqfr

ekeys dk vè;;u@ppkZ

LokLF; ppkZ

uSnkfud nkSjs@lEesyu

vkS"kfèk vè;;u rFkk çLrqfr

lw{e f'k{k.k & lS)kafrd@dkS'ky çn'kZu

{ks=h; nkSjs@fjiksVZ

ykWxcqd ¼ifjf'k"V&2½

*EdTech vkèkkfjr vè;;u dks fofHkUu f'k{k.k i)fr;ksa esa lqjf{kr fMyhojh ,si ds ,dhdj.k }kjk iwjs ikBîØe

esa 'kkfey fd;k tk ldrk gSA

,d LekVZQksu ,Iyhds'ku gS tks BEmONC ij lk{;&vkèkkfjr rFkk

v|ru uSnkfud fn'kkfunsZ'kksa dks çR;{k vkSj Rofjr igqap çnku djrk gSA ,lMh, dk ,d f'k{k.k vkSj vè;;u lkèku ds

:i esa mi;ksx fd;k tkrk gS ftlesa 11 ekWMîwy 'kkfey gSa & laØe.k dh jksdFkke] xHkZikr ds ckn dh ns[kHkky] mPp

jDrpki] çlwfr ds rhljs pj.k esa lfØ; çcaèku] nh?kZdkyhu çlwfr] çloksÙkj jDrlzko] gkFk }kjk Hkzw.kuky dk fu"dklu]

ekr` jksxk.kqrk] uotkr iqutÊou] uotkr f'k'kq çcaèku] tUe ds le; de otuA

lsfeukj

çfrfcafcr vè;;u ds ekè;e ls Lo&ewY;kadu rFkk lkFk gh lgdeÊ leh{kk

fyf[kr dk;Z ¼ekeys dk vè;;u] ekeys dh çLrqfr] ekeys dh fjiksVZ vkfn½

ekeys dk vè;;u rFkk uSnkfud çLrqfr

lkewfgd dk;Z

lkfgfR;d leh{kk

mís'; lajfpr uSnkfud ijh{kk ¼vks,llhbZ½

O;kogkfjd vkadyu & f'k{k.k xfrfofèk;ka ¼LokLF; f'k{k.k l=½] fleqys'ku

fyf[kr ijh{kk@ç'u i= & ,elhD;w] y?kq mÙkj rFkk fucaèk dk çdkj

n{krk vkadyu

uSnkfud çn'kZu@vH;kl ewY;kadu

ç'uksÙkjh

iksLVj çLrqfr

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

17

vkWuykbu vè;;u xfrfofèk;ka

ekeys ds vè;;u lfgr d{kk çLrqfr

ppkZ

lgdeÊ leh{kk

lrr ewY;kadu

dk;ZØe dh vofèk esa ladfyr vH;kl iksVZQksfy;ks esa feMokbQjh vH;kl ds vuqHko vkSj çfrÇcfcr xfrfofèk;ksa dks

çysf[kr fd;k tk,xkA ftu efgykvksa vkSj feMokbOl ¼fçlsIVlZ½ ds lkFk Nk= dke djrs gSa] muls tkudkjh dh çfriqf"V

dh tk,xhA

ç'u i= 1 ¼ekWMîwy 1½

25

75

100

3

ç'u i= 2 ¼ekWMîwy 2 rFkk 3½

25

75

100

3

feMokbQjh

100

100

200

lS)kafrd rFkk O;kogkfjd ijh{kk ifj"kn~ }kjk vuqeksfnr lacafèkr ijh{kk cksMZ }kjk vk;ksftr dh tk,axhA

ijh{kk esa cSBus ls igys lS)kafrd rFkk O;kogkfjd d{kkvksa esa 90% mifLFkfr gksuh pkfg,A

,sls Nk= tks ykWxcqd vkSj uSnkfud vko';drkvksa tSlh t:jh vko';drkvksa dks lQyrkiwoZd iwjk djrs gSa]

ijh{kk esa cSBus ds ik= gksaxs vkSj vafre ijh{kk esa cSB ldrs gSaA

ijarq] Nk=ksa dks çek.k i= çnku djus ls igys ?kaVksa vkSj xfrfofèk;ksa nksuksa çdkj ls lesfdr vH;kl vuqHko vkSj

baVuZf'ki esa 100% mifLFkfr lqfuf'pr djuh gksxhA

lS)kafrd ;k O;kogkfjd ijh{kk esa ls fdlh ,d esa vlQy mEehnokj] ijh{kk ds 6 lIrkg ckn iwjd ijh{kk esa cSB

ldrs gSaA

ç;klksa dh la[;k & 3

lS)kafrd

25 vad ¼ijh{k.k] fufnZ"V dk;Z] çLrqfrdj.k½

75 vad ¼10 vad & ,elhD;w] 30 vad & y?kq

mÙkj] 35 vad & fucaèk@ifjn`';½

O;kogkfjd

100 vad ¼uSnkfud çn'kZu ds fy, 20 $

uSnkfud dk;Z ds fy, 20 $ vks,llhbZ ds fy,

20 $ Mhvksih ds fy, 40½

100 vad ¼vks,llhbZ ds fy, 40 $ Mhvksih ds

fy, 60½

O;kogkfjd ijh{kk ds fy, çfr fnu Nk=ksa dh vfèkdre la[;k ¾ 10 Nk=

18

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

rhu ijh{kdksa dk ,d iSuy & ,uih,e çf'k{kd&2 ¼,d vkarfjd rFkk ,d cká½ vkSj esfMdy fçlsIVj&1

¼ijh{kd ds lkFk&lkFk esfMdy fçlsIVj dks Hkh ikBîØe ds çf'k{k.k esa layXu gksuk pkfg, vkSj ikBîØe ls

HkyhHkkafr ifjfpr gksuk pkfg,½

çlwfr ,oa L=h jksx esa ,e-,llh- ¼ufl±x½ ds lkFk LukrdksÙkj mikfèk ds i'pkr 5 o"kZ dk

çf'k{k.k vkSj uSnkfud vuqHko & nksgjh Hkwfedk@çlwfr ,oa L=h jksx esa ,e-,llh- ¼ufl±x½ ds lkFk 5 o"kZ ds

ladk; ds :i esa vuqHko ds lkFk de ls de 2 o"kZ dk feMokbQjh uSnkfud dk;Z vuqHkoA

LukrdksÙkj mikfèk ds i'pkr 3 o"kZ ds vuqHko ds lkFk çlwfr ,oa L=h jksx] cky

jksx vFkok lkoZtfud LokLF; foHkkx ds fpfdRlh; ladk;@lykgdkjA

v½ 'kh"kZd & ulZ çsfDV'kuj bu feMokbQjh ¼,uih,e½

c½ fuèkkZfjr vè;;u dk;ZØe ds lQy lekiu ij ,d mikfèk çnku dh tkrh gS] ftlesa mfYyf[kr gksxk fd mlus

d½ ulZ çsfDV'kuj bu feMokbQjh dk;ZØe dk 18 ekg vofèk dk fuèkkZfjr ikBîØe iwjk dj fy;k gS

[k½ çek.k i= çnku djus ls igys lS)kafrd ds 90% vkSj O;kogkfjd vuqns'k ds 100% ?kaVs iwjs dj fy, gSa

x½ lS)kafrd rFkk O;kogkfjd ijh{kk mÙkh.kZ ¼vkarfjd vkSj cká nksuksa esa feykdj 70% vad½ dj yh gSA

l½ çek.ku] ifj"kn~ }kjk vuqeksfnr ijh{kk cksMks± }kjk fd;k tk,xkA ,l,uvkjlh }kjk ,uih,e dks ,d vfrfjDr

;ksX;rk ds :i esa iathÑr fd;k tk,xkA

I:

dkS'ky ç;ksx'kkyk ¼,l,y½ & 20 ?kaVs

uSnkfud ¼lh,y½ & 180 ?kaVs

;g ikBîØe Nk=ksa dks feMokbQjh dh xgu O;olkf;d le> fodflr djus ,oa LFkkuh; rFkk varjkZ"Vªh; lanHkZ esa

O;kolkf;d çcaèku] usr`Ro vkSj 'kksèk vkèkkfjr feMokbQjh vH;kl ds fl)karksa dk mi;ksx dj feMokbQ dh Hkwfedk o

dk;Z{ks= dks fodflr djus esa l{ke cuk,xkA

Nk= Hkkjr esa feMokbQjh ds bfrgkl( Hkkjrh; LokLF; ns[kHkky ç.kkyh( Hkkjr esa ekr` uotkr f'k'kq LokLF; ¼,e,u,p½

ifjn`';( jk"Vªh; ikfjokfjd LokLF; losZ{k.k( uSfrd vkpkj lafgrk ,oa O;kolkf;d vkpj.k] U;kf;d dkuwu] LFkkuh; uhfr

,oa fn'kkfunsZ'k] f'k"V O;ogkj] ekuo vfèkdkj] ekuoh; tUe] lgHkkxh fu.kZ;] xksiuh;rk ,oa fuftrk lfgr feMokbQjh

vH;kl dh fofèkd] fu;ked rFkk uSfrd :ijs[kk vkSj vko';drkvksa dh ryk'k djsaxsA blesa ns[kHkky ds feMokbQjh ekWMy(

ekSfyd vkbZlh,e n{krkvksa ds lkFk feMokbQjh dk oSf'od egRo ,oa O;kolkf;drk( O;kolkf;d nkf;Ro ,oa ikjnf'kZrk(

var%is'ksoj lg;ksx ,oa Vhe( f'k{k.k] i;Zos{k.k ,oa ijke'kZ dkS'ky( O;fDrxr rFkk O;kolkf;d yphykiu( uSfrd lkgl(

uSnkfud rdZ( Lo;a dh ns[kHkky( vkSj O;kolkf;d ys[kk ijh{k.k Hkh 'kkfey gSaA lH; ,oa laonsukRed lapkj rFkk lkaLÑfrd

{kerk ij fo'ks"k è;ku fn;k tk,xkA blesa lkeqnkf;d ftEesnkjh rFkk feMokbQjh dk usr`Ro Hkh 'kkfey gksxkA ;g ikBîØe

Nk=ksa dks lk{;&vkèkkfjr vH;kl lfgr vkthou KkuktZu dkS'ky( foospukRed fparu dkS'ky] vkykspukRed ewY;kadu( 'kksèk

vuqokn( fopkjkRed vH;kl( çys[ku rFkk fjdkWMZ j[kus dh dyk fodflr djus esa Hkh lgk;rk djsxkA

1- feMokbQjh ns[kHkky çfriknu esa vkbZ,ulh ekudksa ds vuqlkj feMokbQjh vH;kl esa lnkpkjh] yksdksidkjh] fofèkd]

uSfrd] fofu;ked rFkk ekuorkoknh fl)karksa ds vuq:i O;kolkf;d nkf;Ro çnf'kZr djuk

2- Hkkjr rFkk oSf'od Lrj ij ekr`Ro ns[kHkky dks cnyus esa feMokbQjh ds fl)kar vkSj vH;kl dh Hkwfedk dks igpkuuk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

19

3- vkj,e,ulh dh vgfe;r dk o.kZu djuk rFkk lH; vkSj laonsukRed ns[kHkky dks c<+kok nsus ds fy, j.kuhfr;ka

fodflr djukA f'k"V ,oa lkaLÑfrd :i ls l{ke feMokbQjh ns[kHkky çnku djus esa laonsukRed rFkk çHkkoh lapkj

dkS'ky dk çn'kZu djuk

4- Lok;Ùk feMokbQjh vH;kl dk leFkZu djus ds fy, lk{;&vkèkkfjr vH;kl] foospukRed fparu rFkk vkHkkl ds

fl)karksa dks ykxw djukA feMokbQjh vH;kl ds xgu fo'ys"k.k rFkk laoèkZu ds fy, vkadyu vkSj ewY;kadu fooj.k dk

mi;ksx djuk

5- feMokbQ ds var%O;kolkf;d LokLF; ns[kHkky ny rFkk f'k"Vnyh; dk;Z ds egRo ds lkFk lg;ksx dk ewY;kadu

6- feMokbQ dh efgyk] ifjokj rFkk leqnk; ds fy, çfrikyu Hkwfedk dk o.kZu djuk

7- feMokbQjh vH;kl ds fofèkd ,oa uSfrd fl)karksa rFkk çkoèkkuksa dks igpkuuk vkSj ykxw djuk

8- feMokbQjh ns[kHkky esa çHkkoh :i ls Hkkx ysus ds fy, efgykvksa rFkk ifjokjksa ds lapkj] f'k{kk vkSj ijke'kZ ds egRo

dk o.kZu djuk

9- ifjorZudkjh vH;kl ds fy, cnyko ds ,tsaV ds :i esa feMokbQ dh Hkwfedk dks le>uk

10- çHkkoh usr`Ro] Vhe fuekZ.k] ckrphr rFkk erfHkUurk lekèkku dkS'ky ds fl)karksa dk fo'ys"k.k vkSj ykxw djuk

11- feMokbQjh lalkèkuksa ds mfpr çcaèku rFkk feMokbQjh ns[kHkky rd ,dleku igqap ij ppkZ djuk

12- 'kksèk ds uSfrd fl)karksa rFkk dk;Zç.kkyh n`f"Vdks.k dh leh{kk djuk

13- lqfoK vH;kl djus ds fy, 'kksèk dks mi;ksx esa ykuk

1- Lok;Ùk O;olk;h ds :i esa Lo;a ds fu.kZ; rFkk dk;ks± ds fy, mÙkjnkf;Ro fuHkkuk ¼1,½

2- feMokbQ ds :i esa futh lqj{kk ,oa vkRe&fodkl lfgr Lo&ns[kHkky ds fy, mÙkjnkf;Ro fuHkkuk ¼1ch½

3- ns[kHkky igyqvksa dks mi;qDr rjhds ls nwljksa dks lkSaiuk rFkk i;Zos{k.k djuk ¼1lh½

4- lqfoK vH;kl ds fy, 'kksèk dks mi;ksx esa ykuk ¼1Mh½

5- feMokbQjh ns[kHkky çnku djrs le; O;fDr ds ekSfyd ekuokfèkdkjksa dks dk;e j[kuk ¼1bZ½

6- uSfrd] fu;ked vko';drkvksa] feMokbQjh vH;kl ds fy, vkpkj lafgrk tSls fofèkd çkoèkkuksa dk ikyu djuk

¼1,Q½

7- ns[kHkky ds ckjs esa efgykvksa dks oS;fDrd pquko djus dh lqfoèkk çnku djuk ¼1th½

8- efgyk ,oa ifjokj] LokLF; ns[kHkky nyksa rFkk lkeqnkf;d lewgksa ds lkFk çHkkoh ikjLifjd lapkj dkS'ky dk çn'kZu

djuk ¼1,p½

I

Vh&10

lh,y&20

Nk=ksa rFkk f'k{kdksa ds

lkFk lkSgknZ LFkkfir

djuk

iwoZ led{k Nk=ksa rFkk

lewgksa esa dke djus ds

vuqHko ds lkFk rknkRE;

LFkkfir djuk

,uih,e Nk= ds :i esa

vkRefo'okl ds lkFk

viuh ;k=k 'kq: djuk

,uih,e cuus dh mudh

le> dks lqLi"V djuk

u, ,uih,e ds

n`f"Vdks.k dk o.kZu

djuk

,uih,e ikBîØe dh

ifjdYiuk] voyksdu rFkk

vis{kk,a

lalkèkuksa rd vkWuykbu

igqap

laxks"Bh] çf'k{k.k rFkk

lkewfgd dk;Z

ikBîØe ewY;kadu dk

voyksdu] 'kS{kf.kd uhfr;ka

rFkk çfØ;k] lkewfgd

ekunaM

lqxe

iwokZH;kl rFkk

viuh

xfrfofèk;ksa

dks tkuuk

20

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Hkkjr esa LokLF; ns[kHkky

ç.kkyh dh lajpuk rFkk

dk;Z dh leh{kk djuk

ubZ igy rFkk

fn'kkfunsZ'kksa dk irk

yxkrs gq, ekr`Ro

ns[kHkky lsokvksa ds

çkoèkku dk o.kZu djuk

Hkkjr esa ekr`Ro ns[kHkky

çkoèkku ds lacaèk esa

ço`fÙk;ksa] eqíksa rFkk

tfVyrkvksa ij ppkZ

djuk

,elh,p ds lanHkZ esa

jk"Vªh;] jktdh;] ftyk ,oa

xzke Lrj ij LokLF;

ns[kHkky forj.k ç.kkyh

Hkkjr esa ekr`Ro ns[kHkky

ço`fÙk

Hkkjr ljdkj dh ekr`Ro

ns[kHkky lsok,a

vuqf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

Lo&funsZf'kr

vè;;u

lesfdr

uSnkfud

vH;kl

Hkkjr

ljdkj }kjk

ekr`Ro

ns[kHkky

lsokvksa ij

lkewfgd

laxks"Bh

ç'uksÙkjh

fucaèk

y?kq mÙkj

Hkkjr esa ekr` ,oa uotkr

f'k'kq LokLF; dh

tkuifnd jksx foKku

rFkk eqíksa dks lacksfèkr

djus okys fofHkUu

jk"Vªh; LokLF; dk;ZØeksa

dh O;k[;k djuk

Hkkjr esa ekr` ,oa uotkr

f'k'kq LokLF; ifjn`'; ij

ppkZ djuk

,e,u,p esa ns[kHkky dh

xq.koÙkk dk o.kZu djuk

feMokbOl ds fy,

lkoZtfud LokLF;

Hkkjr esa ekr` ,oa uotkr

f'k'kq LokLF; ds tkuifnd

jksx foKku ds igyw rFkk

ifjek.k

Hkkjr esa ekr` ,oa uotkr

f'k'kq LokLF; ifjn`';

lkeqnkf;d ys[kk ijh{kk

rFkk e`R;q ds ekeyksa dh

leh{kk

ekr` ,oa uotkr f'k'kq

LokLF; ds eqís & vk;q]

fyax] ySafxdrk]

eukslkekftd lkaLÑfrd

dkjd] ySafxd vlekurk,a

efgyk l'kfDrdj.k

,e,u,p esa ns[kHkky dh

xq.koÙkk

ppkZ rFkk

vuqHkokRed

çKrk

ifjn`';

Lo&funsZf'kr

vè;;u

,p,llh@

lh,plh esa

i;Zosf{kr

vH;kl

egRoiw.kZ

vkadM+ksa ds

fjdkWMZ dh

rS;kjh rFkk

çLrqfr

,p,llh@

ih,plh@

lh,plh esa

jk"Vªh;

LokLF;

dk;ZØeksa dk

voyksdu

rFkk

dk;kZUo;u

,e,u,p

ns[kHkky ij

lkfgfR;d

[kkst

fucaèk

y?kq mÙkj

,elhD;w

voyksdu

fjiksVZ

II

Vh&18 O;kolkf;drk dh le>

dk çn'kZu djuk rFkk

feMokbQjh vH;kl esa

O;kolkf;drk dk çn'kZu

djuk

feMokbQjh ds bfrgkl]

fofHkUu feMokbQjh

ns[kHkky ekWMYl rFkk

feMokbQjh vH;kl ds

nk;js dh O;k[;k djuk

uSnkfud vH;kl esa

ns[kHkky ds feMokbQjh

ekWMy dks ykxw djuk

O;kolkf;drk% rkRi;Z rFkk

rRo] feMokbQjh vH;kl esa

tokcnsgh] n`';rk vkSj

uSfrdrk

feMokbQjh dk bfrgkl

orZeku ifjn`';% Hkkjr esa

feMokbQjh

feMokbQjh vH;kl dh

èkkj.kk dk ifjp;

ledkyhu feMokbQjh

vH;kl

ppkZ rFkk

vuqHkokRed

çKrk

Lo&funsZf'kr

rFkk funsZf'kr

çKrk

vuqf'k{k.k

lkewfgd dk;Z

Lo&fparu

uSnkfud

vH;kl esa

ns[kHkky ds

feMokbQjh

vkbZlh,e

uSfrd

vkpkj

lafgrk dk

Lo&vè;;u

rFkk

Lo&iBu

feMokbQjh

vH;kl dh

oS;fDrd

èkkj.kk

fucaèk

y?kq mÙkj

,elhD;w

fu;r dk;Z

dk vkadyu

vkbZlh,e

n{krkvksa ds

lacaèk esa

çKrk dh

t:jrksa dk

Lo&fparu

rFkk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

21

nSfgd tUe çfØ;k dks

c<+kok nsus okyh

feMokbQjh ns[kHkky

fo'ks"krkvksa dk o.kZu

djuk

feMokbOl ds usr`Ro

okyh ns[kHkky rd igqap

ij çHkko Mkyus okys

HkkSfrd] lkekftd rFkk

lkaLÑfrd dkjdksa dks

<wa<+uk

vkbZlh,e n{krkvksa dks

çklafxd cukuk

feMokbQjh ns[kHkky rFkk

ns[kHkky dh fujarjrk ds

lanHkZ esa Lok;Ùkrk

mÙkjnkf;Roksa ij ppkZ

djuk

çfrikyu ds lanHkZ esa

jk"Vªh; feMokbQjh

laxBuksa dh Hkwfedk ij

ppkZ djuk

lkeqnkf;d ,tsafl;ksa rFkk

laLFkkuksa ds eè;

var%O;kolkf;d lg;ksx

ds egRo dks igpkuuk

fNækUos'kh O;kolkf;d

?kVukvksa dks igpkuuk

rFkk mu ij fopkj

djuk

O;fDrxr rFkk

O;kolkf;d lhekvksa dks

igpkuus ds fy,

Lo&fparu dk çn'kZu

djuk

ns[kHkky ifjn`';ksa ds

fy, egRoiw.kZ lksp rFkk

uSnkfud rdZ dks

ifjHkkf"kr vkSj ykxw

djuk

fujarj feMokbQjh {kerk

rFkk O;kolkf;d fodkl

cuk, j[kus ds egRo ij

ppkZ djuk

feMokbQjh vH;kl esa

Lo&ns[kHkky rFkk

O;fDrxr lqj{kk çcaèku

ds fy, j.kuhfr rS;kj

djuk

,d Lok;Ùk fpfdRld

ds :i esa fu.kZ; ysus

feMokbQjh ns[kHkky ds

ekWMy% ftlesa feMokbQ

rFkk feMokbQjh dkS'ky

okys vU; lsok&çnkrkvksa

ds chp ds varj 'kkfey gSa

feMokbQjh usr`Ro okys

ns[kHkky ekWMy] dk;Z

fooj.k

feMokbQjh ns[kHkky rd

igqap rFkk vkus okyh

ckèkk,a

cqfu;knh feMokbQjh

vH;kl ds fy, vkbZlh,e

n{krk,a

feMokbQjh vH;kl ds

oSf'od vkbZlh,e ekud

feMokbQjh vH;kl dh

O;kidrk

feMokbQjh esa ulZ

O;olk;h dh Hkwfedk ,oa

dk;Z{ks=

feMokbQjh esa #>ku

feMokbQ@,uih,e dh

Lok;Ùk Hkwfedk

jk"Vªh; ,oa jktdh;

feMokbQjh la?kksa tSls

O;kolkf;d laxBuksa dh

Hkwfedk rFkk çfrikyu

mRÑ"V ekr` ,oa uotkr

f'k'kq ns[kHkky dh :ijs[kk

lekdyu :ijs[kk ¼ysalsV

J`a[kyk½

vH;kl dh xqatkb'k dh

leh{kk rFkk fufnZ"V iFk

lapkj rFkk çys[ku

ijkorZd lksp rFkk vH;kl

lexz fparu dk ckl

ekWMy

uSfrd lkgl

fNækUos'kh lksp rFkk

uSnkfud rdZ

feMokbQjh esa fujarj

O;kolkf;d fodkl

ekWMy dks

ykxw djuk

lkewfgd ppkZ

fNækUos'kh

fopkjkRed

ckrphr ¼rhu

dk lewg½

ifjn`';

vkèkkfjr

vè;;u

lkewfgd dk;Z

ysalsV

J`a[kyk ij

;ksxkRed

fucaèk

;ksxkRed

fopkjkRed

vH;kl pØ

ij fjiksVZ

22

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

rFkk dk;Z djus dh

ftEesnkjh laHkkyus ds

Kku dk çn'kZu djuk

çf'k{kd@çfrikyd ds

:i esa feMokbQjh dh

Hkwfedk dk o.kZu djuk

feMokbQjh vH;kl esa

bl Hkwfedk dh le> dk

çn'kZu djuk

Lo&ns[kHkky

yphykiu

uSfrd lkgl rFkk uSfrd

vH;kl

vH;kl dk mÙkjnkf;Ro

leFkZu lsok,a] MhczhQhax

feMokbQjh çf'k{k.k ds

fy, mi;qDr 'kS{kf.kd

j.kuhfr;ka

çf'k{kd] çfrikyd

uSnkfud i;Zos{k.k

f'k"V ns[kHkky rFkk

i;Zos{k.k

lkewfgd ppkZ

vuqf'k{k.k

lkewfgd dk;Z

ifjn`';

vkèkkfjr

vè;;u

ekeys dh

leh{kk

vuqf'k{k.k

lkewfgd dk;Z

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZg.k

jpukRed

fparu

vH;kl

jpukRed

lkewfgd

Hkwfedk

fuoZg.k

III

Vh&6

,l,y&8

lh,y&40

efgyk dsafær ns[kHkky

ds fl)karksa rFkk

efgykvksa vkSj muds

cPpksa ds ykHkksa dk o.kZu

djuk

feMokbQjh dh vxqokbZ

okyh ns[kHkky rFkk

fujarj feMOkkbQjh

ns[kHkky dks ifjHkkf"kr

djuk

feMokbQjh dh vxqokbZ

okyh fujarj ns[kHkky

ekr`Ro ns[kHkky] ekr` ,oa

uotkr f'k'kq ifj.kkeksa

dks dSls çHkkfor djrh

gS & rknkRE; LFkkfir

djuk

efgyk dsafær ns[kHkky

çFkk dks f'k"V ekr`Ro

ns[kHkky ds çkoèkku ls

tksM+uk

f'k"V ,oa vuqdaiuh;

ekr`Ro ns[kHkky dks

c<+kok nsus ds fy,

j.kuhfr fodflr djuk

vkj,e,ulh ds egRo

dks of.kZr djuk

fj'rksa ij vkèkkfjr ns[kHkky

rFkk efgyk dsafær fujarj

feMokbQjh ns[kHkky

vuqdaiuh; ns[kHkky

dk;ZØe esa fujarj ns[kHkky

vuqHko vko';drkvksa dk

ifjp; nsuk

vkj,e,ulh D;k gS\

efgykvksa ,oa ifjokj ds

fy, visf{kr ns[kHkky dk

çdkj

ns[kHkky dh xq.koÙkk esa

lqèkkj ykus esa vkj,e,ulh

dk egRo

xzkgdksa ds LokLF; ns[kHkky

vfèkdkj

xzkgd xksiuh;rk

lkekftd mÙkjnkf;Ro]

lkekftd ,oa lkaLÑfrd

ckèkk eqDr okrkoj.k cukuk

vkj,e,ulh lsokvksa ds

ppkZ rFkk

vuqHkokRed

çKrk

Hkwfedk

fuoZg.k

ohfM;ks &

vkj,e,ulh

ekr`Ro okMZ esa

lesfdr

uSnkfud

vH;kl

vuqf'k{k.k

lkewfgd dk;Z

ifjn`';

Lo&funsZf'kr

vè;;u

vkj,elh

ij Hkwfedk

fuoZg.k

lk{;

vkèkkfjr

fucaèk

y?kq mÙkj

,elhD;w

uSnkfud

çn'kZu dk

vkadyu

e; tkap

lwph

vkbZlh,e

n{krkvksa ds

lacaèk esa

vè;;u dh

t:jrksa dk

Lo&fparu

rFkk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

23

lkaLÑfrd {kerk ds

fl)karksa dh leh{kk

djuk

fofoèk lkaLÑfrd ,oa ,sls

leqnk; dh efgykvksa

tgka igqapuk cgqr

eqf'dy gks] }kjk lkeuk

dh tkus okyh

vlekurkvksa dks <wa<+uk

efgyk dsafær ns[kHkky

ds lanHkZ esa lkaLÑfrd

{kerk ij ppkZ djuk

fy, O;ogkj ifjorZu

j.kuhfr

,e,ylh;w esa efgykvksa ds

fy, vkj,elh

lqfoèkkvksa ds lHkh Lrjksa ij

vkj,elh

o xHkkZèkkj.k&iwoZ

o ,,ulh ds nkSjku

o çlo ihM+k ds nkSjku

o çlo ds nkSjku

o lwfrdkoLFkk ds nkSjku

vkj,elh esa lesfdr

uotkr f'k'kq ns[kHkky

f'k"V lapkj & fo;ksx] ekr`

e`R;q] uotkr e`R;q]

vkbZ;wMh] e`r&tUe

tfVyrk esa vkj,elh

efgykvksa dh çloksÙkj

euksoSKkfud #X.krk ds

nkSjku vkj,elh

fu%'kDr efgykvksa ds fy,

vkj,elh

,e,u,p lsok esa

vkj,e,ulh dks vk'oLr

djus esa ,uih,e dh

Hkwfedk

lkaLÑfrd l{kerk

lkaLÑfrd lqj{kk

lkaLÑfrd fofoèkrk

cPps ds tUe ls lacafèkr

feFkd rFkk otZuk,a

vH;kl

Lo&

vkadyu

IV

Vh&10

,l,y&8

lh,y&20

ekuo vfèkdkj ekaxi=

dh O;k[;k djuk rFkk

feMokbQjh vH;kl ij

blds çHkko dks Li"V

djuk

efgyk ds çlodkyhu

vuqHko rFkk lapkj ij

ekuoh; ns[kHkky dSls

çHkko Mky ldrh gS dk

o.kZu djuk

f'k'kq tUe dk ekuohdj.k

ekuo vfèkdkj ekaxi=

f'k"V ,oa laonsu'khy lapkj

rFkk ns[kHkky

çlodkyhu vuqHko

efgyk dsafær Hkk"kk

laoknkRed

dk;Z'kkyk

vuqf'k{k.k

lkewfgd dk;Z

ifjn`';

vkèkkfjr

vè;;u

O;k[;ku rFkk

ppkZ

fMftVy

fjdkWMZ

,elhD;w

y?kq mÙkj

dk;Z'kkyk

,oa fparu

fjiksVZ esa

fu;qfDr

LokLF;

f'k{kk ds

24

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

efgyk] ifjokj ,oa

is'ksoj lg;ksfx;ksa ds

lkFk çHkkoh laokn dj

vkilh lEeku dks c<+kok

nsuk rFkk LokLF;

ifj.kkeksa dks lq/kkjus ds

fy, lk>k fu.kZ; ysuk

fofoèk lkaLÑfrd

leqnk;ksa ds chp çHkkoh

lapkj LFkkfir djus esa

vkus okyh ckèkkvksa rFkk

pqukSfr;ksa dks igpkuuk

lkekU; çlo dks c<+kok

nsus rFkk efgykvksa esa

vkRefo'okl c<+kus esa

Hkk"kk rFkk lapkj ds

egRo ij ppkZ djuk]

ftlesa çlo ihM+k ds

le; dk;Z djuk 'kkfey

gS

lapkj ç.kkyh rFkk rduhd

lkaLÑfrd :i ls

laosnu'khy lapkj

nyh; lapkj

lapkj ds leFkZu esa lwpuk

çkS|ksfxdh midj.k

çHkkoh lapkj esa vkus okyh

ckèkk,a

efgyk esa vkRefo'okl iSnk

djus rFkk lkekU; çlo

vuqHko dks c<+kok nsus ds

fy, efgyk rFkk feMokbQ

ds chp lapkj

lapkj

dk;Z'kkyk

Hkwfedk

fuoZg.k

fy, f'k{k.k

;kstuk dk

ewY;kadu

Hkwfedk

fuoZg.k dk

vkadyu

V

Vh&6

Hkkjr ds fofèkd

lek;kstu ds rgr

feMokbQjh vH;kl esa

fofèkd ,oa fu;ked

fl)karksa dk o.kZu djuk

ubZ igy ,oa fn'kkfunsZ'kksa

dh [kkst djus okyh

ekr`Ro ns[kHkky lsokvksa

ds çkoèkku dk o.kZu

djuk

feMokbQjh vH;kl dks

fu;af=r djus okys çeq[k

dkuwuksa dks igpkuuk

LokLF; ns[kHkky ds fy,

lgefr ds çdkj rFkk

rRoksa dh O;k[;k djuk

Hkkjr esa feMokbQjh

vH;kl esa vkus okyh

lkekU; fLFkfr;ksa ds fy,

'kq:vkrh Lrj ds fofèkd

Kku dks ykxw djuk

uSfrdrk ,oa fofoèk

U;k;laxr rFkk uSfrd

n`f"Vdks.k okys yksxksa dh

çÑfr dk vUos"k.k vkSj

fparu djuk

jk"Vªh; LokLF; uhfr 2017

lfgr fpfdRlk i)fr ds

fy, jk"Vªh; fofèkd ra=

vkbZ,ulh fofu;e vkSj

feMokbOl ds fy, vH;kl

ekud vH;kl rFkk bldk

vkSfpR;

o uhfr rFkk çfØ;k

o LFkk;h vkns'k rFkk

çksVksdkWy LFkkfir djuk

feMokbQjh vH;kl rFkk

blds fufgrkFkZ jk"Vªh;

fofèkd ra=

nÙkd vfèkfu;e] ,eVhih

vfèkfu;e] çloiwoZ

uSnkfud ijh{k.k

¼ih,uMhVh½ vfèkfu;e]

ljksxsV enlZ

,evks,p,aM,QMCY;w ds

jk"Vªh; ,e,u,p

fn'kkfunsZ'kksa dk vfHkçk;

rFkk ckjhfd;ka

is'ksoj vkpj.k rFkk

mÙkjnkf;Ro

ppkZ rFkk

vuqHkokRed

çKrk

ifjn`';

ekeys ij

ppkZ

Hkwfedk

fuoZg.k

cgl

iSuy ppkZ

çLrqfr &

feMokbQjh

esa uSfrd ,oa

fofèkd eqís

çLrqfr dk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

25

lqfoK lgefr

fjdkWMZ j[kuk

xksiuh;rk

çys[ku

VI

Vh&4

uSfrdrk dh çÑfr rFkk

yksxksa ds fofoèk lnkpkjh

,oa uSfrd n`f"Vdks.kksa dh

Nkuchu djuk rFkk

n'kkZuk

uSfrd ekr`Ro LokLF;

ns[kHkky dks js[kkafdr

djus okys oSf'od :i

ls LohÑr uSfrd

fl)karksa dk o.kZu djuk

vkbZ,ulh ,oa vkbZlh,e

vkpkj lafgrk rFkk

O;kolkf;d vkpj.k

lafgrk ds egRo dks

çnf'kZr djuk

vkpkj uhfr

uSfrd fl)kar

lk>k fu.kZ; ysuk

uSfrd fu.kZ; ysuk

vkbZ,ulh vkpkj lafgrk

vkbZlh,e vkpkj lafgrk

O;kolkf;d lhek

feMokbQjh vkpkj lafgrk

rFkk blls tqM+s igyw

ekr` ,oa uotkr f'k'kq

ns[kHkky esa tSfod&uSfrd

¼ck;ks,fFkDl½ eqís

uSfrd O;ogkj lafgrk]

ekuokfèkdkj

O;kolkf;d ekU;rk,a rFkk

O;kolkf;d vkpj.k

vuqf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

ifjn`';

vkèkkfjr

vè;;u

ekeys dk

vè;;u

feMokbQjh

ds uSfrd

fl)karksa ij

fu;r dk;Z

rFkk blds

egRo

feMokbQjh

vH;kl esa

vkus okyh

fLFkfr;ksa esa

uSfrd

fl)karksa ds

vuqç;ksx

dh le>

dk vkadyu

djuk

VII

Vh&6

,l,y&2

lh,y&20

laiw.kZ çlo pØ esa

efgykvksa rFkk ifjokj ds

lkFk LokLF; f'k{kk ds

fl)karksa vkSj vH;kl ij

ppkZ djuk

çtuu rFkk ekr` LokLF;

ds fy, fof'k"V ijke'kZ

dkS'ky ykxw djuk

f'k{k.k rFkk KkuktZu ds

fl)kar

laiw.kZ çlo pØ esa LokLF;

f'k{kk ds fl)kar rFkk

vH;kl

ekrkvksa ,oa ifjokjksa dh

lwpukRed rFkk 'kSf{kd

vko';drkvksa dk vkadyu

f'k{k.k lkexzh fodflr

djuk

ijke'kZ

lfØ; Jo.k ,oa çtuu

LokLF; fof'k"V ijke'kZ

dkS'ky

cqjh [kcj lqukrs oDr

efgykvksa rFkk ifjokj dks

ijke'kZ nsuk

lgdehZ

f'k{k.k &

efgyk ,oa

ikfjokfjd

f'k{kk

jksxh dh

opuc)rk

dok;n ¼tSls

?kj ij

çloksÙkj

ns[kHkky ds

fy, NqV~Vh

nsus dh

;kstuk½

ijke'kZ l=

& Hkwfedk

fuoZg.k

çlo ihM+k

,oa çlo dh

rS;kjh ij

çloiwoZ

efgykvksa ds

fy,

lkewfgd

LokLF;

f'k{kk

dk;ZØe dk

lapkyu

djuk

çklafxd

fo"k; ij

çf'k{k.k

lkexzh rS;kj

djuk

rS;kj

çf'k{k.k

lkexzh dk

ewY;kadu

VIII

Vh&30

,l,y&2

lh,y&80

26

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Vh&2

'kksèk esa uSfrdrk ds

egRo ij ppkZ djuk

ledkyhu 'kks/k uSfrdrk

fn'kkfunsZ'kksa dh tkudkjh

çnÆ'kr djuk

'kksèk iwokZxzg ds {ks=ksa dh

igpku djuk vkSj ;g

tkudkjh iSnk djus dh

{kerk dks dSls çHkkfor

djrk gS

'kksèk dh lhekvksa rFkk

çfrcaèkksa dh O;k[;k

djuk

'kksèk uSfrdrk dk bfrgkl

jk"Vªh; ,oa varjkZ"Vªh;

uSfrd vkpkj lafgrk

laLFkkxr uSfrdrk

vuqeksnu

'kksèk uSfrdrk] 'kS{kf.kd

lexzrk

'kksèk iwokZxzg ds çdkj

'kksèk dh lhek,a

vuqf'k{k.k

lkewfgd dk;Z

fucaèk

y?kq mÙkj

,elhD;w

Vh&4

çeq[k nk'kZfud

voèkkj.kkvksa dks

igpkuuk tks feMokbQjh

vH;kl esa i{k&leFkZu

dks js[kkafdr djrh gSa

ifjorZu ds çeq[k

fl)karksa dh igpku

djuk

ifjorZudkjh feMokbQjh

vH;kl dh O;k[;k djuk

ledkyhu usr`Ro dh

le> çnf'kZr djuk

çHkkoh Vhe fuekZ.k ,oa

O;kolkf;d dkS'ky dks

js[kkafdr djus okys rRoksa

dks igpkuuk

lkeqnkf;d vko';drkvksa

ds çR;qÙkj gsrq j.kuhfr;ksa

dks igpkuuk

i{k&leFkZu] uSfrd lkgl

feMokbQjh n'kZu

n`<+rk

ekuokfèkdkj

ifjorZr fl)kar

ifjorZu dkjd

dk;kiyV ns[kHkky

uoçorZu

usr`Ro

O;fDrRo 'kSyh

ny cukuk] okrkZ

erfHkUurk dk lekèkku

f'k"V lapkj

vkikrdkyhu çfrfØ;k]

lkeqnkf;d fodkl

ek;j fczXl O;fDrRo 'kSyh

vuqf'k{k.k

lkewfgd dk;Z

ifjn`';

vkèkkfjr

f'k{kk

vkWuykbu

lalkèku

O;fDrRo

ç'uksÙkjh

fucaèk

y?kq mÙkj

,elhD;w

;ksxkRed

lrr

vkadyu &

lkeqnkf;d

fodkl

;kstuk

Vh&6

lh,y&40

,e,ylh;w lfgr fofHkUu

LokLF; ns[kHkky

lek;kstuksa esa ekr`Ro

rFkk uotkr ns[kHkky ds

usr`Ro] çcaèku vkSj

i;Zos{k.k esa ,uih,e dh

Hkwfedk dh O;k[;k djuk

feMokbQjh f'k{kk rFkk

nkbZ dh vxqokbZ okyh

fujarj ns[kHkky dks

c<+kok nsus ds fy,

i{k&leFkZu dkS'ky vkSj

çcaèku

ifjHkk"kk] fl)kar rFkk rRo

,e,ylh;w@ekr`Ro bdkbZ

rFkk ,uvkbZlh;w dk le;]

lkexzh rFkk dehZ çcaèku

nyh; çcaèku

O;kokgkfjd dkS'ky

mPp tksf[ke okyh ekrkvksa

rFkk uotkr f'k'kqvksa ds

fy, ifjogu lsok,a

ppkZ ,oa

vuqHkokRed

vfèkxe

ifjn`';

ekeys dk

vè;;u

Hkwfedk

fuoZgu

voyksdu

vH;kl@

ekeys dk

vè;;u

fucaèk

y?kq mÙkj

,elhD;w

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

27

lkaLÑfrd {kerk dk

mi;ksx djuk

laèkkj.kh; fodkl y{;ksa

ij ppkZ djuk

feMokbQjh ns[kHkky rd

,d&leku igqap dh

[kkst djuk

feMokbQjh lalkèkuksa ds

çHkkoh çcaèku ds fy,

j.kuhfr;ksa dh leh{kk

djuk

nkb;ksa dh vxqokbZ okyh

ns[kHkky bdkb;ksa dh

tkudkjh çnÆ'kr djuk

fjdkWMZ rFkk fjiksVZ dk

j[kj[kko

uÉlx rFkk feMokbQjh

vkWfMV

uSnkfud ys[kkijh{kk &

,eMh,lvkj ¼ekr` e`R;q

fuxjkuh rFkk çfrfØ;k½(

lhMhvkj ¼uSnkfud MsVk

HkaMkj.k½

laØe.k dh jksdFkke ds

çksVksdkWy

,e,u,p lsokvksa esa

xq.koÙkk vk'oklu

feMokbQjh çf'k{k.k esa

xq.koÙkk vk'oklu

uSnkfud i;Zos{k.k

ifjp;] ifjHkk"kk rFkk

mís';

fl)kar rFkk dk;Z

i;Zos{kd dk vkpj.k

uSnkfud i;Zos{kdksa dh

ftEesnkfj;ka

o ,lMhth

o lalkèkuksa dk ,d&leku

forj.k

o lalkèku çcaèku

o fu"i{krk rFkk vf/kdkj]

nkb;ksa dh vxqokbZ okyh

ns[kHkky bdkb;ksa dh

fujarjrk

o i;kZoj.k lacaèkh Çprk,a

;ksxkRed

lrr

vkadyu &

lkeqnkf;d

;kstuk esa

nkbZ dh

vxqokbZ

okyh bdkbZ

dk

lfEeyu

Vh&2

xq.kkRed rFkk ek=kRed

'kksèk çfrekuksa dh rqyuk

vkSj ppkZ djuk

bu çfrekuksa ls tqM+h

dk;Zç.kkyh dh O;k[;k

djuk

dk;Zç.kkyh dk ifjp;

'kksèk esa Kku&ehekalk rFkk

lÙkk&ehekalk

xq.kkRed rFkk ek=kRed

'kksèk çfrekuksa dk

voyksdu

vuqf'k{k.k

lkewfgd dk;Z

vkWuykbu

lalkèku

fucaèk

y?kq mÙkj

,elhD;w

28

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Vh&6

lh,y&40

çeq[k ek=kRed rFkk

xq.kkRed 'kksèk fofèk;ksa esa

varj crkrs gq, o.kZu

djuk

'kksèk ç'u rS;kj djuk

ek=kRed 'kksèk ç'u

rS;kj djuk

ek=kRed 'kksèk ds fdlh

mnkgj.k dk

xaHkhjrkiwoZd ewY;kadu

djuk

ek=kRed 'kksèk ys[kksa ds

fy, egRoiw.kZ 'kksèk

midj.kksa dks igpkuuk

rFkk ykxw djuk

ek=kRed rFkk xq.kkRed

dk;Zç.kkyh dk voyksdu

ek=kRed rFkk xq.kkRed

'kksèk esa 'kksèk ç'u

MsVk laxzg.k rFkk fo'ys"k.k

lkaf[;dh

'kksèk çLrko rS;kj djuk

O;kolkf;d pqukSfr;ka

'kksèk lekykspuk

lekykspd midj.kksa dk

mi;ksx

lkewfgd dk;Z

ek=kRed

'kksèk i= dh

vkykspuk

ek=kRed rFkk

xq.kkRed 'kksèk

ds fy, 'kksèk

ç'u rS;kj

djuk

'kksèk

ifj;kstuk

çLrko

;kstuk

'kksèk

lapkyu

'kksèk ds

rjhdksa ij

lkewfgd

çLrqfr

Vh&4

,l,y&2

'kksèk ç'uksa ds vkèkkj ij

,d lkfgR;d [kkst dh

;kstuk cukuk

çeq[k 'kCnksa dh igpku(

cqfy;u vkWijsVlZ rFkk

,ebZ,l,p 'kh"kks± dk

mi;ksx djuk

çklafxd lkfgR; dh

igpku rFkk p;u djuk

'kksèk lkfgR; dk

fo'ys"k.k rFkk la'ys"k.k

djuk

lkfgfR;d leh{kk dk

lapkyu djuk

lkfgfR;d [kkst dh

j.kuhfr;ka

o lkfgfR;d [kkst] MsVk

csl] çeq[k 'kCn

o cqfy;u vkWijsVlZ

çklafxd lkfgR; dk p;u

lekykspukRed ewY;kadu]

fo'ys"k.k rFkk la'ys"k.k

lkfgfR;d leh{kk ys[ku]

flQkfj'k rS;kj djuk

çf'k{k.k

Lo&funsZf'kr

vè;;u

ç'u i=ksa dk

p;u rFkk

vkykspuk

'kksèk

ifj;kstuk

ds fy,

lkfgfR;d

leh{kk

egRoiw.kZ

fo'ys"k.k

rFkk

lkfgfR;d

leh{kk

Vh&4

feMokbQjh vH;kl esa

MsVk rFkk lk{; ds

fofHkUu lzksrksa dh igpku

djuk

lqfoèkk LFkku@ftyk@

jkT; & miyCèk jftLVj]

,pvkbZ,e,l] Mh,y,p,l

Hkkjrh; & ,u,Q,p,l]

vkj,p,l] ,lvkj,l]

,pvkbZ,e,l] Mh,y,p,l]

,,p,l] tux.kuk]

,evks,p,aM,QMCY;w] Hkkjr

ljdkj ds fn'kkfunsZ'k

oSf'od ekud & fo'o

LokLF; laxBu@

vkbZlh,e dh flQkfj'ksa]

dkspjkus( oSf'od fjiksVks± dh

fLFkfr

feMokbQjh vH;kl ij

vkèkkfjr lk{;

MsVk csl [kkst

çf'k{k.k

Lo&funsZf'kr

vè;;u

lk{; leh{kk

,e,u,p

ns[kHkky ij

lkfgfR;d

[kkst

dk;Z {ks= ds

vkèkkj ij

'kksèk vè;;u

¼tSls

MCY;w,pvks

baVªkikVZe

flQkfj'ksa ;k

y{;

ladsrd½

bZch,eih &

tuZy Dyc

fucaèk

y?kq mÙkj

,elhD;w

fu;r dk;Z

dk vkadyu

iw.kZ 'kksèk

vè;;u

çLrqfr rFkk

fjiksVZ dk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

29

Vh&2

'kksèk çlkj ds mís'; ij

ppkZ djuk

'kksèk çlkj fofèk;ksa dh

igpku djuk

vuqokn rduhd Kku dks

ykxw djuk ¼iksLVj

fMtkbu djuk½

lkfgfR;d leh{kk

fu"d"kks± ds vkèkkj ij

iksLVj fMtkbu djuk

'kksèk çlkj dk mís'; rFkk

rjhds

Kku vuqokn rFkk

O;kogkfjd ifjorZu

lkewfgd dk;Z

iksLVj

fMtkbfuax

iksLVj

çLrqfr

lkewfgd

dk;Z &

lekykspuk

'kksèk laxks"Bh

vkSipkfjd

iksLVj rFkk

'kksèk çLrqfr

II:

dkS'ky ç;ksx'kkyk ¼,l,y½ & 40 ?kaVs

uSnkfud ¼lh,y½ & 980 ?kaVs

feMokbQjh vH;kl ds fy, ifj"kn~ dh èkkj.kk rFkk vkbZlh,e vko';d n{krkvksa ds ifjis{k esa] bl ikBîØe dk mís';

nSfgd çlo dks c<+kok nsus ds fy, Kku ,oa dkS'ky dks lq/kkjuk rFkk efgyk ,oa uotkr f'k'kq dks lkeqnkf;d ,oa laLFkkxr

nksuksa {ks=ksa esa dq'ky] lqfoK] f'k"V vkSj n;kyq Hkko okyh feMokbQjh ns[kHkky çnku djuk gSA lkekU; foKku ds Kku dh

leh{kk ftlesa çtuu ,oa Hkzw.k ds fodkl dh 'kkjhfjd lajpuk rFkk 'kjhj foKku] vkS"kèk foKku vkSj Mk;XuksfLVDl o

laØe.k fu;a=.k 'kkfey gSa] lkekU; nSfgd çlo esa feMokbQjh vH;kl dk leFkZu djrk gSA

ikBîØe ds bl ekWMîwy dk fodkl nSfgd çlo dks c<+kok nsus ,oa f'k"V xq.koÙkk ns[kHkky çnku djus ds fy,

lacafèkr tSfod rFkk O;ogkfjd foKku vkSj feMokbQjh ds fl)karksa dh leh{kk djus esa ,uih,e dks l{ke cukus ds fy,

fd;k x;k gS] ftlesa iq#"k ,oa efgyk çtuu ra=] xHkkZèkku] ekfld èkeZ ,oa vaMksRlxZ pØ dh lajpuk rFkk 'kjhj foKku(

xHkkZoLFkk] çlo ihM+k] tUe ,oa lwfrdkoLFkk esa gksus okys lkekU; 'kkjhfjd ifjorZu( Hkzw.k dh o`f) ,oa fodkl( Hkzw.k

ifjlapj.k( lkekU; uotkr 'kjhj fØ;k foKku( fodkl ,oa vkS"kèk foKku rFkk funku vkSj laØe.k fu;a=.k 'kkfey gSaA

çloiwoZ ns[kHkky ftlesa ewY;kadu rFkk LØhfuax] çloiwoZ f'k{kk vkSj l'kfDrdj.k 'kkfey gSa( çlodkyhu ns[kHkky

ftlesa çlo ds çFke] f}rh;] r`rh; rFkk prqFkZ pj.k] çxfr dk vkadyu] çlwfr ihM+k rFkk f'k'kq tUe esa efgykvksa dh

lgk;rk] nSfgd çlo dks c<+kok nsuk( xSj&vkS"kèkh; rFkk vkS"kèkh; nnZ fuokjdksa dk ç;ksx dj nnZ de djuk] Hkzw.k dk

ewY;kadu] ewykèkkj vk?kkr dk vkadyu] ewykèkkj Vkads yxkuk( r`rh; pj.k esa lfØ; rFkk visf{kr çcaèku] le; ij fufnZ"V

djuk 'kkfey gSa( çloksÙkj ns[kHkky ftlesa ekr` ns[kHkky] ekr`Ro ,oa fir`Ro ds :i esa voLFkkarj & ekrk] firk ,oa ifjokj]

Roph; yxko dks c<+kok nsuk] Lruiku 'kq: djokuk] Lruiku dh pqukSfr;ksa dk çcaèku] çys[ku] fjiksfV±x] lkeqnkf;d

ns[kHkky ls fuiVuk 'kkfey gSa] ds ckjs esa foLrkjiwoZd O;k[;k dh xbZ gSaA ;g uotkr f'k'kq ds fy, xq.koÙkkiw.kZ vH;kl

dkS'ky ns[kHkky fodflr djus rFkk ,d LoLFk thou cnyko dks c<+kok nsus ds fy, vko';d Kku vkSj dkS'ky dks

lacksfèkr djsxk] ftlesa uotkr f'k'kq] uotkr ewY;kadu] vko';d uotkr ns[kHkky] rkRdkfyd iw.kZ 'kkjhfjd ijh{k.k(

uotkr f'k'kq dh LokLF; vko';drk,a( uotkr f'k'kq dh iks"k.k lacaèkh vko';drk,a] Roph; yxko( Lruiku( ekr` uotkr

caèku( f'k'kq dh o`f) rFkk fodkl( jksxfujksèkh mik;( vlaØehdj.k( ekrk&firk dks lk{; vkèkkfjr tkudkjh çnku djuk(

lkaLÑfrd ekunaMksa dk è;ku j[kuk( vkSj uotkr f'k'kq dh f'k"V ns[kHkky 'kkfey gSaA

1- feMokbQjh vH;kl esa ifj"kn~ ds lnkpkjh] ijksidkjh] fofèkd ,oa uSfrd rFkk fofu;ked vkSj ekuorkoknh fl)karksa ds

vuq:i ekudksa ds vuqlkj feMokbQ dh ns[kHkky çnku djus ds fy, is'ksoj mÙkjnkf;Ro çnf'kZr djuk

2- efgyk çtuu ç.kkyh rFkk xHkkZèkku dh 'kkjhfjd lajpuk vkSj 'kjhj foKku ij ppkZ djuk

30

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

3- Hkzw.k rFkk xHkZuky dh o`f) vkSj fodkl dh O;k[;k djuk

4- efgykvksa esa xHkkZoLFkk] çlo] f'k'kq tUe rFkk lwfrdkoLFkk ls tqM+s 'kkjhfjd ifjorZuksa dk o.kZu djuk

5- xHkkZoLFkk iwoZ ns[kHkky rFkk ijke'kZ çnku djuk vkSj vkadyu djuk

6- lkekU; nSfgd çlo ds lapkyu lfgr çloiwoZ] çlodkyhu rFkk lwfrdkoLFkk esa efgykvksa dh ns[kHkky vkSj vkadyu

djuk

7- uotkr f'k'kqvksa dh ns[kHkky vkSj vkadyu djuk

8- çkFkfed 'kkjhfjd vuqdwyu ftuls uotkr f'k'kq tUe ds ckn xqtjrk gS rFkk lqjf{kr caèku vkSj yxko ds 'kkjhfjd

vkèkkj dk o.kZu djuk

9- vuqç;qDr vkS"kèk foKku rFkk vkS"kfèk fuèkkZj.k ds fl)karksa dh xgjh tkudkjh dk çn'kZu djuk

10- Hkkjr ljdkj ds fn'kkfunsZ'kksa ds vuqlkj feMokbQjh] çlwfr lacaèkh vkikr fLFkfr;ksa rFkk tfVy fLFkfr;ksa esa mfpr

vkS"kfèk fuèkkZj.k vkSj mudk mi;ksx djuk

11- ekr` ,oa uotkr f'k'kq ns[kHkky lqfoèkkvksa esa laØe.k fu;a=.k çFkkvksa dks ykxw djuk

1- {ks=kfèkdkj dkuwuksa] fu;ked vko';drkvksa] feMokbQjh vH;kl ds fy, vkpkj lafgrk dk ikyu djuk ¼1,Q½

2- xHkkZoLFkk&iwoZ ns[kHkky çnku djuk ¼2,½

3- efgyk dh LokLF; fLFkfr dk vkadyu djuk ¼2ch½

4- Hkzw.k LokLF; dk vkadyu djuk ¼2lh½

5- xHkkZoLFkk dh çxfr dh fuxjkuh djuk ¼2Mh½

6- efgykvksa ds LokLF;oèkZd LokLF; O;ogkjksa dks c<+kok nsuk rFkk mudk leFkZu djuk ¼2bZ½

7- xHkkZoLFkk] tUe] Lruiku] fir`Ro rFkk ikfjokfjd ifjorZu ls lacafèkr vfxze ekxZn'kZu çnku djuk ¼2,Q½

8- tfVy xHkkZèkkj.k okyh efgykvksa dk irk yxkuk rFkk mudh ns[kHkky djuk ¼2th½

9- çlo ds fy, ,d mi;qDr tUe LFkku pquus esa efgyk rFkk mlds ifjokj dh lgk;rk djuk ¼2,p½

10- nSfgd çlo rFkk tUe dks c<+kok nsuk ¼3,½

11- lqjf{kr lgt ;ksfu tUe lqfuf'pr djuk rFkk tfVyrkvksa ls cpkuk ¼3ch½

12- tUe ds rqjar ckn uotkr f'k'kq dh ns[kHkky djuk ¼3lh½

13- LoLFk efgyk dh çloksÙkj ns[kHkky djuk ¼4,a½

14- LoLFk uotkr f'k'kq dh ns[kHkky djuk ¼4ch½

15- Lruiku dks c<+kok nsuk rFkk leFkZu djuk ¼4lh½

Vh & 40 ?kaVs]

,l,y & 12 ?kaVs]

lh,y & 210 ?kaVs

1

Vh&3

,l,y&4

çtuu ç.kkyh dh

leh{kk

efgyk çtuu pØ

¼fMEcxzafFk rFkk xHkkZ'k;½

dh le>

ekuo çtuu ç.kkyh dh

'kkjhfjd lajpuk rFkk 'kjhj

foKku

gkeksZu lacaèkh pØ

ukjh isMw rFkk Hkzw.k dk flj

¼Hkzw.k&isMw lacaèkksa ds lkFk½

ppkZ rFkk

vuqHkokRed

çKrk

Lo&funsZf'kr

vè;;u

çLrqfr;ka@

lsfeukj

çn'kZu &

ukjh isMw

rFkk Hkzw.k

dk flj

fucaèk

y?kq mÙkj

,elhD;w

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

31

2

Vh&4

,l,y&2

fu"kspu rFkk xHkkZèkku dh

çfØ;k dh le>

xHkZuky fodkl rFkk

mlds çdk;Z dh le>

çkjafHkd xHkkZoLFkk esa Hkzw.k

laoèkZu rFkk fodkl ds

Kku dk çn'kZu

fu"kspu rFkk çR;kjksi.k

Hkzw.k fodkl

xHkZuky fodkl

xHkZuky ds çdk;Z( #fèkj

efLr"d çkdkj

Hkzw.k fodkl

Hkzw.k ifjlapj.k

Hkzw.k iks"k.k

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

Lo&funsZf'kr

vè;;u

Hkzw.k

ifjlapj.k

&

;kstukc)

çfrfufèkRo

fu;r dk;Z

dk

ewY;kadu

3

Vh&3

,l,y&2

xHkkZoLFkk dh çkjafHkd

voLFkk esa nSfgd

ifjorZuksa dh igpku

xHkkZoLFkk esa gkeksZu ds

ikjLifjd çHkkoksa dh

le>

xHkkZoLFkk dh çkjafHkd

voLFkk esa nSfgd ifjorZu

tSls ân;] #fèkj] var%lzkoh]

ikpu] 'olu] xHkkZ'k;]

o`Dd] çfrj{kk ç.kkyh]

eLdqyksLdsysVy] f>Yyh

vkfn

xHkkZoLFkk ds gkeksZu

xHkkZoLFkk ds ladsr

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

Lo&funsZf'kr

vè;;u

ç'uksÙkjh

'kSf{kd

lalkèku

fodkl

1

Vh&3

lqjf{kr ,oa çHkkoh

feMokbQjh vH;kl esa

vkS"kèk foKku dh Hkwfedk

dh ppkZ

lqjf{kr vkS"kfèk mi;ksx

dks fuèkkZfjr djus okys

dkjdksa dh ppkZ

Hkkjr esa vkS"kfèk

fofu;eu] fuèkkZj.k rFkk

oxhZdj.k dk o.kZu

vkS"kfèk mi;ksx esa

QkekZdksMk;usfeDl dh

Hkwfedk dh ifjHkk"kk dk

o.kZu

QkekZdksdkbusfVDl ds

fl)karksa dh le>

lqjf{kr ,oa çHkkoh

feMokbQjh vH;kl esa vkS"kèk

foKku dh Hkwfedk

vkS"kfèk;ksa dk oxhZdj.k rFkk

vuqlwph

lqjf{kr vkS"kfèk çcaèku ds

fl)kar

fofu;eu] lqjf{kr vkS"kfèk

mi;ksx

QkekZdksdkbusfVDl ,oa

QkekZdksMk;usfeDl ;kaf=dh

vkS"kfèk dk çHkko@çfrfØ;k

vkS"kfèk vo'kks"k.k

vkS"kfèk forj.k

p;kip; rFkk mRltZu

QkekZdksdkbusfVDl ,oa

QkekZdksMk;usfeDl ds

fl)kar

O;k[;ku

lkewfgd dk;Z

Lo&funsZf'kr

vè;;u

ç'uksÙkjh

32

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

2

Vh&3

jDr rFkk xHkZuky ;k

Lru nqXèk ds chp vkS"kfèk

dk xeu vkSj bls

çHkkfor djus okys

dkjdksa dh le>

xHkkZoLFkk rFkk Lruiku

ds nkSjku vkS"kfèk ds

mi;ksx ds fy, egRoiw.kZ

dkj.kksa dh igpku

tUetkr nks"kksa dk dkj.k

cuus okyh vkS"kfèk;ksa dh

igpku

Lruiku dks çfrdwy :i

ls çHkkfor djus okyh

vkS"kfèk;ksa dh igpku

vkS"kfèk;ksa ds nq"çHkkoksa dh

jksdFkke rFkk mipkjksa

dh O;k[;k

efLr"d esa jDr ckèkk

fo:iksRiknu rFkk blds

çHkko

vkS"kfèk rFkk tUetkr nks"k

xHkkZoLFkk ds tksf[ke rFkk

vkS"kfèk oxhZdj.k

efgykvksa rFkk ifjokj dks

ijke'kZ ¼vkS"kfèk ysrs le;

fo'ks"k lkoèkkuh lfgr½

vfHkHkk"k.k

lkewfgd dk;Z

Lo&funsZf'kr

vè;;u

ç'uksÙkjh

3

Vh&4

xHkkZoLFkk dh

ifjfLFkfr;ksa dk çcaèku

djus ds fy, mi;ksx

dh tkus okyh vkS"kfèk;ksa

dh dkjZokbZ ds vkS"kèkh;

vkèkkj dh le> dk

çn'kZu

vkS"kfèk;ksa ls lacafèkr

çfrdwy çHkkoksa dk o.kZu

vkS"kfèk;ksa ds nq"çHkkoksa dh

jksdFkke rFkk mipkj dh

O;k[;k

nnZ çcaèku esa mi;ksx

fd, tkus okys mipkj

ds vkS"kèkh; vkèkkj dh

le> dk çn'kZu

xHkkZoLFkk rFkk Lruiku

ds nkSjku mi;ksx djus

ls oftZr fof'k"V

ihM+kgkjh vkS"kfèk;ksa dh

igpku

oxhZdj.k] fØ;kRed ra=]

[kqjkd] mi;ksx] nq"çHkko

xHkkZoLFkk] çlo ihM+k rFkk

Lruiku ds nkSjku vkS"kfèk

mi;ksx% vkWDlhVksflu]

,xksZesfVªu] felksçksLVksy]

,uYtsfl;k

çfrtSfod

Tojuk'kh

çnkguk'kh

oeujksèkh

?kqV~Vh

foVkfeu

dodjksèkh

Ñfeuk'kd

ifjn`';

ekeys dk

vè;;u

çf'k{k.k

lkewfgd dk;Z

Lo&funsZf'kr

vè;;u

vkS"kfèk

çLrqfr

rFkk ekeys

dk

vè;;u

ekeys dk

vè;;u

,elhD;w

y?kq mÙkj

fucaèk

4

Vh&10

lh,y&90

lqjf{kr vkS"kfèk çcaèku ds

fl)karksa dh le> rFkk

mudk dk;kZUo;u

fofu;eksa ds vuqlkj lgh

vkS"kfèk mipkj çcaèku

vkS"kfèk dh x.kuk dh

le>

çksVksdkWy ds vuqlkj

efgykvksa ds fy, vuqer

vkS"kfèk fuèkkZj.k

vkS"kfèk fuèkkZj.k dk ewy

vkèkkj

vkS"kfèk fuèkkZj.k ds fl)kar

rFkk bls çHkkfor djus okys

dkjd

ekeys ds vè;;u dk

mi;ksx djrs gq, vkS"kfèk

fuèkkZj.k ls lacafèkr xyr

çFkkvksa ls lacafèkr igyw

ifjn`';

ekeys dk

vè;;u

lkewfgd

çf'k{k.k dk;Z

fleqys'ku

dk;Z'kkyk

fopkjkRed

f'k{k.k ykWx

rFkk

laoknkRed

ppkZ@

vkS"kfèk

[kqjkd dh

x.kuk

vkS"kfèk

çLrqfr

rFkk ekeys

dh fjiksVZ

vuqdkfjr

vks,llhbZ

,elhD;w

y?kq mÙkj

fucaèk

ekeys dk

vè;;u

fo'ys"k.k

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

33

ulZ fpfdRldksa dh vkS"kfèk

fuèkkZj.k esa Hkwfedk

vkS"kfèk fuèkkZj.k vH;kl ls

çklafxd is'ksoj] fofèkd rFkk

uSfrd eqís

o vkS"kfèk fuèkkZj.k çfØ;k

rFkk blds pj.k

o vkS"kfèk fuèkkZj.k n{krk

Hkkjr ljdkj }kjk vuqeksfnr

ulZ fpfdRld }kjk fuèkkZj.k

;ksX; vkS"kfèk;ksa dh lwph

ekeys ds vè;;u dk

mi;ksx djrs gq, vkS"kfèk

fuèkkZj.k ls lacafèkr xyr

çFkkvksa ls lacafèkr igyw

nq"çHkko ¼oxhZdj.k ,oa

çcaèku½

vkS"kfèk dh x.kuk rFkk vkS"kfèk

nsus ds 8 vfèkdkj

lqjf{kr vkS"kfèk ç'kklu

lqfoK lgefr

çys[ku% lVhd rFkk iwjk

fjdkWMZ

vè;;u

vuqHkoh

fpfdRld dh

ns[kjs[k esa

vuqHkokRed@

uSnkfud

O;oLFkkiu

ekr` uotkr

f'k'kq {ks=ksa esa

lesfdr

uSnkfud

vH;kl

vkS"kfèk fuèkkZj.k

fu;e rFkk

fofu;eksa dh

lkfgfR;d

leh{kk] ulks±

dk vkS"kfèk

fuèkkZj.k

vH;kl dh

vksj #>ku

5

Vh&3

lh,y&40

iwjdrk dh le> dk

çn'kZu

nnZ fuokj.k esa xSj&

vkS"kèkh; fl)karksa dh

igpku

foVkfeu vuqiwjd

iwjd fpfdRlk

o ,D;wçs'kj] ,D;wiaDpj

o ;ksx

o laosnu'khyrk

o ty tUe

ifjn`';

ekeys dk

vè;;u

lkewfgd

çf'k{k.k dk;Z

çlo ds

nkSjku

fofHkUu

iwjd

mipkjksa

dk çn'kZu

vuqdkfjr

vks,llhbZ

,elhD;w

y?kq mÙkj

fucaèk

6

Vh&3

,l,y&2

lh,y&40

tksf[ke fuèkkZj.k esa

mi;ksx fd, tkus okys

tkap midj.kksa dh

igpku

xHkkZoLFkk rFkk çlo

ihMk esa çkS|ksfxdh ds

mi;ksx dh le>

feMokbQjh ns[kHkky esa

çkS|ksfxdh ds vR;fèkd

mi;ksx ij fopkj

efgykvksa ds fy,

p;fur uSnkfud@ tkap

çfØ;kvksa esa dkS'ky

çn'kZu

tkap] vYVªklkmaM dk

mi;ksx

Qfu±x

LisD;qye ijh{kk

fc'ki Ldksj

lhVhth & uSnkfud rdZ

;ksfud nkx

,flfVd ,flM ¼ohvkbZ,½ ds

lkFk n`'; fujh{k.k

iSi fLe;j

fofHkUu uewuksa dk laxzg.k]

mipkj rFkk ijh{kk ds fy,

mudh rS;kjh

ifjn`';

ekeys dk

vè;;u

lkewfgd

çf'k{k.k dk;Z

fleqys'ku

dk;Z'kkyk

fofHkUu uewuksa

ds laxzg.k dk

çn'kZu rFkk

fof'k"V ijh{k.k

fucaèk

y?kq mÙkj

vuqdkfjr

vks,llhbZ

34

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Vh&4

,l,y&2

lh,y&40

laØe.k

fu;a=.k

uhfr;ksa dh

O;k[;k

laØe.k

fu;a=.k

çFkkvksa esa

dkS'ky dk

çn'kZu

laØe.k

fu;a=.k esa

,uih,e rFkk

LokLF; ny

dh Hkwfedk dk

irk yxkuk

vkSj çfrfcafcr

djuk

jk"Vªh; fn'kkfunsZ'k rFkk

laLFkkxr uhfr

laØe.k fu;a=.k ds fl)kar

laØe.k fu;a=.k ds fy,

ekud lkoèkkfu;ka

o gkFk èkksuk

o lqj{kk oL=ksa dk mi;ksx

o ç;qDr [email protected]

dk çlaLdj.k

o 'kki± dk mfpr çcaèku rFkk

fuiVku

o LoPN okrkoj.k cuk, j[kuk

o tSofpfdRlh; vif'k"V dk

fuiVku

*

laØe.k fu;a=.k esa ,uih,e

rFkk LokLF; ny dh Hkwfedk

ppkZ rFkk

vuqHkokRed

çKrk

[ksy

vkbZih lkexzh dk

mi;ksx djuk

vkbZih esa fo'ks"kK

Lrj rd igqapus

ds fy, laØe.k

çfØ;kvksa esa

dkS'ky çn'kZu

ohfM;ks

uSnkfud vH;kl

Lo&funsZf'kr

vè;;u

vkbZih ij

lqjf{kr fMyhojh

,si ekWMîwy

jk"Vªh;

fn'kkfunsZ'kksa

ij

fNækUos'kh

uksV~l

uSnkfud

vuqHko dh

tkudkjh ds

vkèkkj ij

laØe.k

fu;a=.k

lacafèkr

vH;kl

ekud rS;kj

djuk

vks,llhbZ@

vks,lihbZ

Vh & 50 ?kaVs]

,l,y & 22 ?kaVs]

lh,y & 680 ?kaVs

1

Vh&4

lh,y&40

jsQjy ç.kkyh

J`a[kyk dh igpku

rFkk fØ;kUo;u

efgyk ,oa uotkr

f'k'kq dks jsQjy ds

fy, fLFkj djus gsrq

vko';d uhfr;ksa

rFkk çksVksdkWy dh

igpku vkSj

fØ;kUo;u

Hkkjr esa feMokbQjh

vH;kl dks fu;af=r

djus okys dkuwu rFkk

fu;eksa dh leh{kk

jsQjy flLVe dh

ekStwnk J`a[kyk

vU; LokLF; ns[kHkky

çnkrkvksa dh lhek,a

rFkk laHkkouk,a

jsQjy djus gsrq

uhfr;ka rFkk çksVksdkWy]

j.kuhfr;ksa ds çdkj

jsQjy ds fy,

ifjfLFkfr;ka% fdl

fLFkfr esa dc] dgka

rFkk dSls jsQjy djuk

gS

ppkZ rFkk

vuqHkokRed çKrk

i;Zosf{kr uSnkfud

vH;kl

jsQjy

fLyi@ uksV

rS;kj djuk

lqjf{kr

fMyhojh ,si

¼,lMh,½ esa

^vkikr

dkyhu

jsQjy*

,D'ku dkMZ

fucaèk

y?kq mÙkj

,elhD;w

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

35

ifjogu O;oLFkk%

lkeqnkf;d lalkèku]

ifjokjksa dks lykg rFkk

jsQjy uksV

vuqorÊ dk;ZokbZ% jsQj

fd, x, ekeyksa dh

tkudkjh ysuk

jsQjy ij fjdkWMZ rFkk

fjiksVZ

2

Vh&4

,l,y&2

efgykvksa dks lqxe

fujarj ns[kHkky

çnku djus esa

lk>snkjh2 dk

vglkl djkuk

xHkkZoLFkk ls igys

dh ns[kHkky ds egRo

dks le>kuk

efgyk rFkk mlds

ifjtuksa ds fy,

f'k'kq tUe dks ,d

lkekU; thou ?kVuk

dh rjg ekusa

ik= nEifÙk;ksa dks

xHkkZèkkj.k iwoZ

ns[kHkky çnku djuk

feMokbQjh vH;kl

esa lk>k fu.kZ; ysus

esa l{ke cukus ds

fy, tkudkjh çnku

djuk rFkk dkS'ky

fodflr djuk

;kstukc) fir`Ro ds

fy, le> rFkk

çfrikyu djuk

xHkkZoLFkk ls igys dh

ns[kHkky

ySafxd fodkl dh

leh{kk ¼Lo&vè;;u½

ekuoh; ySafxdrk ds

lkekftd ,oa

lkaLÑfrd igyw

¼Lo&vè;;u½

eèkqesg] mPp jDrpki]

Fkk;jkbM rFkk

xHkkZoLFkk dks çHkkfor

djus okys fpjdkfyd

laØe.k tSlh LokLF;

lacaèkh leL;kvksa ij

lk{; vkèkkfjr tkap

xHkkZèkku iwoZ ijke'kZ]

ftlesa nSfgd çlo ds

ckjs esa tkx:drk

'kkfey gS

;kstukc) fir`Ro

vkuqokaf'kd ijke'kZ

¼Lo&vè;;u½

xHkkZoLFkk dk vkadyu

rFkk iqf"V djuk

ppkZ rFkk

vuqHkokRed çKrk

çn'kZu

Hkwfedk fuoZgu &

ijke'kZ

çf'k{k.k

lkewfgd dk;Z

ekeys dk vè;;u

xHkkZèkku iwoZ

ijke'kZ

efgyk dh

LokLF;

fLFkfr dk

iwoZo`Ùk rFkk

vkadyu

efgyk dh

iks"k.k fLFkfr

rFkk tkap

dk vkadyu

psdfyLV ds

lkFk dkS'ky

vkadyu

psdfyLV ds

lkFk

uSnkfud

vkadyu

lk{;

vkèkkfjr

fucaèk

3

Vh&6

,l,y&2

lh,y&50

efgykvksa dk

O;fDrRo] lkekftd

rFkk lkaLÑfrd

lanHkZ ds mudh de

tkudkjh ij çHkkoh

çfrfØ;k

efgyk rFkk ifjokj

dh çloiwoZ ns[kHkky

ds egRo dks

le>kuk

lkekU; xHkkZoLFkk dh

leh{kk

ekr` iks"k.k rFkk

dqiks"k.k dh leh{kk

xHkkZoLFkk dk funku &

ladsr rFkk y{k.k]

ppkZ rFkk

vuqHkokRed çKrk

çn'kZu

csMlkbM fDyfud

ekeys dh ppkZ

lsfeukj

ufl±x nkSjs

çloiwoZ vksihMh

rFkk okMZ esa

LokLF;

f'k{kk

ekeys dk

çLrqfrdj.k

csMlkbM

fDyfud

uSnkfud

lEesyu

çloiwoZ

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k

pSdfyLd ds

lkFk

uSnkfud

dkS'ky dk

vkadyu

2è;ku nsa fd ,d feMokbQ vkSj efgyk ds chp lk>snkjh lacaèk esa] nksuksa leku :i ls vko';d ysfdu vyx&vyx ;ksxnku djrs

gSaA efgyk crkrh gS fd mlds ifjokj esa dkSu&dkSu gSa vkSj os dSls&dSls lgk;rk djsaxsA tkudkjh lk>k dh tkrh gS] fu.kZ; fy,

tkrs gSa] vkSj efgyk ,sls fu.kZ; ysrh gS tks mlds fy, lgh gksaA feMokbQ dks efgyk ds fu.kZ;ksa ds vkèkkj ij vkxs c<+uk gksrk gSA

iSjkeSu ,V vkWy ikBîiqLrd esa feMokbQjh vH;kl esa lk>snkjh vè;k; ns[ksaA

36

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

xHkZorh efgyk dks

çloiwoZ ns[kHkky]

LokLF; f'k{kk rFkk

ns[kHkky dh fujarjrk

çnku djus esa

dkS'ky dk çn'kZu

xHkkZoLFkk ds nkSjku

lekurk rFkk

ns[kHkky rd igqap

dks c<+kok nsuk

efgyk rFkk mlds

ifjtuksa ds fy,

f'k'kq tUe dks ,d

lkekU; thou ?kVuk

dh rjg ekusa

çys[ku rFkk fjdkWMZ

j[kus dh vko';drk

dk o.kZu

foHksnd funku]

iqf"Vdkjd ijh{k.k

çloiwoZ ns[kHkky dh

ifjHkk"kk] çÑfr] mís';

rFkk egRo

vkj,elh çksVksdkWy

dk ikyu djrs gq,

efgyk ds lkFk

lk>snkjh

çloiwoZ ewY;kadu%

iwoZo`Ùk ysuk] 'kkjhfjd

ijh{k.k] Lru ijh{k.k]

çklfod rFkk isMw

ijh{k.k ¼fy;ksiksYM

esa;qolZ½] ç;ksx'kkyk

tkap

xHkkZoLFkk dh

NksVh&eksVh xM+cfM+;ksa

dh igpku rFkk çcaèku

çloiwoZ ns[kHkky rFkk

ijke'kZ ¼xHkkZoLFkk ds

nkSjku thou 'kSyh]

iks"k.k] lk>k fu.kZ;

ysuk] xHkkZoLFkk esa

tksf[ke Hkjk O;ogkj]

xHkkZoLFkk ds nkSjku

ySafxd lacaèk LFkkfir

djus ds ckjs esa ijke'kZ½

çloiwoZ Çprkvksa dh

Nkuchu

ikfjokfjd dyg dh

Nkuchu

çloiwoZ ns[kHkky ds

nkSjku fcanqokj lHkh

lsok,a ,d gh LFkku

ij çnku djuk

xHkkZoLFkk ds nkSjku

[krjs ds ladsr

çlo rFkk vkus

okyh tfVyrkvksa dh

rRijrk ls ns[kHkky

djus dh rS;kjh

¼xHkkZoLFkk ds nkSjku

^nSfgd çlo* dks

c<+kok nsus lfgr½

çlo gsrq rS;kjh

f'k"V ns[kHkky rFkk

laosnukiwoZd ckrphr

djuk

i;Zosf{kr uSnkfud

vH;kl

Lo&funsZf'kr

vè;;u

dq'ky çlo

ifjpj ekWMîwy

vkWuykbu

O;k[;ku

ifjn`'; vkèkkfjr

vè;;u

iwoZo`Ùk ysuk

rFkk

ewY;kadu

,d lw{e

çlo ;kstuk

rS;kj djuk

ç;ksx'kkyk

tkap% çn'kZu

rFkk O;k[;k

& ;wihVh]

,pch

vuqeku]

,pvkbZoh@

flfQfyl

ijh{k.k(

,Ycqfeu

rFkk eèkqesg

ds fy, ew=

fo'ys"k.k

Hkzw.k ds

LokLF; dk

vkadyu

çloiwoZ

ijke'kZ

jsÇVx iSekus

dk mi;ksx

dj uSnkfud

çn'kZu dk

vkadyu

vks,llhbZ@

vks,lihbZ

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

37

fjdkWÉMx rFkk fjiksÉVx

Hkkjr ljdkj ds

fn'kkfunsZ'kksa ds

vuqlkj uSnkfud

çfØ;k,a

çloiwoZ ns[kHkky ds

fofHkUu ekWMy rFkk

mudk fodkl

çloiwoZ ns[kHkky ds

fy, Hkkjr ljdkj

dk orZeku ekWMy

MkSyk@vk'kk dh

Hkwfedk

feMokbQjh esa ulZ

O;olk;h dh Hkwfedk

4

Vh&5

,l,y&2

lh,y&45

nwljh frekgh ds

nkSjku feMokbQjh

vH;kl Kku dk

çn'kZu

efgyk dsafær lacaèkksa

ij vkèkkfjr ns[kHkky

Hkzw.k dh o`f) rFkk

fodkl dk vkadyu

ekStwnk jksx ;k

foÑfr foKku ds

çcaèku ij ppkZ

ekr` Lok;Ùkrk rFkk

ilan dks c<+kok nsus

ds fy, uSfrd

feMokbQjh vH;kl

dh lqfoèkk çnku

djuk

f}rh; frekgh ds

nkSjku 'kkjhfjd

ifjorZuksa rFkk

ijs'kkfu;ksa ds ckjs esa

crkuk rFkk çcaèku

vkj,p usxsfVo rFkk

jksxfujksèkh ,aVh&Mh

nwljh frekgh ds nkSjku

ijh{k.k rFkk LokLF;

f'k{kk

tkap ifj.kkeksa dh

O;k[;k djuk

vkbZ,Q,] dSfY'k;e

rFkk foVkfeu Mh

iwjd] Xywdkst

lfg".kqrk ijh{k.k]

Vhdkdj.k vkfn ij

LokLF; f'k{kk

lqfoK fu.kZ; ysuk

çloiwoZ vkadyu% isV

dk Qwyuk] Hkzw.k dk

vkadyu] Hkzw.k ds fny

dh èkM+du dk c<+uk

& MkWIyj rFkk fiUukMZ]

Hkzw.k LokLF; vkadyu%

Hkzw.k dk iSVuZ]

Mh,Q,elh]

ck;ksfQftdy çksQkby]

xSj ruko ijh{k.k]

dkÆM;ks&VksdksxzkQh]

;w,lth]

okbczks&,dkWfLVd

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

ifjn`'; vkèkkfjr

vè;;u

ekeys dk vè;;u

fleqys'ku

dk;Z'kkyk

ekeys dj

çLrqfrdj.k

csMlkbM

fDyfud

uSnkfud

lEesyu

çloiwoZ

iwoZo`Ùk ysuk

rFkk

vkadyu

Hkzw.k LokLF;

vkadyu

çloiwoZ

ijke'kZ

ç'uksÙkjh

;ksX;rk

vkèkkfjr

ewY;kadu

vks,llhbZ

38

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

fLVeqys'ku

nwljh frekgh esa

çloiwoZ ns[kHkky

efgyk dsafær

ns[kHkky

f'k"V ns[kHkky rFkk

f'k"VrkiwoZd ckrphr

jsQjy rFkk lg;ksx]

l'kfDrdj.k

fujarj tksf[ke

vkadyu

ekr` ekufld

LokLF;

MkSyk@vk'kk dh

Hkwfedk

5

Vh&5

,l,y&3

lh,y&50

rhljh frekgh ds

nkSjku feMokbQjh

vH;kl Kku dk

çn'kZu

çlo ;kstuk

fodflr djus ds

fy, efgyk dsafær

lacaèkksa ij vkèkkfjr

ns[kHkky

çR;sd efgyk dk

vkRefo'okl c<+kus

gsrq çlo rFkk

Lruiku ds fy,

çloiwoZ rS;kjh djuk

rhljh frekgh ds nkSjku

'kkjhfjd ijs'kkfu;ka

rhljh frekgh ds nkSjku

ijh{k.k rFkk tkap

xHkkZoLFkk ds vafre

pj.k esa Hkzw.k ds

fØ;kdyki

rhljh frekgh ds nkSjku

çloiwoZ f'k{kk

çlo dh rS;kjh rFkk

tfVyrk ds fy, rS;kjh

Lruiku ij fof'k"V

LokLF; f'k{kk

xHkkZoLFkk ds nkSjku

[krjs ds ladsr &

VwVh gqbZ f>Yyh dh

igpku

fujarj tksf[ke

vkadyu

lkaLÑfrd

vko';drk,a

efgyk dsafær

ns[kHkky

lEekfur rFkk f'k"V

ckrphr

oSdfYid çlo eqæk

& efgyk dh

ilanhnk eqæk

MkSyk@vk'kk dh

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

ifjn`'; vkèkkfjr

vè;;u

ekeys dk vè;;u

fleqys'ku

dk;Z'kkyk

çlodkyhu eqæk

dk çn'kZu

ekeys dk

çLrqfrdj.k

csMlkbM

fDyfud

uSnkfud

lEesyu

çloiwoZ

iwoZo`Ùk ysuk

rFkk

vkadyu

lw{e çlo

;kstuk rS;kj

djuk

Hkzw.k LokLF;

vkadyu

çloiwoZ

ijke'kZ

ç'uksÙkjh]

¼ikBîØe

ijh{kk dk

var½

;ksX;rk

vkèkkfjr

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

39

Hkwfedk

6

Vh&5

,l,y&2

lh,y&120

çlwfr esa 'kjhj

foKku ykxw djuk

feMokbQ efgyk esa

vkRefo'okl dSls

c<+krh gS rFkk çlwfr

ds nkSjku efgykvksa

dks dSls f'k"V

ns[kHkky çnku djrh

gS

çlo ds nkSjku lkFkh

dh Hkwfedk dk

çksRlkgu

efgyk dh Hkkoukvksa

ij feMokbQ rFkk

ny ds vU; lnL;ksa

dh cksypky dh

Hkk"kk ds çHkko ij

ppkZ

çlo ds fy, ,slk

okrkoj.k cuk, j[kus

ds ckjs esa ppkZ djuk

ftlesa efgyk

lqjf{kr eglwl djrh

gks

çlo ds nkSjku nnZ

dk çHkkoh fuokj.k

lkekU; çlo rFkk tUe

tUe@çlo dh

'kq:vkr

;ksfu ijh{kk ¼;fn

vko';d gks½

çlo ds pj.k

çlo d{k dh rS;kjh

& Vªkb,t] çlo dh

rS;kjh

çlo gsrq

ldkjkRed okrkoj.k

f'k"V ns[kHkky rFkk

lapkj

nSfgd çlo dh

fQft;ksykWth

çlo dh çxfr dh

fuxjkuh

ikVksZxzkQ dk mi;ksx

djuk

çlo esa nnZ ls jkgr

¼xSj&vkS"kèkh; rFkk

vkS"kèkh;½

Hkzw.k LokLF; dk

vkadyu rFkk fuxjkuh

euksoSKkfud leFkZu &

Hk; nwj djuk

çlo xfrfofèk;ka rFkk

çlo eqæk

çlo ds nkSjku iks"k.k

nSfgd çlo ds igys

igys pj.k ds nkSjku

ns[kHkky

efgyk ds fy,

ldkjkRed çlo

vuqHko

çlo ds nkSjku

lkFkh

vPNs lacaèkksa ds fy,

eka rFkk uotkr

f'k'kq ds fy,

lqjf{kr okrkoj.k

MkSyk@vk'kk dh

ppkZ rFkk

vuqHkokRed çKrk

csMlkbM fDyfud

ekeys dh ppkZ

lsfeukj

fleqys'ku

ohfM;ks

çn'kZu

çlwfr okMZ esa

i;Zosf{kr uSnkfud

vH;kl

,lch,]

vkbZ,e,ulhvkbZ]

,u,l,lds

ekWMîwy

y{; fn'kkfunsZ'k

csMlkbM

fDyfud

LokLF;

f'k{kk

ekeys dk

çLrqfrdj.k

uSnkfud

lEesyu

ekeys dk

vè;;u

ikVksZxzkQ dh

IykWÇVx rFkk

O;k[;k

i;Zosf{kr

uSnkfud

vH;kl

fucaèk

y?kq mÙkj

,elhD;w

vks,llhbZ@

vks,lihbZ

çfØ;k

psdfyLV ds

lkFk dkS'ky

dk vkadyu

jsÇVx iSekus

ij uSnkfud

çn'kZu dk

vkadyu

40

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Hkwfedk

lk{; vkèkkfjr

fl)kar ¼tSls eka

cuuk½ rFkk çlo

O;oèkku ds lacaèk esa

vH;kl

7

Vh&5

,l,y&2

lh,y&120

tUe lacaèkh 'kkjhfjd

foKku dk

feMokbQjh ns[kHkky

esa ç;ksx

çlo ds nkSjku

feMokbQ efgyk dh

'kkjhfjd rkdr

c<+kus rFkk nSfgd

çlo ds fy, dSls

ns[kHkky rFkk

lgk;rk çnku djrh

gS

fQft;ksykWth ¼çlo

ra=½

çlo vkus ds ladsr

baVªkikVZe fuxjkuh

ilanhnk çlo eqæk

xeZ lsd

;ksfu ijh{k.k ¼;fn

vko';d gks½

Çcaèku & çlo gsrq

rS;kjh rFkk lgk;rk

euksoSKkfud leFkZu

xSj&funsZf'kr çf'k{k.k

MkSyk@vk'kk dh

Hkwfedk

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

ifjn`'; vkèkkfjr

vè;;u

ekeys dk vè;;u

fleqys'ku

dk;Z'kkyk

uSnkfud

ifjn`';

fucaèk

y?kq mÙkj

vks,llhbZ@

vks,lihbZ

8

Vh&5

,l,y&2

lh,y&100

tUe ds rqjar ckn

uotkr f'k'kq dk

vkadyu rFkk

ns[kHkky

fQft;ksykWth & uky

dkVuk rFkk fu"dklu]

gksfe;ksLVSfll

çlo ds rhljs pj.k ds

nkSjku 'kkjhfjd

ns[kHkky

çlo ds rhljs pj.k esa

lfØ; ns[kHkky

uky] f>fYy;ksa rFkk

okfgdkvksa dh tkap

;fn vko';d gks rks

isfjusy] osftuy

Vh;lZ@pksVksa rFkk

Vkadksa dh tkap

rRdky isfjfu;y

ns[kHkky

vko';d uotkr f'k'kq

ns[kHkky ¼bZ,uchlh½

Lruiku dh 'kq:vkr

Ropk ls Ropk dk

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

ifjn`'; vkèkkfjr

vè;;u

ekeys dk

vè;;u

fleqys'ku

fucaèk

y?kq mÙkj

vks,llhbZ@

vks,lihbZ

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

41

laidZ

foVkfeu ds

çksfQySfDll

uotkr iqutÊou

9

Vh&3

,l,y&3

lh,y&20

çlo rFkk tUe dk

,d ifjorhZ ?kVuk

ds :i esa efgyk ds

thou esa çHkko ij

ppkZ djuk

Lruiku rFkk ySÇpx

ij i;kZIr çf'k{k.k

lqfuf'pr djuk

eka rFkk uotkr f'k'kq

dk voyksdu] xaHkhj

fo'ys"k.k rFkk çcaèku

ekr` ewY;kadu]

voyksdu] ekSfyd

ÅapkbZ] ew= fudklh]

[kwu dh deh

tUe ds nLrkost

rFkk fjdkWMZ

Lruiku rFkk ySfpax

xHkkZ'k; dh ,saBu

dh ns[kHkky

oSdfYid@iwjd

fpfdRlk

MkSyk@vk'kk dh

Hkwfedk

fofHkUu çlo vH;kl

ekrk rFkk uotkr f'k'kq

ds chp vPNs lacaèkksa dks

c<+kok nsus ds fy,

lqjf{kr okrkoj.k

çf'k{k.k

lkewfgd dk;Z

vkWuykbu

O;k[;ku

ifjn`'; vkèkkfjr

vè;;u

ekeys dk vè;;u

fleqys'ku

dk;Z'kkyk

fucaèk

y?kq mÙkj

vks,llhbZ@

vks,lihbZ

10

Vh&8

,l,y&4

lh,y&135

efgyk dh ns[kHkky

esa feMokbQ dh

Hkwfedk dk lekdyu

tUe ds ckn ekr`

'kkjhfjd ifjorZuksa

dk vUos"k.k

Lruiku ds 'kjhj

fØ;k foKku rFkk

Lru nqXèk dh

lajpuk dh le>

çlo ds ckn

efgykvksa dh

ns[kHkky djus esa

dkS'ky dk çn'kZu

uotkr f'k'kq dh

gksfe;ksLVSfll rFkk

iks"k.k lacaèkh

vko';drkvksa dks

le>uk

lkekU; çloksÙkj vofèk

lwfrdkoLFkk dh

fQft;ksykWth

çloksÙkj ewY;kadu rFkk

ns[kHkky & lqfoèkk dsaæ

rFkk ?kj ij ns[kHkky

ewyk/kkj LoPNrk rFkk

ns[kHkky

ew=k'k; rFkk vka= ds

dk;Z

lwfrdkoLFkk ds ekewyh

fodkj rFkk budk

mipkj

nqX/kiku dh

fQft;ksykWth rFkk

nqX/kiku çcaèku

ppkZ rFkk

vuqHkokRed çKrk

çn'kZu

fleqys'ku

csMlkbM jkmaM@

fDyfud

ekeys ij ppkZ

Hkwfedk fuoZgu

[kkuk f[kykus ij

lqjf{kr fMyhojh

,si ohfM;ks

lsfeukj

ekeys dk

vè;;u

uSnkfud

çLrqfr

Lruiku

djkus okyh

ekrkvksa dks

ijke'kZ &

rduhd

rFkk eqæk

LokLF; okrkZ

çloksÙkj

ewY;kadu

çloksÙkj

okMZ rFkk

vksihMh esa

i;Zos{k.kh;

vH;kl

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k tkap

lwph ds lkFk

dkS'ky dk

vkadyu

vks,llhbZ@

vks,lihbZ

42

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

çloksÙkj ijke'kZ

rFkk euksoSKkfud

lgk;rk

çloksÙkj f'k'kq dks

lkekU; uhys èkCcs

iM+uk rFkk çloksÙkj

volkn dh igpku

fir`Ro esa cnyko

çlo ds 72 ?kaVs ckn

ls 6 lIrkg rd eka dh

ns[kHkky

lkaLÑfrd {kerk

¼çlo ds i'pkr ds

vkgkj rFkk çFkkvksa

ls lacafèkr ekU;rk,a½

çloksÙkj rFkk

uotkr ns[kHkky ds

lacaèk esa lk{;

vkèkkfjr vH;kl

çloksÙkj ifjokj

fu;kstu rjhdksa dk

Kku

vuqorÊ ns[kHkky

Vh & 10 ?kaVs]

,l,y & 6 ?kaVs]

lh,y & 90 ?kaVs

1

Vh&2

uotkr f'k'kq dh

lgkuqHkwfriwoZd] ifjokj

dsafær feMokbQjh ns[kHkky

dh vko';drk ij ppkZ

rFkk ;g dSls çnku dh

tkrh gS

efgyk rFkk ifjokj ds

fopkjksa rFkk ekU;rkvksa dk

lEeku dSls fd;k tkrk gS]

ij ppkZ

cPps ij dh xbZ çfØ;kvksa

rFkk O;oèkkuksa dks iwjh rjg

ls le>kus vkSj lqfoK

lgefr çkIr djus dh

vko';drk dh le>

ifjokj dsafær ns[kHkky

dh voèkkj.kk

lk>snkjh rFkk lkaLÑfrd

{kerk

f'k"V ns[kHkky rFkk

lapkj

lqfoK lgefr rFkk

lk>k fu.kZ; ysuk

çf'k{k.k rFkk

lkewfgd dk;Z

ifjn`';

ifjokj

dsafær

feMokbQjh

ns[kHkky ij

lkewfgd

ppkZ

fucaèk

y?kq mÙkj

2

Vh&2

,l,y&4

lh,y&30

tUe ds le; uotkr f'k'kq

ds fy, rS;kjh ij ppkZ

tUe ds rqjar ckn uotkr

f'k'kq ds fujh{k.k rFkk

ewY;kadu esa feMokbQ dh

Hkwfedk dh le>

lkekU; uotkr f'k'kqvksa

dk ewY;kadu rFkk çcaèku

ppkZ rFkk

vuqHkokRed

çKrk

çn'kZu

Lo&funsZf'kr

dsl

çLrqfr@

ekeys dk

vè;;u

LokLF;

ppkZ

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k

tkap lwph

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

43

'kkjhfjd vuqdwyu dh

tkap] ftuls uotkr f'k'kq

tUe ds ckn xqtjrk gS

lkekU; uotkr f'k'kqvksa dh

ns[kHkky ds rjhdksa dk eka

dh mifLFkfr esa çn'kZu

lkekU; uotkr &

'kkjhfjd vuqdwyu

uotkr ewY;kadu rFkk

ns[kHkky

tUetkr folaxfr;ksa ds

fy, tjap

çlo ds 72 ?kaVs ckn ls

6 lIrkg rd uotkr

f'k'kq dh ns[kHkky

¼uotkr f'k'kq dh nSfud

ns[kHkky½

Roph; laidZ

rkieku ysuk

laØe.k jksdFkke

¼,lsfIll vkSj gkFk

èkksuk½

vè;;u

lsfeukj

ekeys ij ppkZ

uotkr çcaèku

rFkk tksf[ke

çcaèku ij

lqjf{kr

fMyhojh ,si

ekWMîwy

çloksÙkj

okMZ@

,uvkbZlh;w@

ulZjh esa

i;Zosf{kr

vH;kl

uotkr

ewY;kadu

ds lkFk

dkS'ky dk

vkadyu

jsÇVx

iSekus ds

lkFk

uSnkfud

çn'kZu dk

vkadyu

3

Vh&3

lh,y&30

uotkr f'k'kq ds tksf[keksa

dks igpkuuk rFkk rRdky

çklafxd ns[kHkky çnku

djuk

vLoLFk uotkr f'k'kqvksa dks

jsQj djus dh çfØ;k dks

le>uk

uotkr f'k'kq dh vke

leL;kvksa dh jksdFkke]

igpku vkSj çcaèku ij eka

,oa ifjokj dks f'kf{kr

djuk

tksf[ke igpku rFkk

jsQjy

uotkr f'k'kq ds ekewyh

fodkj rFkk mudk çcaèku

uotkr f'k'kq dh tkap

ladV ds ladsr rFkk

tksf[ke ewY;kadu

tfVyrkvksa dh igpku]

vkbZ,e,ulhvkbZ

çksVksdkWy ds vuqlkj

çcaèku rFkk jsQjy

çys[ku rFkk fjdkWMZ

uotkr f'k'kq lacafèkr

vke leL;kvksa ds çcaèku

ds ckjs esa eka ,oa ifjokj

dks f'kf{kr djuk

çf'k{k.k rFkk

lkewfgd dk;Z

ifjn`';

fleqys'ku

dk;Z'kkyk

vkWuykbu

O;k[;ku

ekeys dk

vè;;u

4

Vh&2

,l,y&2

lh,y&20

cPps rFkk eka ds fy,

Lruiku ds ykHkksa ij ppkZ

Lru nqXèk dh lajpuk dh

le>

6 ekg rd fo'ks"k :i ls

Lruiku dh flQkfj'k ij

ppkZ

igyh ckj Lruiku djkus

esa eka dks lQy gksus esa

enn djuk rFkk ;g tkap

djuk fd cPpk vPNh rjg

ls Lruiku dj jgk gS ;k

ugÈ

Lruiku

Lru nqXèk dh lajpuk

uotkr ,oa eka ds fy,

Lruiku ds ykHk

Lruiku çcaèku &

Lruiku dh rduhd o

eqæk] Lruiku ds nkSjku

eka ds fy, vkjke o

iks"k.k

çf'k{k.k rFkk

lkewfgd dk;Z

ifjn`';

fleqys'ku

dk;Z'kkyk

vkWuykbu

O;k[;ku

vkSipkfjd

ç'uksÙkjh

;ksX;rk

vkèkkfjr

vks,llhbZ

;ksxkRed

ijh{kk

44

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

le>k,a vkSj çnÆ'kr djsa

fd Lruiku tYn dSls

djk;k tk, rFkk Lru nqXèk

dk HkaMkj.k dSls fd;k tk,

ch,Q,pvkbZ dh le>

fo'ks"k Lruiku

vfHkO;fDr rFkk Lru

nqXèk dk HkaMkj.k

Hkw[k ds y{k.k

Lruiku ds fy, lgk;d

okrkoj.k

csch ÝsaMyh gkWfLiVy

bfuf'k,fVo

¼ch,Q,pvkbZ½

fn'kkfunsZ'k

Lruiku ij eka ,oa

ifjokj dh LokLF; f'k{kk

5

Vh&1

lh,y&10

Vhdkdj.k esa feMokbQjh

Hkwfedk dh le>

uotkr f'k'kq ds Vhdkdj.k

esa dkS'ky çn'kZu

Vhdkdj.k

Vhdkdj.k dk egRo

orZeku Vhdkdj.k

rkfydk ij ifjokj dks

LokLF; f'k{kk

çf'k{k.k rFkk

lkewfgd dk;Z

ifjn`';

fleqys'ku

dk;Z'kkyk

vkWuykbu

O;k[;ku

Lo&funsZf'kr

vè;;u

ekeys dk

ifjn`'; &

Vhdkdj.k

esa

feMokbQ

dh Hkwfedk

uotkr

f'k'kq ds

Vhdkdj.k

esa dkS'ky

dk çn'kZu

III:

dkS'ky ç;ksx'kkyk ¼,l,y½ & 35 ?kaVs

uSnkfud ¼lh,y½ & 570 ?kaVs

;g ikBîØe Nk= dks lkeqnkf;d rFkk laLFkkxr nksuksa ifjfLFkfr;ksa esa] nSfgd çlo u dj ikus okyh efgykvksa dks

çlo ds nkSjku fujarj dq'ky] tkudkjh iwoZd] f'k"V rFkk lEekutud feMokbQjh ns[kHkky çnku djus ds fy, rS;kj

djsxkA ;g ikBîØe xHkkZoLFkk ds nkSjku igys ls ekStwn LokLF; leL;kvksa rFkk fpfdRlh; fodkjksa ds 'kkjhfjd çHkkoksa dh

tkap djsxk] lkFk gh efgyk] Hkzw.k rFkk uotkr f'k'kq esa lkekU; ls tfVy iSFkksfQft;ksykWftdy çfrfØ;kvksa ds dkj.kksa dh

tkap djsxkA

;g ikBîØe fiNys ikBîØeksa ls çkIr Kku ij vkèkkfjr gksxk vkSj Hkkjr esa iks"k.k lacaèkh dfe;ksa] igys ls ekStwn

fpfdRlk fodkjksa rFkk ekStwnk jksx ds cks> ds lkFk&lkFk lkekU; ls fopyu ds fy, mPp jDrpki] var%lzkoh] jDrxqYe]

jDrlzkoh] p;kip; lacaèkh fodkj rFkk çlwfr lacaèkh ladVdky lfgr iSFkksfQft;ksykWftdy çfrfØ;k ds

iSFkksfQft;ksykWftdy çHkkoksa dh tkap djsxkA bl ekWMîwy dks ,uih,e dks çloiwoZ] çlodky rFkk lwfrdkoLFkk ds nkSjku

lkekU; ls fopyu okyh efgykvksa dh igpku djus rFkk vlkekU; uotkr f'k'kqvksa dh ns[kHkky esa dkS'ky fodflr djus

vkSj muds fy, fo'ks"k ns[kHkky çnku djus esa l{ke cukus ds fy, rS;kj fd;k x;k gSA ,uih,e ifjokj dY;k.k rFkk

efgykvksa ds LokLF; ds fo'ks"k lanHkZ esa jk"Vªh; LokLF; dk;ZØeksa dks ykxw djus esa l{ke gksaxsA bl ekWMîwy esa

'kkfey gSaA

1- çloiwoZ] çlodky rFkk lwfrdkoLFkk ds nkSjku tfVyrkvksa dk lkeuk djus okyh efgykvksa dk vkadyu vkSj ns[kHkky

djuk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

45

2- tfVyrkvksa ds lkFk tUes uotkr f'k'kqvksa dk vkadyu rFkk ns[kHkky djuk

3- lkekU; fLFkfr ls fopyu dh igpku djuk] fLFkjrk çnku djuk vkSj efgyk rFkk uotkr f'k'kq dks mPpLrjh;

LokLF; dsaæksa rd igqapkuk

4- xHkkZoLFkk ds nkSjku gksus okys 'kkjhfjd ifjorZuksa ij vke iwoZ&ekStwnk LokLF; laca/kh tfVyrkvksa ds tksf[ke lq/kkjus esa

ijLij dSls çHkko Mkyrh gSa

5- lkekU; rFkk çlwfrdkyhu vkikrfLFkfr;ksa ls fopyu ds tokc esa efgyk] Hkzw.k vkSj uotkr f'k'kq esa gksus okyh

iSFkksfQft;ksykWftdy çfrfØ;kvksa dks le>kuk

6- lkekU; Hkzw.k rFkk uotkr fodkjksa] tfVyrkvksa vkSj tUetkr vlkekU;rkvksa esa varÆufgr iSFkksfQft;ksykWth dks le>uk

7- xHkkZoLFkk] çlo vkSj tUe rFkk lwfrdkoLFkk ds nkSjku lkekU; 'kjhj foKku ls fopyu dks igpkuuk vkSj mudk

vkadyu djuk

8- çloiwoZ] çlo vkSj lwfrdkoLFkk ds nkSjku tfVyrkvksa dk lkeuk djus okyh efgykvksa ds fy, lk{;&vkèkkfjr vkSj

f'k"V efgyk&dsafær feMokbQjh ns[kHkky ;kstuk rS;kj djuk rFkk çnku djuk

9- tfVyrkvksa vkSj@;k çlwfr lacaèkh vkikrfLFkfr okyh efgykvksa dh ns[kHkky esa çHkkoh uSnkfud dkS'ky dk çn'kZu rFkk

çkS|ksfxdh dk mfpr mi;ksx djuk

10- efgyk rFkk mlds ifjokj dh euksoSKkfud] lkekftd vkSj lkaLÑfrd LokLF; ij tfVyrkvksa ds çHkko ds egRo dks

le>uk vkSj fujarj ns[kHkky

11- çloiwoZ] çlo vkSj lwfrdkoLFkk ds nkSjku tfVyrkvksa ls tqM+h fofèkd ftEesnkfj;ksa dk o.kZu djuk

12- tfVy vko';drkvksa okyh efgykvksa dh ns[kHkky ds çcaèku esa jsQjy vkSj var%O;kolkf;d lg;ksx dh vko';drkvksa

dh igpku djuk

13- 'kkjhfjd ,oa ;kSu mRihM+u rFkk lkFkh }kjk nqO;Zogkj >syus okyh efgykvksa dh igpku djuk vkSj mfpr leFkZu o

jsQjy çnku djuk

14- ikfjokfjd rFkk lkeqnkf;d LokLF; dks c<+kok nsuk vkSj ifjokj dY;k.k lsok,a çnku djuk

1- efgykvksa ,oa f'k'kqvksa ds LokLF; dh fLFkfr dk vkadyu djuk] LokLF; tksf[keksa dh tkap djuk] rFkk lkekU; LokLF;

vkSj gkypky dks c<+kok nsuk ¼1ts½

2- çtuu rFkk çkjafHkd thou ls lacafèkr vke LokLF; leL;kvksa dh jksdFkke djuk vkSj mudk mipkj djuk ¼1ds½

3- feMokbQjh vH;kl ds nk;js ls ckgj dh fLFkfr;ksa dh igpku vkSj mfpr jsQj djuk ¼1,y½

4- tfVy leL;kvksa ls xzflr xHkZorh efgykvksa dk irk yxkuk] mudk çcaèku djuk vkSj mUgsa jsQj djuk ¼2th½

5- vuisf{kr ;k vlkef;d xHkZorh efgykvksa dks ns[kHkky çnku djuk ¼2vkbZ½

6- efgykvksa esa çloksÙkj tfVyrkvksa dk irk yxkuk vkSj mudk mipkj djuk ;k mUgsa jsQj djuk ¼4Mh½

7- uotkr f'k'kq dh LokLF; leL;kvksa dk irk yxkuk vkSj mudk çcaèku djuk ¼4bZ½

8- 'kkjhfjd vkSj ;kSu mRihM+u vFkok nqO;Zogkj ls ihfM+r efgykvksa dh ns[kHkky djuk ¼1,e½

9- ifjokj fu;kstu lsok,a çnku djuk ¼4,Q½

1

Vh&2

lh,y&20

xHkkZoLFkk ij çHkko

Mkyus okys lkekU;

ekufld fodkjksa dh

O;k[;k

çlodky esa ekufld

fodkjksa ls ihfM+r

efgykvksa dh ns[kHkky ds

fl)karksa dh O;k[;k

efgykvksa rFkk muds

ifjokj ij Çprk vkSj

çlodkyhu ekufld

LokLF;

çlodkyhu mRlqdrk rFkk

volkn

xaHkhj ekufld jksx &

euksfodkj

lhekorhZ O;fDrRo fodkj

çf'k{k.k

lkewfgd dk;Z

ifjn`';

vkèkkfjr

vè;;u

fopkjkRed

vH;kl

ekeys dk

vè;;u

çlodkyhu

ekufld

LokLF; ij

vkWuykbu

lalkèku

,elhD;w

y?kq mÙkj

fucaèk

ekeys dh

fjiksVZ

lfgr

fujarj

ewY;kadu

46

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

volkn ds çHkko dh

O;k[;k

çlodky esa euksoSKkfud

tkap ds fy, ;a=ksa rFkk

çfØ;kvksa dh O;k[;k

çlodky esa ekufld

fodkjksa ds çcaèku dh

O;k[;k

ekufld LokLF; esa

lg#X.krk rFkk tfVyrk

eknd æO;ksa dk lsou rFkk

ekufld jksx

Vªksek esa lqfoK ns[kHkky ds

fl)kar

ewY;kadu rFkk tkap

bZih,uMh

,,uvkjD;w

MCY;wbZ,eMCY;wch,l

jsQjy] çcaèku ;kstuk

[kqndq'kh tksf[ke çcaèku

lkbdksQkesZdksykWth

vuqdaiuh; ns[kHkky rFkk

lapkj

2

Vh&1

lh,y&20

efgyk ,oa mlds ifjokj

ij çlodkyhu e`R;q

rFkk mlds vk?kkr ds

çHkkoksa dk irk yxkuk

'kksdkoLFkk esa le> dk

çn'kZu rFkk 'kksd larIr

ifjokjksa dks <ka<l nsus esa

feMokbQ dh çfrfØ;k

Vªksek ds ckn dk ruko

fodkj

'kksd] nq%[k] 'kksd ijke'kZ

ikfjokfjd dyg] nqO;Zogkj

ds ladsr

çf'k{k.k

lkewfgd dk;Z

fleqys'ku

dk;Z'kkyk

ifjn`';

vkèkkfjr

vè;;u

fopkjkRed

vH;kl

tuZy

Dyc &

çlodkyhu

ekufld

LokLF;

,elhD;w

y?kq mÙkj

fucaèk

3

Vh&1

lh,y&20

çlodkyhu ekufld

LokLF; ij çloksÙkj

laØe.k ds çHkkoksa ij

fopkj foe'kZ

eka ,oa f'k'kq ds yxko ds

egRo dks le>kuk

oS;fDrd LokLF; dks

c<+kok nsus ds fy,

j.kuhfr;ksa dk fodkl

djuk

ifjorZu] ekr` LokLF;

eka ,oa f'k'kq dk yxko

lqj{kk ?ksjk

oS;fDrd ekufld LokLF;

dh j.kuhfr;ka

efgykvksa ds fy, vko';d

leFkZu rFkk lsokvksa dk Kku

çf'k{k.k

lkewfgd dk;Z

fleqys'ku

dk;Z'kkyk

fopkjkRed

vH;kl

i;Zosf{kr

uSnkfud

vH;kl

lkewfgd

dk;Z &

ifjn`';

vkèkkfjr

vè;;u

'kS{kf.kd

lalkèku

lkewfgd

çLrqfr

1

Vh&2

tfVyrkvksa dk tYn

irk yxkus] mfpr

dk;Zokgh djus rFkk

mPp Lrj ij çcaèku

ds fy, efgyk dks

le; ij jsQj djus

dh {kerk dk çn'kZu

'kq:vkrh funku esa

feMokbQ dh Hkwfedk

rFkk ftEesnkfj;ksa ij

feMokbQ }kjk vH;kl ds

vius nk;js esa jgrs gq,

lkekU; voLFkk ls fopyu

dh igpku rFkk vkadyu

xHkkZoLFkk ds nkSjku

tfVyrkvksa ls xzflr

efgykvksa ds fy, çHkkoh

uSnkfud dkS'ky rFkk

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

ifjn`'; &

tfVyrkvksa

ls xzflr

efgyk,a

,elhD;w

y?kq mÙkj

fucaèk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

47

çdk'k Mkysa

tksf[ke ewY;kadu

rFkk jsQj djus ds

fy, dkS'ky dk

çn'kZu

tfVy ns[kHkky ds

lacaèk esa fofèkd rFkk

uSfrd vH;kl ij

ppkZ djuk

tfVyrkvksa ds çcaèku

esa lg;ksx rFkk

nyh; dk;Z ij ppkZ

djuk

çHkkoh lapkj]

lg;ksx] nyh; dk;Z

rFkk jsQjy

fNækUos'kh Kku dk çn'kZu

¼ifjHkk"kk] ladsr ,oa y{k.k]

çksVksdkWy rFkk fn'kkfunsZ'kksa ds

rgr çcaèku½

i;kZIr fu.kZ; ysus ds <kaps ds

vkèkkj ij ewY;kadu dkS'ky

rFkk uSnkfud fu.kZ;

tksf[keksa dk vuqorÊ ewY;kadu

rFkk çys[ku

tfVy ns[kHkky lacafèkr

dkuwu rFkk uSfrdrk

çHkkoh lapkj

lg;ksx] nyh; dk;Z rFkk

jsQjy

2

Vh&2

lh,y&30

Lor% xHkZikr okyh

efgykvksa dk

vkadyu djuk rFkk

xHkZikr ds i'pkr

ns[kHkky çnku djuk

xHkZikr dh ifjHkk"kk rFkk

oxÊdj.k

,fV;yft] xHkZikr djkus ds

rjhds

xHkZikr ds fy, uSnkfud

ewY;kadu

xHkZikr dk çcaèku

euksoSKkfud lgk;rk lfgr

xHkZikr ds i'pkr ns[kHkky

,eVhih vfèkfu;e

ppkZ rFkk

vuqHkokRed

çKrk

çn'kZu

ekeys ij

ppkZ

xHkZikr ds

i'pkr dh

ns[kHkky ij

lqjf{kr

fMyhojh ,si

ekWMîwy

ppkZ rFkk

vuqHkokRed

çKrk

çn'kZu

ekeys ij

ppkZ

jsÇVx

iSekus ds

lkFk

uSnkfud

çn'kZu dk

vkadyu

3

Vh&5

,l,y&5

lh,y&60

xHkkZoLFkk ds nkSjku

lkekU; 'kjhj fØ;k

foKku ls fopyu dks

igpkuus] ewY;kadu

djus rFkk çcafèkr

djus ds fy,

feMokbQjh vH;kl

esa Kku dk çn'kZu

xHkkZoLFkk ds nkSjku

ns[kHkky çnku djus

esa n{krkvksa dk

çn'kZu

;kSu mRihM+u

lkaLÑfrd laosnu'khyrk

HkkoukRed mRihM+u rFkk

'kkjhfjd mis{kk

eknk tuukax vaxNsnu

mPp tksf[ke okyh xHkkZoLFkk

xHkkZoLFkk ds nkSjku

tfVyrkvksa dh leh{kk

¼ifjHkk"kk] dkj.k] ladsr ,oa

y{k.k] funku] çcaèku rFkk

tfVyrk,a½

o tYn xHkkZoLFkk esa

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

mPp tksf[ke

okyh ekrkvksa

dk LokLF;

ewY;kadu]

tkap rFkk

çcaèku

LokLF; f'k{kk

Ekeys dh

çLrqfr@

ekeys dk

vè;;u

ykWx&cqd ds

vuqlkj

çn'kZu@

lgk;rk dh

tkus okyh

çfØ;k

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre

ijh{kk

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k

tkap lwph

dk

mi;ksx

dj

dkS'ky

vkadyu

jsÇVx

iSekus ds

48

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

jDrlzko%

xHkZikr

vLFkkfud xHkkZoLFkk

gkbMsfVfMQkWeZ eksy

o nsjh ls gksus okyh

xHkkZoLFkk esa jDrlzko%

,aVhikVZe gSejst

¼,ih,p½ & IyslsaVk

fçfo;k] ,CjI'ku IyslsaVk

o gkbijesfll xzsfoMje

o xHkkZoLFkk ls çsfjr mPp

jDrpki

çh&,DysefIl;k rFkk

çcaèku

,DysefIl;k

o vioR;Z xHkkZoLFkk

o vksfyxks@

ikWfygkbMªkfEu;l

o xHkkZoLFkk esa fpfdRlh;

fLFkfr;ksa ds çcaèku esa

,uih,e dh Hkwfedk

xHkkZoLFkk esa ,uhfe;k

xHkZdkyhu eèkqesg

ân; jksx

iYeksujh jksx

Fkk;jksVksfDldksfll

fexÊ

;kSu lapkfjr jksx

,pvkbZoh@,M~l

vkj,p vlaxfr

xHkkZoLFkk esa laØe.k &

ew= iFk ds laØe.k]

cSDVhfj;k] ok;jy]

çksVkstksvy] Qaxy &

eysfj;k] Msaxw] Vhch

o var%xHkkZ'k;h fodkl

çfrcaèk

o f>fYy;ksa dk le;iwoZ

QVuk

o f>fYy;ksa dk ckj&ckj

QVuk

o vioR;Z xHkkZoLFkk

o IyslsaVy fMlQaD'ku

fodkl

ppkZ rFkk

vuqHkokRed

çKrk

csMlkbM

fDyfud

çn'kZu

fleqys'ku

mPp jDrpki

vkfn ij

lqjf{kr

fMyhojh ,si

ekWMîwy

çloiwoZ

okMZ@

vksihMh@

çlwfr

vkbZlh;w esa

i;Zosf{kr

uSnkfud

vH;kl

lkFk

uSnkfud

çn'kZu dk

vkadyu

vks,llhbZ

ekeys dk

vè;;u@

ekeys dh

çLrqfr dk

ewY;kadu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

49

o Var%xHkkZ'k;h Hkzw.k uk'k

o xHkkZoLFkk dks tfVy cukus

okys L=h jksx lacaèkh fodkj

o fd'kksjkoLFkk esa xHkkZoLFkk]

vèksM+ mez esa igyh ckj

xHkZèkkj.k rFkk xzkaM

eYVhikjk

çcaèku rFkk jsQjy ds fy,

fu.kZ; ysuk

4

Vh&5

,l,y&5

lh,y&100

çlo ds nkSjku

lkekU; 'kjhj fØ;k

foKku ls fopyu dks

igpkuus rFkk

ewY;kadu djus ds

fy, feMokbQjh

vH;kl esa Kku dk

çn'kZu

çlo ds nkSjku

dq:irk ij ppkZ

çlodkyhu

tfVyrkvksa esa

ns[kHkky çnku djus

ds fy, n{krkvksa dk

çn'kZu

fpafgr fLFkfr;ksa dk

mipkj djus ;k

fLFkj djus ds fy,

loksZPp çkFkfed

mik; djuk

mPp Lrj ij çcaèku

ds fy, le; ij

jsQj djuk

feMokbQjh vH;kl

ds nk;js esa jgrs gq,

çlo ds nkSjku

efgykvksa dh

leL;kvksa dh

igpku] çkjafHkd

çcaèku rFkk jsQj

djuk

feMokbQ] efgyk

rFkk ifjokj ds chp

lapkj lw= dh

Hkwfedk fuHkkuk

çlwfrdkyhu vkikr

fLFkfr rFkk

tfVyrkvksa ds çcaèku

esa çlwfr fo'ks"kKksa ds

lkFk lg;ksx djuk

çlo esa tfVyrk,a ¼ifjHkk"kk]

ladsr ,oa y{k.k] çksVksdkWy

rFkk fn'kkfunsZ'kksa ds vuqlkj

çcaèku½

le;iwoZ çlo rFkk çloiwoZ

dkWÆVdksLVsjkW;M çcaèku

çlo çorZu rFkk vkoèkZu

çlo esa tYnckth djuk

nh?kZdkyhu rFkk ckfèkr çlo

çlo esa Hkzw.k ladV

[kjkch rFkk dq:irk ¼ifjHkk"kk]

ladsr ,oa y{k.k] çksVksdkWy

rFkk fn'kkfunsZ'kksa ds vuqlkj

çcaèku½

vuqçLFk@vkM+k

frjNk@Vs<+k

ihNs dk fgLlk

psgjk

HkkSag

;kSfxd çLrqfr

vfLFkj

vkWlhihVks&iksLVhfj;j

fLFkfr

jhll vlaxrrk

lVhd nLrkost rFkk

fjdkWMZ j[kuk

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

fodkl

ppkZ rFkk

vuqHkokRed

çKrk

csMlkbM

fDyfud

çn'kZu

Lo&funsf'kZr

vè;;u

lsfeukj

ekeys ij

ppkZ

fleqys'ku

lqjf{kr

fMyhojh ,si

ekWMîwy

çlwfr d{k@

çlwfr

vkikrdky@

çlwfr

ekeys dh

çLrqfr

csMlkbM

fDyfud

ykWx&cqd ds

vuqlkj

çn'kZu@

lgk;rk@

çn'kZu dh

tkus okyh

çfØ;k,a

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre

ijh{kk

vks,llhbZ

fucaèk

y?kq mÙkj

,elhD;w

50

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

eka ,oa uotkr f'k'kq

ds fy, lqjf{kr

okrkoj.k lqfuf'pr

djuk

vkbZ;wlh]

vkWijs'ku

fFk;sVj esa

i;Zofs{kr

uSnkfud

vH;kl

5

Vh&4

,l,y&4

lh,y&30

vkikr fLFkfr;ksa ;k

rkRdkfyd

ifjfLFkfr;ksa dks

igpku rFkk çHkkoh

çcaèku djuk

tUe ds le; vkus

okyh tfVyrkvksa esa

ns[kHkky çnku djus

ds fy, n{krkvksa dk

çn'kZu djuk

mfpr lgk;rk ysuk

vkikrdkyhu çcaèku

esa LokLF; is'ksoj ds

lkFk çHkkoh <ax ls

lg;ksx djuk

mPp Lrj ij çcaèku

ds fy, le; jsQj

djuk

efgyk ,oa mlds

ifjokj dks mfpr

eukslkekftd

lgk;rk

çlwfrdkyhu vkikrfLFkfr &

ifjHkk"kk] ladsr rFkk y{k.k

çksVksdkWy rFkk fn'kkfunsZ'kksa ds

vuqlkj vkikrfLFkfr ds

çcaèku esa ,uih,e dh Hkwfedk

,efu;ksfVd ¶yqbM ,EcksfyTe

ckfèkr çlo

ladqfpr fjax] QVk gqvk

xHkkZ'k;

dkWMZ çksySIl

oklk fçfo;k

çlo ds le; f'k'kq dk daèkk

Qaluk

xHkkZ'k; O;qRØe esa ,uih,e

dh Hkwfedk

çloksÙkj jDrlzko% çdkj]

dkj.k rFkk çcaèku

o gkFk }kjk xHkZuky dk

fu"dklu

o xHkkZ'k; dh nqgjh laihM+u

o egkèkeuh dh laihM+u

o ;wVsfju cSywu VSEiksuSM

;ksfu rFkk xHkkZ'k; xzhok dk

fujh{k.k

fofHkUu >Vdksa dk rhoz

çkjafHkd ewY;kadu rFkk çcaèku

jDrkèkku

vkikrdkyhu çlwfr ds fy,

vkS"kfèk

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

fodkl

ppkZ rFkk

vuqHkokRed

çKrk

csMlkbM

fDyfud

çn'kZu

Lo&funsf'kZr

vè;;u

lsfeukj

ekeys ij

ppkZ

fleqys'ku

lqjf{kr

fMyhojh ,si

ekWMîwy

çlwfr d{k@

çlwfr

vkikrdky@

çlwfr

vkbZ;wlh]

vkWijs'ku

fFk;sVj esa

i;Zofs{kr

ekeys dh

çLrqfr

csMlkbM

fDyfud

ykWx&cqd ds

vuqlkj

çn'kZu@

lgk;rk@

çn'kZu dh

tkus okyh

çfØ;k,a

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre

ijh{kk

vks,llhbZ

fucaèk

y?kq mÙkj

,elhD;w

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

51

uSnkfud

vH;kl

6

Vh&3

,l,y&2

lh,y&30

tUe ds nkSjku

gLr{ksi dh

vko';drk ds ckjs esa

Kku dk çn'kZu

vkikrdkyhu

ns[kHkky ds fy,

vko';d gksus ij

tUe ds nkSjku

gLr{ksi ;k lgk;rk

djus ds fy, dkS'ky

dk çn'kZu

tfVyrkvksa ,oa

vkikr fLFkfr;ksa ds

ckjs esa efgyk rFkk

ifjokj dks lykg

nsuk vkSj leFkZu

djuk

y{k.k rFkk varfoZjksèk

çfØ;k ds fy, rS;kjh

eka rFkk cPps ds fy, [krjs

QkWlsZi fMyhojh dk çcaèku

y{k.k rFkk varfoZjksèk

çfØ;k ds fy, rS;kjh

eka rFkk cPps ds fy, [krjs

oSD;we ,DlVªSD'ku dk çcaèku

çdkj tSls] oSdfYid ;k

vkikrdkyhu

y{k.k rFkk varfoZjksèk

'kY;fØ;k ls iwoZ ns[kHkky

çfØ;k ¼feMokbQ dh Hkwfedk½

'kY;fØ;k ds i'pkr ns[kHkky

?kkrd ç[email protected]&tuu

lÆtdy ifjfLFkfr;ksa dh

QkekZdksykWth rFkk lVhd

nLrkost vkSj fjdkWMZ

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

fodkl

ppkZ rFkk

vuqHkokRed

çKrk

ekeys dk

çLrqfrdj.k

csMlkbM

fDyfud

ykWx&cqd ds

vuqlkj

çn'kZu@

lgk;rk@

çn'kZu dh

tkus okyh

çfØ;k

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre

ijh{kk

vks,llhbZ

fucaèk

y?kq mÙkj

,elhD;w

7

Vh&1

,l,y&2

lh,y&30

çlo ds rhljs pj.k

ds nkSjku lkekU; ls

fopyu ds Kku dk

çn'kZu

çlo ds rhljs pj.k

dh tfVyrkvksa ds

nkSjku ns[kHkky çnku

djus esa n{krkvksa dk

çn'kZu

rhljs pj.k dh tfVyrk,a &

ifjHkk"kk] ladsr rFkk y{k.k

çksVksdkWy rFkk fn'kkfunsZ'kksa ds

vuqlkj çcaèku

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl

uSnkfud

çLrqfr

ekeys dh

çLrqfr

csMlkbM

fDyfud

ykWx&cqd ds

vuqlkj

çn'kZu@

lgk;rk@

çn'kZu dh

tkus okyh

çfØ;k,a

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre

ijh{kk

vks,llhbZ

52

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

fodkl

ppkZ rFkk

vuqHkokRed

çKrk

csMlkbM

fDyfud

çn'kZu

Lo&funsf'kZr

vè;;u

lsfeukj

ekeys ij

ppkZ

fleqys'ku

lqjf{kr

fMyhojh ,si

ekWMîwy

çlwfr d{k@

çlwfr

vkikrdky@

çlwfr

vkbZ;wlh]

vkWijs'ku

fFk;sVj esa

i;Zosf{kr

uSnkfud

vH;kl

8

Vh&2

lh,y&50

feMokbQjh vH;kl

ds nk;js esa jgrs gq,

efgykvksa dh

çloksÙkj leL;kvksa

dh igpku] çkjafHkd

çcaèku rFkk jsQj

djuk

ns[kHkky dh fujarjrk

ds fy, efgyk rFkk

ifjokj ds lkFk

rkyesy cSBkuk

fuEufyf[kr dh leh{kk%

'kkjhfjd ijh{kk] lkekU; ls

fopyu dh igpku

lwfrdkoLFkk dh tfVyrkvksa

dh leh{kk rFkk mldk çcaèku

o I;wjisjy ikbjsfDl;k

o I;wjisjy lsfIll

o ew= lacaèkh tfVyrk,a

o ekè;fed çloksÙkj jDrlzko

o oqyoy gsekVksek

o Lru jksx@Lru QksM+s] nwèk

ppkZ rFkk

vuqHkokRed

çKrk

csMlkbM

fDyfud

LokLF; ppkZ

ds fy,

rS;kjh

uSnkfud

çLrqfr &

;kstuk rFkk

fjiksVZ

Lo&funsf'kZr

vè;;u

lsfeukj

ekeys ij

ppkZ

çloksÙkj

okMZ@

çloksÙkj

vksihMh@

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k

tkap lwph

ds lkFk

dkS'ky dk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

53

fiykus dh leL;k lfgr

Lru vkdkj esa o`f)

o FkzksEcksQysfcfVl

o MhohVh

o ;wVsfju lc buoksY;w'ku

o osfldks osftuy fQLVqyk

¼ohoh,Q½] jsDVks osftuy

fQLVqyk ¼vkjoh,Q½

o iksLVikVZe Cywt@

lkbdksfll

çcaèku rFkk jsQjy ds ckjs esa

fu.kZ; ysuk

fn'kkfunsZ'kksa ds vuqlkj

uSnkfud çfØ;k

çlwfr

vkikrdky@

vkWijs'ku

fFk;sVj esa

i;Zosf{kr

vH;kl

lsfIll ij

lqjf{kr

fMyhojh ,si

ekWMîwy

fofHkUu çdkj

ds ekeys ds

vè;;u@

fleqys'ku

ifjn`';ksa rFkk

vH;kl lacaèkh

fu.kZ; ds

fy, ppkZ

9

Vh&1

,l,y&2

cqfu;knh thou j{kd

dkS'ky rFkk o;Ld

lhihvkj dk çcaèku

djus ds fy, Kku

vkSj {kerk dk

çn'kZu

cqfu;knh thou j{kd dkS'ky

& o;Ld lhihvkj

vuqHkokRed

çKrk

çfrÇccu

Hkwfedk

fuoZgu

bZ&yfu±x

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

fodkl

vks,llhbZ

1

Vh&1

,l,y&2

dEçksekbTM uotkr

f'k'kq dh ns[kHkky esa

feMokbQjh vH;kl

ds nk;js ij ppkZ

Hkkjrh; lanHkZ esa

uotkr f'k'kq dh

ns[kHkky rFkk fofHkUu

Lrjh; gLr{ksiksa dh

O;k[;k

laèkkj.kh; fodkl

y{;ksa ¼,lMhth½ dks

iwjk djus esa Hkkjrh;

;ksxnku ij ppkZ

Hkkjr esa uotkr e`R;q nj &

çeq[k dkj.k

Hkkjr esa uotkr f'k'kq

ns[kHkky ds ekWMy &

,uchlhlh] ,l,ulh;w]

,uvkbZlh;w

uotkr f'k'kq ns[kHkky dk

?kjsyw dk;ZØe

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

çfrÇccu

fNækUos'kh

çfrÇccu

lk{;

vkèkkfjr

leh{kk@

fjiksVZ

54

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

dEçksekbTM uotkr

f'k'kq ds ekeys esa

lacaèk ds egRo dks

ljkguk

ns[kHkky dh tfVy

fLFkfr;ksa ds ckotwn

eka rFkk mlds ifjokj

ds lkFk lEekuiwoZd

vkSj lân;rk ls

laokn djuk

ns[kHkky dh xq.koÙkk

esa lqèkkj djus esa

lk{;&vkèkkfjr

vH;kl ds egRo dks

le>uk

uotkr f'k'kq dk iwoZo`Ùk

ysuk rFkk 'kkjhfjd ijh{k.k

mPp tksf[ke dh igpku

i;kZIr nLrkost rFkk fjdkWMZ

j[kuk

ukxfjd vfèkdkj rFkk

egRoiw.kZ lkaf[;dh

¼lhvkjoh,l½

tUe vfèklwpuk rFkk tUe

iathdj.k

tUe iathdj.k ds egRo ij

ekrk&firk dks tkudkjh

tUe dh vfèklwpuk tkjh

djuk rFkk tUe iathdj.k

Çcnq ls tqM+uk

2

Vh&2

,l,y&2

le; ls iwoZ tUes

uotkr f'k'kq dh

tfVyrkvksa dk irk

yxkus ds fy, Kku

dk çn'kZu djuk]

mfpr dk;Zokgh djuk

rFkk le; ij mPp

Lrjh; LokLF; lsok

ds fy, jsQj djuk

iSFkksykWftd fLFkfr;ksa

dks bafxr djus okys

uotkr f'k'kqvksa ls

uotkr f'k'kq ds Hks"k

rFkk O;ogkj esa

lkekU; fHkUurk dk

irk yxkuk

uotkr f'k'kq dks

çHkkfor djus okyh

tUetkr tfVyrkvksa

ij ppkZ djuk

le; ls iwoZ rFkk de otu

okys uotkr f'k'kqvksa dh

vko';drk,a ¼ifjHkk"kk]

lkekU; LokLF; leL;kvksa

,oa tfVyrkvksa ds y{k.k

rFkk ladsr( muds

rkRdkfyd vkSj py jgs

mipkj½

¼ifjHkk"kk]

lkekU; LokLF; leL;kvksa

,oa tfVyrkvksa ds y{k.k

rFkk ladsr( muds

rkRdkfyd vkSj py jgs

mipkj½

'olu ladV] tUe ds le;

yxh pksV] gkbiksFkÆe;k rFkk

gkbijFkÆe;k] uotkr

lsfIll( lD'ku@osafVys'ku

dh vko';drk dks

igpkuuk( mi;qDr midj.kksa

dk mi;ksx djds uotkr

f'k'kq dks cqfu;knh iqutÊou

nsuk( vkS"kfèk [kqjkd dh

x.kuk rFkk fuÆn"V vkS"kfèk

ç'kklu( vko';drkuqlkj

jsQjy vkSj@;k LFkkukarj.k

dh O;oLFkk djuk

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

çfrÇccu

uSnkfud

vH;kl

laxks"Bh çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky fodkl

ppkZ rFkk

vuqHkokRed

çKrk

çn'kZu

Lo&funsf'kZr

vè;;u

lsfeukj

ekeys ij ppkZ

uotkr

iqutÊou]

uotkr çcaèku

rFkk de tUe

ds otu

ekWMîwy ij

lqjf{kr

fMyhojh ,si

ohfM;ks

ykWx&cqd

ds vuqlkj

çn'kZu@

funsZf'kr@

vuqikyu

dh tkus

okyh

çfØ;k,a

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre ijh{kk

vks,llhbZ

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k tkap

lwph ds lkFk

dkS'ky dk

vkadyu

jsÇVx iSekus

ds lkFk

uSnkfud

çn'kZu dk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

55

,uvkbZlh;w@

ih,u okMZ@

oSy csch

fDyfud esa

i;Zosf{kr

uSnkfud

vH;kl

3

Vh&1

lh,y&20

laØfer uotkr f'k'kq

dh tfVyrkvksa dk

irk yxkus dh {kerk

çnÆ'kr djuk] mfpr

dk;Zokgh djuk rFkk

le; ij mPp Lrjh;

LokLF; lsok ds fy,

jsQj djuk

jksxxzLr uotkr f'k'kq

dh ns[kHkky djuk

rFkk mldh fLFkfr

vkSj jksx dk funku

djus esa n{krk dk

çn'kZu djuk

uotkr f'k'kq dh

fLFkfr ds çcaèku esa

LokLF; is'ksoj ds

lkFk çHkkoh <ax ls

lg;ksx djuk

uotkr laØe.k ¼ifjHkk"kk]

lkekU; LokLF; leL;kvksa

,oa tfVyrkvksa ds y{k.k

rFkk ladsr( muds

rkRdkfyd vkSj py jgs

mipkj½

lsfIll] eSÇutkbfVl]

fueksfu;k] vkfn

Mk;fj;k] 'olu laØe.k]

eokn ;k ?kko@vka[ksa] yky

QQwan cncwnkj ukfHk] isV dh

xM+cM+h] vaxksa ;k tksM+ksa esa

lwtu

isfEQxl fu;ksusVksje]

vksEQykbfVl] fu;ksusVksje

VsVul

,pvkbZoh laØfer eka ls

tUes f'k'kqvksa dh ns[kHkky]

,vkjoh çksfQySfDll

¼jk"Vªh; ih,eVhlhVh

fn'kkfunsZ'k½

ekrk dh u'ks dh vknr dks

NksM+us ds y{k.k rFkk mipkj

,pvkbZoh] gsisVkbfVl ch

vkSj lh tSls laØe.kksa ds

eka&ls&cPps esa lapj.k dh

jksdFkke

vkS"kfèk [kqjkd dh x.kuk

rFkk fuÆn"V vkS"kfèk ç'kklu

lVhd nLrkost rFkk fjdkWMZ

j[kuk

laØked fLFkfr;ksa ds fy,

tkap çksVksdkWy

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

çfrÇccu

uSnkfud

vH;kl

laxks"Bh çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky fodkl

ppkZ rFkk

vuqHkokRed

çKrk

çn'kZu

Lo&funsf'kZr

vè;;u

lsfeukj

ekeys ij ppkZ

uotkr

iqutÊou]

uotkr çcaèku

rFkk de tUe

ds otu

ekWMîwy ij

lqjf{kr

fMyhojh ,si

ohfM;ks

,uvkbZlh;w@

ih,u okMZ@

oSy csch

fDyfud esa

i;Zosf{kr

uSnkfud

vH;kl

uSnkfud

çLrqfr

ds,elh

uotkr

f'k'kq

ewY;kadu

uotkr

f'k'kq

iqutÊou

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre ijh{kk

vks,llhbZ

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k tkap

lwph ds lkFk

dkS'ky dk

vkadyu

jsÇVx iSekus

ds lkFk

uSnkfud

çn'kZu dk

vkadyu

56

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

4

Vh&1

lh,y&20

p;kip; fodkj okys

uotkr f'k'kq dh

tfVyrkvksa dk irk

yxkus dh {kerk

çnÆ'kr djuk] mfpr

dk;Zokgh djuk rFkk

le; ij mPp Lrjh;

LokLF; lsok ds fy,

jsQj djuk

jksxxzLr uotkr f'k'kq

dh ns[kHkky djuk

rFkk mldh fLFkfr

vkSj jksx dk funku

djus esa n{krk dk

çn'kZu djuk

uotkr f'k'kq dh

p;kip; foÑfr;ksa

ij ppkZ djuk

p;kip;h fodkj ¼ifjHkk"kk]

lkekU; LokLF; leL;kvksa

,oa tfVyrkvksa ds y{k.k

rFkk ladsr( muds

rkRdkfyd vkSj py jgs

mipkj½

ihfy;k] p;kip; ds

tUetkr fodkj

gkbiks&Xykblhfe;k

eèkqesg ls ihfM+r ekrkvksa ds

cPps

fQukbydsVksuwfj;k

jksxxzLr uotkr f'k'kq dh

rkRdkfyd igpku rFkk

ns[kHkky

vkS"kfèk [kqjkd dh x.kuk

rFkk fuÆn"V vkS"kfèk ç'kklu

lVhd nLrkost rFkk fjdkWMZ

j[kuk

p;kip; dh fLFkfr ds fy,

tkap çksVksdkWy

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

çfrÇccu

uSnkfud

vH;kl

laxks"Bh çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky fodkl

ewy

ç'uksÙkjh]

;ksxkRed

vafre ijh{kk

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k tkap

lwph ds lkFk

dkS'ky dk

vkadyu

jsÇVx iSekus

ds lkFk

uSnkfud

çn'kZu dk

vkadyu

5

Vh&1

,l,y&2

lh,y&20

p;kip; fodkj okys

uotkr f'k'kq dh

tfVyrkvksa dk irk

yxkus dh {kerk

çnÆ'kr djuk] mfpr

dk;Zokgh djuk rFkk

le; ij mPp Lrjh;

LokLF; lsok ds fy,

jsQj djuk

foÑfr;ksa ds lkFk

tUes uotkr f'k'kq

dh ns[kHkky djuk

rFkk mldh fLFkfr

vkSj jksx dk funku

djus ds fy, n{krk

dk çn'kZu djuk

uotkr f'k'kq dh

foÑfr;ksa ij ppkZ

djuk

uotkr f'k'kq dh foÑfr;ka

¼ifjHkk"kk] lkekU; LokLF;

leL;kvksa ,oa tfVyrkvksa ds

y{k.k rFkk ladsr( muds

rkRdkfyd vkSj py jgs

mipkj½

lsjsczy fMlQaD'ku@

tyu@jDrlzko

tUetkr rFkk vkuqoaf'kd

foÑfr;ka

Luk;q&dadky lacaèkh fodkj]

lkW¶V fVL;w fodkj

Øksekslksey fodkj

uotkr f'k'kq ds jDryk;h

rFkk jDrlzkoh jksx

jksxxzLr uotkr dh

rkRdkfyd igpku rFkk

ns[kHkky

vkS"kfèk [kqjkd dh x.kuk

rFkk fuÆn"V vkS"kfèk ç'kklu]

lVhd nLrkost rFkk fjdkWMZ

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

çfrÇccu

uSnkfud

vH;kl

uSnkfud

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky fodkl

ewy

ç'uksÙkjh]

;ksxkRed

vafre ijh{kk

fucaèk

y?kq mÙkj

,elhD;w

çfØ;k tkap

lwph ds lkFk

dkS'ky dk

vkadyu

jsÇVx iSekus

ds lkFk

uSnkfud

çn'kZu dk

vkadyu

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

57

j[kuk

tUetkr fodkjksa ds fy,

tkap çksVksdkWy

6

Vh&1

,l,y&2

lh,y&40

Hkkjr ds lanHkZ esa

vkbZ,e,ulhvkbZ ds

dk;kZUo;u ij ppkZ

lkeqnkf;d rFkk

ikfjokfjd LokLF;

çFkkvksa vkSj LokLF;

f'k{kk dks csgrj cukus

esa feMokbQ ds

;ksxnku dh O;k[;k

feMokbQjh vH;kl

ds rgr uotkr f'k'kq

dh ns[kHkky djus esa

n{krkvksa dk çn'kZu

djuk

uotkr f'k'kq ds jksx dk

lesfdr çcaèku

¼vkbZ,e,ulhvkbZ½

LokLF; dfeZ;ksa dk {kerk

fuekZ.k

LokLF; ç.kkyh dks etcwr

cukuk rFkk lkeqnkf;d vkSj

ikfjokfjd vH;kl esa lqèkkj

ykxr çHkkoh j.kuhfr tks

cky vfLrRo dks csgrj cuk

ldrh gS ¼Hkkjrh; lanHkZ esa

{kerk fuekZ.k ij eq[; è;ku

rFkk lkeqnkf;d çFkkvksa dks

etcwr cukus ;k lqèkkjus ij

de è;ku fn;k tkrk gS½

çf'k{k.k

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

çfrÇccu

uSnkfud

vH;kl

uSnkfud

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky fodkl

tksf[ke

vkadyu

lkewfgd

dk;Z &

vkbZ,e,u

lhvkbZ ds

vuqlkj

uSnkfud

fLFkfr rFkk

çcaèku

ewy

ç'uksÙkjh]

;ksxkRed

vafre ijh{kk

vks,llhbZ

7

Vh&1

,l,y&2

lh,y&30

dEçksekbTM uotkr

f'k'kq ds nqXèkiku

lacaèkh tfVyrkvksa dk

irk yxkus dh {kerk

dk çn'kZu djuk

dEçksekbTM uotkr

f'k'kq dks nqXèkiku ds

fofHkUu rjhdksa ij

ppkZ djuk

æo vko';drk dh x.kuk

tc Hkh laHko vkSj mi;qDr

gks & bZch,e@QkewZyk

QhM@Vîwc QhÇMx dks

c<+kok nsuk

ckWÇUMx cuk, j[kuk

nwèk NqM+kus ds ekeys esa eka

dh i;kZIr ns[kHkky djuk

çf'k{k.k

lkewfgd ppkZ

vuqHkokRed

çKrk

çfrÇccu

uSnkfud

vH;kl

laxks"Bh çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky fodkl

lkewfgd ppkZ

dEçksekbTM

uotkr

f'k'kq ds

nqXèkiku esa

n{krk dk

çn'kZu

djuk

,elhD;w

y?kq mÙkj

fucaèk

vks,llhbZ@

vks,lihbZ

58

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

1

Vh&1

,l,y&2

leqnk; dks LoLFk

cukus ds fy,

lkoZtfud

LokLF; esa

feMokbQjh

vH;kl ds nk;js

ij ppkZ djuk

leqnk; vkèkkfjr

feMokbQjh esa

egkekjh foKku]

LoPNrk]

lkeqnkf;d funku

rFkk egRoiw.kZ

vkadM+ksa ;k fjdkWMZ

ds Kku dk

çn'kZu

leqnk; dks tqVkuk

çkFkfed LokLF; ns[kHkky lsokvksa

esa fodkl lfefr

lkeqnkf;d funku

fLFkfr vuqlkj fo'ys"k.k

LokLF; f'k{kk@laoèkZu] ekxZn'kZu

rFkk ijke'kZ@lkekftd vkSj

O;ogkj ifjorZu lapkj

¼,lchlhlh½

ekr`] uotkr rFkk cky LokLF;

dks c<+kok nsus ds fy, lkeqnkf;d

ykecanh ds fl)karksa dks ykxw

djuk

lkeqnkf;d Lrj ij] muds ifjokjksa

lfgr ekr` rFkk uotkr f'k'kqvksa

dk O;kid ewY;kadu djuk

çf'k{k.k]

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl

Hkwfedk

fuoZgu &

,lchlhlh

,d

lkoZtfud

LokLF;

dk;Zokgh

;kstuk

fodflr

djsa rFkk

bls ykxw

djsa ftlesa

,lchlhlh

'kkfey gks

2

Vh&1

,l,y&3

lh,y&30

ifjokj fu;kstu

ij lkekftd

ekunaMksa ds çfr

feMokbQ dh

Hkwfedk rFkk

ftEesnkfj;ksa dk

irk yxkuk

mUur çcaèku ds

fy, jsQjy

lfgr]

xq.koÙkkokyh

ifjokj fu;kstu

lsokvksa ds

çkoèkku esa jk"Vªh;

ekudksa] çksVksdkWy

rFkk fu;eksa ds

Kku dk çn'kZu

vkikrdkyhu

xHkZfujksèkd lfgr

fofHkUu ifjokj

fu;kstu fofèk;ksa

ds Kku dk

çn'kZu

efgyk@iq#"k@

;qxy] fd'kksj

yM+dh@yM+ds

dks ifjokj

fu;kstu ij

foHksnd ijke'kZ

;kstukc) fir`Ro

'kq:vkr esa ckj&ckj xHkZèkkj.k ds

çHkko

ifjokj fu;kstu dh ifjHkk"kk rFkk

iwoZo`Ùk & jk"Vªh; vkSj varjkZ"Vªh;

ifjokj fu;kstu ds fofèkd rFkk

vkfèkdkfjd igyw

xzkgdksa dks ifjokj fu;kstu

viukus ls jksdus okys

lkekftd&vkÆFkd] lkaLÑfrd]

èkkÆed fo'okl] feFkd] xyr

èkkj.kk,a rFkk jhfrfjokt

larqfyr ijke'kZ j.kuhfr ¼chlh,l½

dk mi;ksx djds ifjokj fu;kstu

esa LokLF; f'k{kk rFkk ijke'kZ

ifjokj fu;kstu esa iq#"k rFkk

lkeqnkf;d eqf[k;kvksa dh Hkkxhnkjh

ifjokj fu;kstu ds ekuokfèkdkj

igyw

ifjokj fu;kstu dh fd'kksj@;qok

vuqdwy lsok,a

lqjf{kr] lajf{kr rFkk çHkkoh

ijke'kZ LFkku çnku djuk

ifjokj fu;kstu ds fofHkUu rjhds

çf'k{k.k]

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

Hkwfedk

fuoZgu

bZ&yfu±x

uSnkfud

vH;kl]

laxks"Bh

çLrqfr

fleqys'ku

dk;Z'kkyk

de [kqjkd

mPp vko`fÙk

dkS'ky

fodkl

ppkZ rFkk

vuqHkokRed

çKrk

çn'kZu

Lo&funsf'kZr

vè;;u

ih,u okMZ@

vkSipkfjd

ç'uksÙkjh]

;ksxkRed

vafre

ijh{kk

vks,llhbZ

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

59

çnku djus esa

l{kerk çnÆ'kr

djuk

& ç'kklu dh fofèk] dk;Zokgh dk

rjhdk] Qk;ns rFkk uqdlku]

çHkko'khyrk] nq"çHkko] ladsr vkSj

fojksèkkHkkl] tfVyrk,a] xzkgdksa ds

fy, funsZ'k

lqjf{kr] lajf{kr rFkk çHkkoh

ijke'kZ LFkku çnku djuk

leqnk; esa feMokbQjh rFkk ifjokj

fu;kstu ns[kHkky çnku djus esa

çeq[k fgrèkkjdksa ds lkFk lg;ksx

djuk

ih,u

vksihMh@

,Qih okMZ@

ih,plh@

lh,plh@

,p,llh esa

i;Zos{k.kh;

uSnkfud

vH;kl

3

Vh&1

lh,y&20

feMokbQjh

vH;kl esa

ySafxdrk dks

eq[;èkkjk esa ykus

dh n{krkvksa dk

çn'kZu

xHkZèkkj.k djus

;ksX; ifjokjksa esa

;kSu mRihM+u

rFkk ;kSu vkSj

çtuu LokLF;

dh voèkkj.kkvksa

dks lesfdr

djuk

thchoh ls cps

yksxksa dks

laonsu'khy

ns[kHkky rFkk

fofèkd ekxZn'kZu

çnku djuk( ;fn

vko';d gks rks

laj{k.k

dsaæksa@vkJ;ksa esa

Hkstuk

Çyx dh ifjHkk"kk

Çyx fuèkkZfjr Hkwfedk,a

ekuokfèkdkj rFkk fofèkd

lek;kstu & varjkZ"Vªh;] {ks=h;

vkSj jk"Vªh;

lekt esa ckfydkvksa rFkk efgykvksa

dh fLFkfr

;kSu mRihM+u

çlwfr ds nkSjku mRihM+u dh

voèkkj.kk

ewy dkj.k] çHkko ¼'kkjhfjd]

euksoSKkfud rFkk ;kSu½

,lvkj,pvkj ij Çyx lacaèkh eqíksa

ds çHkko

çtuu LokLF; eqíksa esa ySafxd

vlekurk,a

;kSu mRihM+u ij dkcw ikus dh

j.kuhfr;ka

iq#"k rFkk efgykvksa dks leku

volj çnku djus ds fy,

çfrikyu

ihfM+r O;fDr;ksa ds fy, ikfjokfjd

laj{k.k dsaæ

ihfM+r O;fDr;ksa ds fy, fo'ks"k

vnkyr

ifjokj fu;kstu ds çkoèkkuksa lfgr

ySafxd laosnu'khyrk ds lkFk

LokLF; lsok,a

,lvkj,p eqíksa esa iq#"k dh

Hkkxhnkjh

çf'k{k.k]

lkewfgd ppkZ

ifjn`';

vkèkkfjr

vè;;u

fNækUos'kh

çfrÇccu

Hkwfedk

fuoZgu

bZ&yfu±x

lkewfgd

dk;Z &

lekt esa

efgykvksa

dh fLFkfr

dk

fo'ys"k.k

rFkk çlwfr

ds nkSjku

mRihM+u

,elhD;w

y?kq mÙkj

nh?kZ fucaèk

60

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

,uih,e dh vuU; ,oa çeq[k Hkwfedk] efgyk rFkk çlwfr ifjokj LokLF; dks çksRlkfgr djuk gSA ,uih,e ds drZO;ksa ,oa

mÙkjnkf;Roksa esa fuEufyf[kr 'kkfey gSa %&

efgykvksa] f'k'kqvksa rFkk lacafèk;ksa ds LokLF; çksRlkgu ds fy, efgykvksa ds lkFk dke djuk

efgykvksa dk fdlh Hkh O;fDr dks fn, tkus okys lHkh ekuokfèkdkjksa ds le:i xfjekiwoZd lEeku djuk rFkk

muds lkFk ekuorkiwoZd O;ogkj djuk

xHkkZoLFkk dks ,d lkekU; 'kkjhfjd thou ?kVuk ds :i esa ns[kuk

çlodky ds nkSjku efgyk rFkk mlds lxs&lacafèk;ksa dh 'kkjhfjd] euksoSKkfud] vkè;kfRed rFkk lkekftd HkykbZ

dh fuxjkuh djuk

efgyk dks O;fDrxr lkaLÑfrd lykg] f'k{kk] ijke'kZ] lgk;rk rFkk çloiwoZ ns[kHkky çnku djuk

f'k"V ekr`Ro ns[kHkky çnku djuk

efgykvksa dh xHkkZèkkj.k iwoZ] çloiwoZ] çlodky] çlwfr rFkk çloksÙkj ds rqjar ckn fujarj ns[kHkky djuk rFkk

lwfrdkoLFkk ds nkSjku Hkj.k&ikks"k.k djuk

tUe nsus rFkk vius u, ifjokj dks xfr'khy cukus ds fy, efgyk esa vkRefo'okl fodflr djus gsrq rkyesy

LFkkfir djuk

çlo ds nkSjku vuko';d rduhdh gLr{ksi dks de djuk

tfVyrkvksa dh 'kq:vkr esa gh igpku djuk] vkikrdkyhu ns[kHkky çnku djuk rFkk ,slh efgykvksa rFkk uotkr

f'k'kqvksa dks ftUgsa çlwfr fo'ks"kK ;k fdlh vU; fo'ks"kK dks fn[kkus dh vko';drk gks] dks ,sls fo'ks"kKksa ds ikl

Hkstuk

laiw.kZ çlwfr dky ds nkSjku LokLF; laoèkZu rFkk jksx dh jksdFkke ij è;ku nsuk

*

1-1 çloiwoZ efgyk dk LokLF; vkadyu % o`Ùk ys[ku] 'kkjhfjd

ijh{kk rFkk ,oa çklfod ijh{kk

1-2 ew= xHkkZoLFkk ijh{k.k

1-3 lgyh gheksXyksfcuksehVj@Vªw ,pch&ih dk mi;ksx djrs gq,

gheksXyksfcu dk vuqeku

1-4 eysfj;k ds fy, isfjQsjy Leh;j rS;kj djuk

1-5 ,Ycqfeu ,oa eèkqesg ds fy, ew= ijh{k.k

1-6 ikWbaV vkWQ ds;j ,pvkbZoh VsLV

1-7 ikWbaV vkWQ ds;j flQfyl VsLV

1-8 ;w,lth ds fy, tuuh dh rS;kjh

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

61

*

1-9 ;w,lth djuk

1-10 fdd pkVZ@Mh,Q,elh ¼nSfud Hkzw.k xfrfofèk dh x.kuk½

1-11 lhVhth@,u,lVh@lh,lVh dh rS;kjh rFkk fjdkWfM±x

1-12 çloiwoZ tkap ¼vfEu;kslsaVsfll] dkWMksZlsaVsfll] dksfj;ksfud

foyl lSaifyax½ ds fy, efgyk dh rS;kjh@lgk;rk

1-13 çloiwoZ ijke'kZ & vkgkj rFkk O;k;ke

1-14 VhVh@VhMh dk Vhdk yxkuk

1-15 vk;ju rFkk Qksfyd ,flM vkS"kfèk dk fuèkkZj.k

1-16 çloiwoZ ijke'kZ rFkk lkekU; vkSj detksj oxZ tSls fd

xHkZorh efgykvksa dh ns[kHkky

2-1 çlo osnuk ls ihfM+r efgyk dh igpku] vkadyu rFkk

nkf[kyk

2-2 lhVhth djuk

2-3 fDyfudy isfYoesVªh lfgr çlo ds nkSjku ;ksfud ijh{k.k

2-4 IykWfVax rFkk ikVksZxzkQ dh O;k[;k

2-5 çlo ds fy, rS;kjh & 'kkjhfjd ,oa euksoSKkfud

2-6 çlo d{k@bdkbZ dh rS;kjh

2-7 çlo ds nkSjku nnZ çcaèku & xSj&vkS"kèkh;

2-8 lkekU; çlo dk lapkyu

2-9 vko';drk iM+us ij HkxNsnu rFkk ejEer

2-10 vko';d uotkr f'k'kq ns[kHkky

2-11 çlo ds rhljs pj.k dk lfØ; çcaèku

2-12 xHkZuky ¼IyslsaVk½ ijh{k.k

2-13 çlo ds pkSFks pj.k ds nkSjku ns[kHkky

2-14 Lruiku dh 'kq:vkr rFkk Lruiku çcaèku

2-15 uotkr f'k'kq dk vkadyu rFkk otu djuk

2-16 foVkfeu ^ds* nsuk

3-1 çloksÙkj vkadyu rFkk ns[kHkky

3-2 isfjfu;y@,ihflvksVkWeh ns[kHkky

3-3 Lru ns[kHkky

3-4 çloksÙkj ijke'kZ & vkgkj] O;k;ke ,oa Lruiku

62

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

*

3-5 çloksÙkj ifjokj fu;kstu

4-1 xHkkZofèk lfgr uotkr f'k'kq dk vkadyu

4-2 f'k'kq dks Luku djkuk

4-3 daxk: ds leku ekr~Ro ns[kHkky

4-4 uotkr f'k'kq ds lw{e fodkjksa dh igpku djuk rFkk mudk

çcaèku

4-5 uotkr f'k'kq dk Vhdkdj.k & chlhth] gsisVkbfVl ch

oSDlhu&ih ds Vhds yxkuk

5-1 tUetkr tfVyrkvksa ¼çh&,DysefIl;k] ,uhfe;k] ,aVhikVZe

gsejst½ dh igpku

5-2 Xywdkst pSysat VsLV@Xywdkst lgu'khyrk ijh{k.k

5-3 MgSO4 p<+kuk

5-4 Hkzw.k vkink dh igpku rFkk bldk çcaèku

5-5 vkikrdky esa@LoSfPNd lhtsfj;u lsD'ku ds fy, efgyk dh

rS;kjh rFkk lhtsfj;u esa lgk;rk djuk

5-6 eka dks rS;kj djuk rFkk vuqdwy gksus ij osD;we fMyhojh

djuk

5-7 osD;we fMyhojh

5-8 dqçcaèku rFkk fo{ksi.k dk funku

5-9 xHkZuky fLFkfr@xHkZuky Hkza'k dk funku ,oa çcaèku

5-10 vifjiDo çlo dk çkjafHkd funku

5-11 czhp fMyhojh dh mi;qDrrk ds fy, rS;kj djuk] vkadyu

djuk rFkk vuqdwy gksus ij czhp fMyhojh djuk

5-12 czhp fMyhojh

5-13 çlo rFkk uotkr f'k'kq ns[kHkky ds nkSjku laØe.k fu;a=.k

5-14 yacs le; rd pyus okyh çlo osnuk dk funku ,oa çcaèku

5-15 yks QkslsZIl vkWijs'ku ds fy, rS;kj djuk rFkk laikfnr djuk

5-16 QkslsZIl vkWijs'ku

5-17 xHkZuky dks gkFk }kjk gVkuk

5-18 ihih,p dk funku rFkk çkjafHkd çcaèku & xHkkZ'k; dk

f}v{kh; laihM+u] ,Vksfud xHkkZ'k; ds fy, cSywu VsEiksusM]

ihih,p ds fy, egkèkeuh; laihM+u] ,aVh&'kkWd xkes±V dk

vkosnu] vkS"kfèk fuèkkZj.k rFkk var%f'kjk ds ekè;e ls ¶Y;wM ,oa

bysDVªksykbV~l p<+kuk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

63

*

5-19 isfjfu;y ,oa osftuy Vh;lZ dh ejEer ¼f}rh; fMxzh rd½

5-20 isfjfu;y ,oa osftuy Vh;lZ dh ejEer ¼f}rh; fMxzh ls

Åij½

5-21 çlwfr vk?kkr dh igpku rFkk çkFkfed fpfdRlk çcaèku

5-22 çlwfr vk?kkr çcaèku

5-23 çklfod ?kko dk funku ,oa çcaèku

5-24 Lru vfriwj.k dk çcaèku

5-25 FkzksEcksf¶ysfcfVl dk çcaèku

6-1

mPp tksf[ke okys uotkr f'k'kqvksa dh igpku

6-2

ej.kklUu uotkr f'k'kq dks iquthZou djuk

6-3

uotkr f'k'kq dh uSnkfud çfØ;kvksa esa lgk;rk djuk

6-4

mPp tksf[ke okys uotkr f'k'kq dks f[kykuk & bZch,e

¼pEep@iyknkbZ½

6-5

uklks@vksjks xSfLVªd Vîwc yxkuk@gVkuk@ f[kykuk

6-6

vkS"kfèk çcaèku & eqag }kjk@vka=srj

6-7

uotkr f'k'kq vkS"kfèk x.kuk

6-8

vkWDlhtu p<+kuk

6-9

buD;wcsVj@okeZj@osafVysVj esa uotkr f'k'kq dh ns[kHkky

6-10 uotkr baVqcs"k.k@osafVysVj

6-11 QksVksFksjsih ij uotkr f'k'kq dh ns[kHkky

6-12 fofue; vkèkku esa lgk;rk

6-13 uotkr f'k'kq ns[kHkky ds fofHkUu Lrjksa dks O;ofLFkr djuk

6-14 mPp tksf[ke okys uotkr f'k'kq dks ys tkuk

7-1

ifjokj fu;kstu ijke'kZ

7-2

vLFkk;h xHkZ fujksèkdksa ¼daMkse] vkslhih] vkikrdkyhu

xHkZfujksèkd½ dk forj.k

7-3

baVjoy vkbZ;wlhMh yxkuk rFkk fudkyuk

7-4

ihihvkbZ;wlhMh@ih,vkbZ;wlhMh yxkuk rFkk fudkyuk

7-5

çloksÙkj ulcanh ds fy, efgyk dh rS;kjh

7-6

efgyk ulcanh ds fy, rS;kj djuk rFkk mlesa lgk;rk djuk

64

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

*

8-1

Mh ,aM lh@Mh ,aM bZ vkWijs'ku ds fy, rS;kj djuk rFkk

mlesa lgk;rk djuk

8-2

eSuqvy oSD;we ,fLijs'ku djuk

8-3

xHkZikr ds ckn ns[kHkky

8-4

xHkZikr ds ckn ifjokj fu;kstu lsok,a

8-5

xHkZikr ds ckn ijke'kZ

8-6

xHkkZèkku ls igys iks"k.k lacaèkh vkadyu djuk] ,pvkbZoh rFkk

lokZbdy dSalj ds fy, LØhfuax djuk

8-7

xHkkZèkkj.k ls igys ijke'kZ rFkk ns[kHkky

8-8

iSi Leh;j

8-9

,flfVd ,flM@vk;ksMhu ds lkFk fotqvy bulsI'ku

8-10 Lo&Lru ijh{k.k ij ijke'kZ

8-11 ekr` rFkk çloiwoZ e`R;q dk ys[kk tks[kk rS;kj djuk

8-12 jftLVj dk j[kj[kko

8-13 vfHkys[kksa dk j[kj[kko

*f'k{kkFkhZ ds dkS'ky çn'kZu djus ds fy, l{ke ik, tkus ij ladk;@çf'k{kd }kjk bl ij gLrk{kj fd, tk,axsA

f'k{kkfFkZvksa ls lwphc) dkS'ky@n{krkvksa dk laiknu ckj&ckj djuk rc rd visf{kr gS tc rd fd os Lrj&3

dh n{krk rd ugÈ igqap tkrs gSa] mlh ds ckn ladk; }kjk çR;sd n{krk ds le{k gLrk{kj fd, tk,axsA

;g lqfuf'pr fd;k tkuk pkfg, fd f'k{kkfFkZvksa ds Lrj&3 rd igqapus ij gh çR;sd n{krk ds le{k

gLrk{kj fd, tk,aA

Lrj&3 dh ;ksX;rk n'kkZrh gS fd f'k{kkFkhZ fcuk fdlh i;Zos{k.k ds ml n{krk dk laiknu djus esa l{ke gSA

Lrj&2 dh ;ksX;rk n'kkZrh gS fd f'k{kkFkhZ i;Zos{k.k ds lkFk çR;sd n{krk dk laiknu djus esa l{ke gSA

Lrj&1 dh ;ksX;rk n'kkZrh gS fd f'k{kkFkhZ i;Zos{k.k ds lkFk Hkh ml dkS'ky@n{krk dk laiknu djus esa l{ke ugÈ gSA

1-

çloiwoZ ewY;kadu ,oa ns[kHkky & 70

2-

çloksÙkj ewY;kadu ,oa ns[kHkky & 70

3-

ikVksZxzkQ ds mi;ksx }kjk çlo&osnuk dk vkadyu & 40

4-

vko';d gksus ij ;ksfu ¼ij osftuy½ ijh{k.k djuk & 20

5-

f'k'kq tUe ¼çlo½ çfØ;k dk lk{kh cuuk & 10

6-

Lora= :i ls çlo çfØ;k dk lapkyu djuk & 40

7-

vlkekU;@vflLVsM çlo çfØ;k esa lgk;d dh Hkwfedk

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

65

fuHkkuk & 15

8-

xHkZuky@vijk ijh{k.k & 10

9-

ladsr fn, tkus ij HkxNsnu djuk ,oa Vkads yxkuk &

10

10- vkarfjd vkbZ;wohMh fuos'ku & 5

11- ihihvkbZ;wlhMh fuos'ku@ihihvkbZ;wlhMh & 5

12- uotkr f'k'kq dk ewY;kadu & 25

13- bZ,uchlh & 25

14- e`rçk; uotkr f'k'kq dks iqu% gks'k esa ykuk & 5

15- daxk: dh rjg ekr`Ro ns[kHkky & 5

16- çloiwoZ ns[kHkky vè;;u & 1

funku%

17- çloksÙkj ns[kHkky vè;;u & 1

funku%

18- uotkr f'k'kq ns[kHkky vè;;u & 1

funku%

19- uSnkfud çLrqfr & 4

çloiwoZ

çlodkyhu

çloksÙkj

uotkr f'k'kq

20- LokLF; ifjppkZ

çloiwoZ & fo"k; %

çloksÙkj & fo"k; %

uotkr f'k'kq & fo"k; %

ifjokj dY;k.k & fo"k; %

21- tuuh ,oa ifjokj ds lnL;ksa dks ijke'kZ nsuk

1-

2-

22- 'k¸;kxr funkfudk ¼csMlkbM fDyfud½ & 2

1-

2-

23- uSnkfud laxks"Bh@uSnkfud lEesyu

fo"k; %

24- vkS"kfèk vè;;u] çLrqfr ,oa fjiksVZ & 1

vkS"kfèk %

66

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

25- vH;kxeu & fjiksVZ

cká ¼ifjèkh;½ LokLF; lqfoèkk

26- çkstsDV@tuZy Dyc %

lk{; vkèkkfjr feMokbQjh vH;kl ¼O;fDrxr@lkewfgd½

& 1

fo"k; %

27- ns[kHkky vuqHko dh fujarjrk & 15

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

67

y{; & çlwfr d{k xq.koÙkk lq/kkj çLrko fn'kkfunsZ'k

çlo fcanq ij çlo d{k ds ekudhdj.k gsrq fn'kkfunsZ'k

n{krk % laLFkkxr çlo ds nkSjku csgrj ,e,u,p ns[kHkky ds fy, l'kDr çnkrk

,,u,e@,y,poh@,l,u }kjk tUe ds le; çloiwoZ ns[kHkky rFkk dq'ky mifLFkfr gsrq ,lch,&fn'kkfunsZ'k &

fooj.k iqfLrdk ,oa çf'k{kd lanf'kZdk

vkbZ,e,ulhvkbZ çf'k{k.k ekWMîwy] Nk;kfp= rFkk pkVZ iqfLrdk

uotkr f'k'kq lqj{kk dk;ZØe fn'kkfunsZ'k

LokLF; dfeZ;ksa ds fy, lkekU; Vhdkdj.k iqfLrdk

lsok çnkrkvksa ds fy, çloksÙkj ifjokj fu;kstu iqfLrdk

fpfdRlk vfèkdkfj;ksa rFkk ufl±x dfeZ;ksa ds fy, vkbZ;wlhMh lanHkZ iqfLrdk

ihihvkbZ;wlhMh lanHkZ fu;ekoyh

ifjpkyu fn'kkfunsZ'k% Hkkjr ds lkoZHkkSfed Vhdkdj.k dk;ZØe esa isaVkoSysaV oSDlhu ds :i esa gheksfQyl bU¶yq,atk ch

¼,pvkbZch½ dk lekos'ku

le; ls igys çlo ihM+k esa ,afVusVy dkWfVZdksLVsjkWbM dk mi;ksx

dkS'ky vkèkkfjr vkbZ,e,ulhvkbZ ¼,Q&vkbZ,e,ulhvkbZ½ ¼çfrHkkxh fu;ekoyh rFkk pkVZ iqfLrdk½

çlo ds nkSjku ;wVsjksVksfuDl ds mi;ksx ij funsZ'ku fVIi.kh

tUe ds le; foVkfeu ds çksfQySfDll ¼lqfoèkk dsaæksa esa½

xHkkZoLFkk ds nkSjku dSfY'k;e vuqiwj.k ds fy, jk"Vªh; fn'kkfunsZ'k

xHkkZoLFkk ds nkSjku gkbiksFkk;jk;fMTe ds çcaèku ij jk"Vªh; fn'kkfunsZ'k

xHkZdkyhu eèkqesg dh igpku ,oa çcaèku ds fy, jk"Vªh; fn'kkfunsZ'k

xHkkZoLFkk ds nkSjku mina'k ¼flQfyl½ dh tkap

f'k"V uotkr f'k'kq ns[kHkky ij jk"Vªh; fn'kkfunsZ'k & cky LokLF; çHkkx] ,evks,p,aM,QMCY;w

ekxZn'kZu rFkk leFkZu nkSjksa ds fy, funsZ'k & n{krk

Hkkjr esa feMokbQjh lsokvksa ij fn'kkfunsZ'k&2018

xq.koÙkkijd feMokbQjh ns[kHkky rFkk feMokbQjh f'k{kk dks etcwr cukus ij fo'o LokLF; laxBu dh fjiksVZ

ySalsV lhjht 2014] 2018 & feMokbQjh DokfyVh eSVjuy ,aM U;wcksuZ ds;j ¼D;w,e,ulh½ ÝseodZ

feMokbQjh vH;kl ds fy, vkbZlh,e vko';d n{krk,a ¼2019½

fo'o LokLF; laxBu dh feMokbQ f'k{kkfon n{krk,a

lqjf{kr fMyhojh ,si

feMokbQjh ns[kHkky] Lok;Ùk feMokbQ }kjk feMokbQjh ns[kHkky Vhe ds lg;ksx ls çnku dh tkrh gSA feMokbQjh f'k{kk

gsrq vkbZlh,e fu/kkZfjr oSf'od ekudksa dks iwjk djus okys iwoZ&lsok@iwoZ&iathdj.k feMokbQjh f'k{kk dk;ZØe ds ekè;e ls

f'kf{kr feMokbOl }kjk feMokbQjh n{krkvksa ¼Kku] dkS'ky rFkk n`f"Vdks.k½ dk vk;kstu vkSj vH;kl fd;k tkrk gSA

68

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

xHkkZoLFkk rFkk çlo vkerkSj ij lkekU; 'kkjhfjd çfØ;k,a gSaA

xHkkZoLFkk rFkk çlo ,d vxk/k vuqHko gS] tks efgyk] mlds ifjokj ,oa leqnk; ds fy, cgqr ek;us j[krk gSA

feMokbQ xHkZorh efgykvksa ds fy, lcls mi;qDr ns[kHkky çnkrk gSaA

feMokbQjh ns[kHkky efgykvksa ds ekuoh;] çtuu ,oa ;kSu LokLF; rFkk vfèkdkjksa dks c<+kok nsrk gS] mudh j{kk djrk

gS] mudk leFkZu djrk gS] vkSj çtkrh; ,oa lkaLÑfrd fofoèkrk dk lEeku djrk gSA

;g U;k;] fu"i{krk rFkk ekuo xfjek ds lEeku ds uSfrd fl)karksa ij vkèkkfjr gSA

feMokbQjh ns[kHkky çÑfr esa lexz rFkk fujarj gS] tks efgykvksa ds lkekftd] HkkoukRed] lkaLÑfrd] vkè;kfRed]

euksoSKkfud vkSj HkkSfrd vuqHkoksa dh le> ij vkèkkfjr gSA

feMokbQjh ns[kHkky m)kj fo"k;d gS D;ksafd ;g efgykvksa ds LokLF; ,oa lkekftd fLFkfr dh lqj{kk djrh gS rFkk

lq/kkjrh gS] vkSj mudh çlodkyhu {kerkvksa esa efgykvksa dk vkRefo'okl c<+krh gSA

feMokbQjh ns[kHkky efgykvksa ds lkFk lk>snkjh esa gksrh gS] tks vkRefu.kZ; ds vfèkdkj dks ekU;rk nsrh gS] rFkk f'k"V]

oS;fDrd] fujarj vkSj xSj&lÙkkoknh gSA

feMokbQ efgykvksa rFkk uotkr f'k'kq ds LokLF; vkSj vfèkdkjksa esa lq/kkj ykrs gSa vkSj mudh j{kk djrs gSaA

feMokbQ efgykvksa vkSj mudh çlodkyhu {kerkvksa ij fo'okl djrs gSa vkSj mudk lEeku djrs gSaA

feMokbQ nSfgd çlo esa gLr{ksi ugha djrs vkSj mldks c<+kok nsrs gSaA

feMokbQ efgykvksa dks mfpr tkudkjh vkSj lykg çnku djrs gSa tks ,d rjg ls Hkkxhnkjh dks c<+kok nsrs gSa vkSj

lqfoK fu.kZ; ysus esa enn djrs gSaA

feMokbQ f'k"V] iwokZHkklh vkSj vuqus; ns[kHkky çnku djrs gSa] ftlesa efgyk] mlds uotkr f'k'kq] ifjokj vkSj leqnk;

dh t:jrsa 'kkfey gksrh gSa] vkSj feMokbQ rFkk feMokbQjh ns[kHkky pkgus okyh efgyk ds chp lacaèkksa dh çÑfr ij

çkFkfed è;ku nsus ds lkFk 'kq: gksrk gSA

feMokbQ efgykvksa dks vius LokLF; vkSj muds ikfjokfjd LokLF; dh ftEesnkjh laHkkyus ds fy, rS;kj djrs gSaA

feMokbQ efgyk] mlds uotkr f'k'kq] ifjokj vkSj leqnk; dh t:jrksa dks iwjk djus ds fy, vU; LokLF; O;olkf;;ksa

ds lg;ksx vkSj ijke'kZ ds lkFk vH;kl djrs gSaA

feMokbQ viuh {kerk cuk, j[krs gSa vkSj lqfuf'pr djrs gSa fd mudk vH;kl lk{; vkèkkfjr gksA

feMokbQ çkS|ksfxdh dk mfpr mi;ksx djrs gSa vkSj leL;k vkus ij le;c) rjhds ls funsZf'kr djrs gSaA

feMokbQ oS;fDrd vkSj lkewfgd :i ls feMokbQjh ns[kHkky ds fodkl] vkSj vkthou v/;;u dh voèkkj.kk ds rgr

feMokbOl vkSj lgdfeZ;ksa dh ubZ ih<+h dks f'kf{kr djus ds fy, ftEesnkj gksrs gSaA

1-

Hkkjr ljdkj ¼2018½ Hkkjr esa feMokbQjh lsokvksa ij fn'kkfunsZ'k] LokLF; ,oa ifjokj dY;k.k ea=ky;] Hkkjr ljdkj

vkSj jk"Vªh; LokLF; fe'ku] Hkkjr

2-

feyj ,l] vckyksl bZ] pfeykMZ ,e] fl;kiksuh ,] dksyklh Mh] dksekaMs Mh] fM;kt oh] xsyj ,l] gsulu lh] ysaxj ,]

euqvyh oh] feyj ds] eksjglu&csyks vkbZ] dsLVªks lhih] fiysxh oh,u] jkWfcUlu ,u] Lds;j ,e] lwtk tsih] oksxsy

tsih vkSj vYFkkcs ,Q ¼2016½ ^fc;ksaM Vw fyFVy] Vw ysV ,aM Vw ep] Vw lwu% , ikFkos VqokMZ~l ,ohMsal csLM]

jsLisDVQqy esVjfuVh ds;j oYMZokbM*( n ySalsV] 388¼10056½% 2176&2192

3-

laMky ts] lksYVuh ,p] xsV~l ,l] 'ksuu ,] Msosu Mh% feMokbQ&ysM dafVU;qbVh ekWMYl olZl vnj ekWMYl vkWQ

ds;j QkWj pkbYMch;fjax owesu( dkspjsu MsVkcsl vkWQ flLVseSfVd fjO;w 2016] vad 4- ys[k la[;k CD004667. DOI:

10.1002/14651858.CD004667.pub5

[भागIII—खण् ड 4]

भारत का रािपत्र : असाधारण

69

4-

vkbZlh,e 2013 baVjus'kuy dkWUQsMjs'ku vkWQ feMokbOl Xykscy LVSaMMZ~l QkWj feMokbQjh ,tqds'ku ¼2013½ vxLr

2019

esa

https://www.internationalmidwives.org/assets/files/general-files/2018/

04/icm-standards-

guidelines_ammended2013.pdf ij ns[kk x;k

5-

vkbZlh,e ,lsaf'k;y daihVsalh LVSaMMZ~l QkWj n feMokbQ ¼vkbZlh,e 2018½ 12 tqykbZ 2019 dks

https://www.internationalmidwives.org/our-work/policy-and-practice/essential-competencies-for-midwifery-

practice.html ij ns[kk x;k

6-

jsuÝq ,e] eSDQsMu ,] cLVkWl ,e] dSaicsy ts] ,V vkWy ¼2014½ feMokbQjh ,aM DokfyVh ds;j% QkbafMaX; Ýkse , U;q

,ohMsal buQksEMZ ÝseodZ QkWj esVjuy ,aM U;wcksuZ ds;j( ySalsV 384] 1129&1145

7-

fo'o LokLF; laxBu ¼2019½ LVªsaXFkfuax DokfyVh feMokbQjh ,tqds'ku ÝseodZ QkWj ,D'ku] ;wfuolZy gsYFk dojst

2030] fo'o LokLF; laxBu] tsusok

8-

baVjus'kuy daQsMjs'ku vkWQ feMokbQjh] vxLr 2019 esa https://www.internationalmidwives.org/ ij ns[kk x;k

9-

,ojh owesu ,ojh pkbYM% n Xykscy LVªsVsth QkWj owesUl] fpYMªUl ,aM ,MksfylsaV~l 2016&2030 ¼2015½ 14 tqykbZ

2019 dks https://www.who.int/life-course/partners/global-strategy/ewec-globalstrategyreport-200915.pdf?ua=1

ij ns[kk x;k

10- pksjsth] ,e vkSj fDyusfMaLV ds ¼2019½ yfu±x ckb Mwbax% , ekWMy QkWj badkWiksZjsfVax gkbZ&bEisDV ,Dlihfj;afl;y

yfu±x buVq ,u vaMjxzstq,V ifCyd gSYFk dqfjdqye( ÝafV;lZ bu ifCyd gsYFk tuZy 7¼31½% 1&6( 14 tqykbZ 2018

dks https://www.frontiersin.org/articles/10.3389/fpubh.2019.00031/full ij ns[kk x;k

11- dksYc Mh,% ,Dlihfj;afl;y yfu±x% ,Dlihfj;al ,t n lkslZ vkWQ yfu±x f'k{k.k ,aM MoysiesaV( ,axyoqM fDy¶l]

,uts% çsafVl&gkWy ¼1984½

12- Msoh ts% ,Dlihfj;al ,aM ,tqds'ku( U;w;kWdZ] ,uokbZ% dksfy;j cqDl ¼1938½

13- us'kuy baLVhVîwV QkWj gsYFk ,aM ds;j ,Dlhysal ¼2012½ ,aVsukVy ds;j] DokfyVh LVsVesaV 2 lfoZlst & dafVU;qbVh

vkWQ ds;j( ,uvkbZlhbZ] ;wds- vxLr 2016 esa https://www.nice.org.uk/ guidance/qs22/chapter/quality-statement-2-

services-continuity-of-care ij vkWuykbu ns[kk x;k

14- vkWLVªsfy;u ufl±x ,aM feMokbQjh ,fØfM;s'ku dkmflay ¼,,u,e,lh½ ¼2014½ feMokbQ ,fØfM;s'ku LVsaMM~Zl]

,,u,e,lh] dSucjk( 15 tqykbZ 2019 dks https://www.anmac.org.au/sites/default/files/ documents/ANMAC_

Midwife_Accreditation_Standards_2014.pdf ij ns[kk x;k

15- feMokbQjh dkmafly vkWQ U;wthySaM ¼2015½ LVsaMM~Zl QkWj vçwoy vkWQ fç&jftLVªs'ku feMokbQjh ,twds'ku çksxzkEl

,aM ,fØfM;s'ku vkWQ Vf'kZvjh ,twds'ku vkWxsZukbts'kUl ¼nwljk laLdj.k½] tqykbZ 2015] osfyaxVu] U;wthySaM( vxLr

2019 esa https://www.midwiferycouncil.health.nz/sites/default/files/professional-standards/Midwifery_ Standards

2015_web_final.pdf ij ns[kk x;k

16- ufl±x ,aM feMokbQjh dkmafly ¼2009½ LVsaMM~Zl QkWj fç&jftLVªs'ku feMokbQjh ,twds'ku( yanu] ;wds( vxLr 2019

esa https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-for-preregistration-midwifery-

education.pdf ij ns[kk x;k

17- fLeFk ,e] okusZl ,l vkSj ougks,LVsucxZ , ¼2018½ flusfj;ks csLM yfu±x bu Vhfpax ,aM yfu±x bu gk;j ,twds'ku%

ilZisfDVOl Ýkse ;wlh,y] v/;k; 10] laiknd Msfol] ts vkSj iSpyj ,u] ;wlh,y baLVhVîwV vkWQ ,tqds'ku çsl]

;wfuoflZVh dkWyst] yanu

18- fxCl th ¼1988½ yfu±x ckb Mwbax% , xkbM Vw Vhfpax ,aM yfu±x esFkM~lA QnZj ,twds'ku ;wfuV( vkWDlQksMZ

ikWfyVsfDud% vkWDlQksMZ

19- fo'o LokLF; laxBu ¼2015½ bEçwfoax n DokfyVh vkWQ ds;j QkWj fjçksMfDVo] esVjuy] pkbYM ,aM ,MksylsaV gSYFk

bu lkmFk&bZLV ,f'k;k( fo'o LokLF; laxBu] lkmFk&bZLV ,f'k;k

20- dwij ,l] dsaV vkj] iksVZj ts] cksxksfl;u ,Q] edsuk ,y] czkMh ,l vkSj QkWDl&;waM ,l ¼2012½ fleqys'ku csLM

yfu±x bu feMokbQjh ,twds'ku% , flLVsesfVd fjO;w] owesu ,aM cFkZ] [kaM 25] vad 2] 64&78

21- dkWQh ,Q ¼2015½ yfu±x ckb fleqys'ku & bt bV , ;wtQqy Vwy QkWj feMokbQjh ,tsds'ku\ U;wthySaM dkWyst

vkWQ feMokbOl tuZy] vad 51] 30&36

22- fQuys ,y ¼2008½% fjQysfDVax vkWu ^fjQysfDVo çSfDVl*] çFke laLdj.k ¼bZ&cqd½] n vksiu ;wfuoflZVh]

http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-

practice-PBPL-paper-52.pdf ij miyCèk gSA ¼12 tqykbZ 2019 dks ns[kk x;k½

MkW- Vh- fnyhi dqekj] vè;{k

[foKkiu-III@4@vlk-@440@2020&21]

70

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

INDIAN NURSING COUNCIL

NOTIFICATION

New Delhi, the 6th January, 2021

Indian Nursing Council {Nurse Practitioner in Midwifery (NPM) Program}, Regulations, 2020

F.No. 11-1/2019-INC:—In exercise of the powers conferred by sub-section (1) of Section 16 of Indian

Nursing Council Act, 1947 (XLVIII of 1947) as amended from time to time, the Indian Nursing Council hereby makes

the following regulations namely:—

Short Title and Commencement—

i.

These Regulations may be called Indian Nursing Council {Nurse Practitioner in Midwifery (NPM)

Program}, Regulations, 2020

ii.

These Regulations shall come into force on the date of notification of the same in the Official Gazette of India.

Definitions

In these Regulations, unless the context otherwise requires,

i.

‘the Council’ means the Indian Nursing Council constituted under the Act;

ii.

‘SNRC’ means the State Nurse and Midwives Registration Council, by whichever name constituted, by the

respective State Governments;

iii.

‘RN & RM’ means a Registered Nurse and Registered Midwife (RN & RM) and denotes a nurse who has

completed successfully, recognised Bachelor of Nursing (B.Sc. Nursing) or Diploma in General Nursing and

Midwifery (GNM) course, as prescribed by the Council and is registered in a SNRC as Registered Nurse and

Registered Midwife;

1. INTRODUCTION AND BACKGROUND

1.1 Introduction

In 2015, India became one of the 193 countries to commit to the Sustainable Development Goals (SDGs), which

aim to transform the world by 2030 to a more prosperous, more equal, and more secure planet for all. Needless to say,

India’s responsibility is immense as these ambitious goals cannot be achieved without accelerating progress in one-

sixth of the world that resides in our country.

Health is central to commitments made by the Government of India. For us to be able to ensure healthy lives and

promote wellbeing for all at all ages, it is critical to focus on improving our core health indicators, which include

maternal and infant mortality.

When a pregnant woman enters the health system, she puts her faith in the system to receive high quality services

for herself and her newborn. Responding to this faith India has strengthened maternal and child health services in our

country under the National Health Mission. India has made tremendous progress over the last few decades in

increasing institutional deliveries through the National Health Mission and schemes like the Janani Suraksha Yojana

and Janani Shishu Suraksha Karyakram, and this has greatly reduced the maternal and infant mortality. India’s

maternal mortality ratio has declined from 254 per lakh live births in 2004-06 to 130 per lakh live births in 2014-16

(Sample Registration System. India has shown impressive gains in reduction of Maternal Mortality evident from the

fact that the compound annual rate of decline of MMR has increased significantly from 5.8% during (2007-09 to

2011-13) to 8.01% (2011-13 to 2014-16). Similar achievements are also visible in reduction of under-five and infant

mortality rates.

Investments on maternal and child health remain a key focus area under the National Health Mission.

Operationalizing First Referral Units, new Maternal and Child Health Wings, Obstetric High Dependency Units and

Intensive Care Units, capacity building initiatives such as Dakshata trainings, quality antenatal care strengthening

programmes such as the Pradhan Mantri Surakshit Matritva Abhiyan etc. continue to be a key priority.

In addition to above, the Government of India has recently launched the LaQshya – Labor Room and Maternity

Operation Theatre Quality Improvement Initiative. Substantial global evidence exists that addressing the time around

and immediately after childbirth is critical for saving the lives of mothers and newborns. Studies conducted by White

Ribbon Alliance have also highlighted the need to focus on respectful maternity care. The LaQshya programme has

thus been launched to provide quality intrapartum and immediate postpartum care and promote respectful maternity

care.

Despite the tremendous progress, nearly 32,000 pregnant women each year still lose their lives during pregnancy,

childbirth and the postnatal period each year. In addition, 5,90,000 newborns die every year in the first month of life.

Additional efforts are needed in India to increase Universal Health Coverage (UHC) and to achieve Sustainable

Development Goals (SDGs) for maternal and newborn and child health. The National Health Policy 2017 aims at the

reduction of maternal mortality ration to 100/lakh live births by 2020.

The survival of women and newborns is closely correlated with the care and attention received during pregnancy

and, most importantly, at the time of delivery. Delayed management of cases, due to lack of access to skilled care, is

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

71

one of the major reasons for the deaths, particularly in the rural areas. Skilled and respectful care during childbirth is

important because millions of women and newborns develop serious and hard to predict complications before, during

or immediately after delivery.

Evidence shows that quality midwifery care, provided by midwives educated to international standards, reduces

maternal and newborn mortality and stillbirth rates by 83% and with 56 improved maternal and newborn health

outcomes. It is also evident that 87% services can be delivered by midwives educated to international standards. There

also has been an increasing body of evidence globally that Midwife Led Care Units (MLCUs) can address maternal

and neonatal mortality and morbidity by promoting quality and continuity of care through provision of women-centric

care and promoting natural births. Where a model of Midwife Led Continuity of Care (MLCC) is introduced, this

reduces preterm birth by 24%. Beyond survival, quality midwifery care improves breastfeeding rates and psychosocial

outcomes, and reduces the use of unnecessary interventions, in particular caesarean sections and increases access to

family planning (Lancet Series, 2014; UNFPA, 2014 & WHO 2017).

The International Confederation of Midwives outline the Midwifery philosophy and model of care1. Midwifery

has a unique body of knowledge, skills and professional attitudes drawn from disciplines shared by other health

professions such as science and sociology, but practised by midwives within a professional framework of autonomy,

partnership, ethics and accountability. Midwifery is an approach to care of women and their newborn infants whereby

midwives: optimise the normal biological, psychological, social and cultural processes of childbirth and early life of

the newborn; work in partnership with women, respecting the individual circumstances and views of each woman;

promote women’s personal capabilities to care for themselves and their families; collaborate with midwives and other

health professionals as necessary to provide holistic care that meets each woman’s individual needs. Midwifery care is

provided by an autonomous midwife.

1.2 The ‘Midwifery Services Initiative’ of India

Considering the need for trained human resources to provide quality care to 30 million pregnancies every year in

India and at the same time recognizing the challenges earlier, Government of India has proposed an alternative model

of service provision for strengthening reproductive, maternal and neonatal health services by nurse practitioners in

midwifery through Midwife Led Care Units (MLCUs). Quality maternity care provided by midwives through the

MLCUs is vital to this transformation. The recognition that quality of care will not only save lives but will also

provide a positive experience of childbirth means that the change required must be transformative. This will require

making fundamental change to the way services are delivered, and the culture of care provided to women. The

‘Guidelines on Midwifery Services in India’ set transformative change must be at the heart of midwifery education.

The ‘Midwifery Services Initiative’ aims to create a new cadre of midwives titled “Nurse Practitioner in

Midwifery” (NPM) who are skilled in accordance with ICM competencies, knowledgeable and capable of providing

compassionate women centered, reproductive, maternal and newborn health services (RMNCH) and to develop an

enabling environment for integration of this cadre into the public health system in order to achieve the SDGs for

maternal and newborn health (MoHFW, 2018).

1.3 Preparing Nurse Practitioners in Midwifery (NPM) for the future of India

Quality education is essential to prepare international-standard midwives complying with the ICM competencies

with the knowledge and skills to provide the full scope of midwifery care that women and newborns need. Evidence

indicates that the optimum duration of training required to acquire needed midwifery skills and competencies is 18

months. The existing one year Nurse Practitioner in Midwifery post basic diploma program of the Council is re-

designed and upgraded to an 18 month intensive residency program to develop more NPMs for providing respectful,

highest standards of quality and evidence based care at the institution and community levels with specific emphasis on

providing safe and competent midwifery care. The essential components for quality midwifery based on the Quality

Maternal and Newborn Care (QMNC) framework is integrated in the curriculum.

The Nurse Practitioner in Midwifery (NPM) will be responsible for promotion of health of women throughout

their life cycle, with special focus on women during their childbearing years and their newborns. She will be

responsible for providing respectful maternity care during preconception, pregnancy, childbirth, and post-natal period

including the care of newborn. She will be responsible and accountable for her practice. The NPMs will practice

independently and collaboratively with the doctors in the hospital and within the existing peripheral health system

consisting of skilled birth attendants, auxiliary nurse midwives, nurses, doctors and specialists. She can be posted in a

facility where no obstetricians are available and provide midwifery care based on predetermined midwifery care

protocols alongside treatment protocols and drugs permitted for use by NPMs.

Responding to this urgent need, the NPM curriculum is designed in line with ICM competencies for midwives

that emphasizes humanizing transformation. The curriculum which aims to strengthen the technical knowledge,

clinical skills and attitude of the NPMs in midwifery. The training aims to prepare competent NPMs, who can provide

quality and compassionate care to the mother, neonate and family, demonstrating international standards of midwifery

1 https://www.internationalmidwives.org/assets/files/definitions-files/2018/06/eng-philosophy-and-model-of-midwifery-care.pdf

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practice. The program will also equip the NPMs to utilize the principles of effective communication, counseling,

leadership, supervision and management and enable them to understand and utilize the research end evidence relevant

to midwifery practice.

2. PHILOSOPHY AND VISION

2.1 Philosophy

The Council believes that strengthening midwifery education to International Standards is a key step to improving

quality of women centered respectful care and reducing maternal and newborn mortality and morbidity. The Council

believes that registered nurses need to be given additional training to work as nurse practitioner in midwifery in

clinical and community settings to provide Midwifery Led Continuum of Care (MLCC) bringing about transformation

in terms of humanization and autonomous role in the midwifery services provided by the NPMs as per the aspirations

of Government of India (GoI).

The Council believes that competency-based training integrating ICM competencies would enable the Nurse

Practitioners in Midwifery (NPM) to demonstrate knowledge, skills and behaviors based on sound evidence-based

knowledge, focusing on the concept of ‘women-centered and respectful care’ that is central to midwifery practice. The

NPMs will be able to combine their knowledge, skills with interpersonal, social and cultural competencies and work

as part of inter-professional team.

The philosophy of the midwifery training is underpinned by the internationally accepted definitions of a midwife,

incorporating the globally understood key elements of midwifery care. The ICM defines a midwife as: ‘ a person who

has successfully completed a midwifery education program that is duly recognized in the country where it is located

and that is based on the ICM Essential Competencies for Basic Midwifery Practice and the framework of the ICM

Global Standards for Midwifery Education; who has acquired the requisite qualifications to be registered and/or

legally licensed to practice midwifery and use the title ‘midwife’ and who demonstrates competency in the practice of

midwifery’. This philosophy is adapted by the Council’s philosophy in preparing NPMs through the proposed

curriculum.

The Council also believes that a variety of innovative educational strategies can be used in the theoretical and

clinical settings to provide best theoretical and clinical learning experiences. The teaching learning approaches will

integrate adult learning principles, competency-based education, collaborative learning, experiential learning, mastery

learning and self-directed learning. The Council also believes that effective collaborative and interdisciplinary

learning can be facilitated by involving medical and other faculty from related disciplines such as Obstetrics and

Gynecology, Pediatrics and Public Health. It is hoped to facilitate developing policies towards creation of cadre

positions for appropriate placement of these NPMs to function in Midwife Led Care Units (MLCUs) with appropriate

career progression opportunities.

2.2 Vision

The program is envisioned to provide high quality education, which meets international standards and prepares

NPMs to work autonomously to their full scope of practice in respectful partnerships with women and in collaboration

with the obstetrician, pediatrician and the other health care team members when indicated, to provide compassionate,

quality, evidence-based, woman-centered and family-focused care during pregnancy, labour and postnatal period. The

program prepares NPMs to champion positive childbirth experience, optimal transition to parenthood and safe

reproductive health care.

The nurse practitioners in midwifery from this program will meet educational and practice standards of the

Council with focus on the ICM Essential Competencies for Midwifery Practice. They will uphold recognized

standards of midwifery practice, embrace, support the qualities and values of the midwifery practice, and be

motivated, flexible and evidence-informed practitioners. They will be prepared to grow and advance through learning

and continuing experience.

The NPMs are equipped to work within midwifery led care and continuity of care models in India, both with in

the newly formed midwife-led care units within public health facilities and/or integrated into primary health care

within the community.

3. AIM & OBJECTIVES

3.1 Aim

The aim of Nurse Practitioner in Midwifery program is to prepare a cadre of NPMs who are confident and skilled

in accordance to competencies prescribed by the ICM and the Council for providing high quality respectful, dignified,

compassionate and evidence based midwifery care to woman, newborn and family and working autonomously with

their full scope of practice, as per regulations of the Council/MoH&FW.

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3.2 Objectives

The program will prepare the NPMs to

3.2.1

Facilitate a positive childbirth experience for women and their families, placing women at the center of

care inclusive of psychosocial, spiritual and cultural background across community settings and within

institutions contributing to natural childbirth providing humanized care to improve quality of care

3.2.2

Work in partnership with women, families and the other health care team to plan and provide the

necessary support, care and advice during pregnancy, labour and the postpartum period up to six weeks

3.2.3

Advocate for ethical, compassionate respectful and culturally sensitive care in pregnancy, labour and

childbirth, and post-partum, including promoting the woman’s autonomy and rights to informed decision

making

3.2.4

Contribute to reduction of over medicalization of maternity care and reduce impacts of socio-economic

inequalities including hard to reach and tribal areas

3.2.5

Educate women individually or in groups to have knowledge about family planning, a healthier

pregnancy including diet, nutrition, mother baby bonding, breastfeeding support, family integrity and

optimal start to life to enhance health and disease prevention

3.2.6

To assume responsibility for her own decisions and actions as an autonomous primary maternity care

practitioner and lifelong learner

3.2.7

Recognize abnormalities and complications and implement appropriate management and care, including

managing emergency care and timely referral

3.2.8

Draw on research informed/evidence-based knowledge to be an effective problem solver and to think

critically and reflect on practice

3.2.9

Work within the legal and professional boundaries by understanding their role within the broader health

care profession and engage inter-professionally; with doctors, nurses, and other health care providers as

part of a maternity care team

4. CURRICULUM – CONCEPTUAL MODEL

Midwifery Education recognizes that learning and continuing competency are lifelong pursuits thus this

curriculum aims to facilitate a passion for learning through well-designed teaching and learning strategies aligned to

evidence informed and contemporary midwifery knowledge and practice.

The conceptual model has been designed to reflect a holistic approach to midwifery education. Conceptually, it

sets seven core values at the center of the curriculum, highlighting qualities that are central to provide a positive

childbirth experience. Key approaches that inform contemporary midwifery practice are integrated throughout the

curriculum, alongside maternity and newborn care priorities. The ICM Essential Competencies for Midwifery Practice

and the Council educational and practice standards direct the course aims, objectives and content. The course delivery

will incorporate evidence informed teaching and learning principles.

The values, integrated concepts, maternity care priorities, midwifery competencies, teaching and learning

principles are informed by the Guidelines on Midwifery Services in India, Strengthening Quality Midwifery

Education Framework for Action, The Framework for Quality Maternal and Newborn Care and Lancet Series on

Midwifery, Council’s Educational and practice standards, ICM Essential Competencies for Midwifery Practice and

ICM Global Standards for Midwifery Education.

The curriculum conceptual model that informs the overall program design and course development is illustrated

in Figure 1 below.

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Figure 1. Curriculum Conceptual Model

4.1 Curriculum Principles

4.1.1 Core values

The core values provide a foundation to develop midwives who are committed to promoting a positive childbirth

experience for all women and were derived from core government, WHO and ICM documents. These values include:

(i) compassion, (ii) respect, (iii) woman, baby and family-centredness, (iv) equity and rights, (v) collaboration

and team work, (vi) ethical practice, (vii) moral courage.

4.1.2 Integrated concepts

Within the curriculum there are seven concepts which represent key approaches that inform contemporary

midwifery practice. These concepts include: (i) social inequities and midwives as primary health practitioners, (ii)

evidence-based midwifery practice, (iii) cultural competence, (iv) quality maternity and newborn care, (v)

continuity of midwifery care, (vi) midwifery as a relationship between a woman, baby, family and a midwife,

(vii) optimizing physiological birth, (viii) community knowledge.

4.1.3 Maternity care priorities

The program provides a strong focus on identified maternity care needs and priorities which are addressed across

the curriculum. They are: (i) improving maternity and newborn care for vulnerable and hard to reach women,

(ii) reducing maternal and newborn maternity and morbidity, (iii) effective management of emergency care,

(iv) human rights and gender-based violence, (v) strengthening midwifery-led care, (vi) humanizing and

promoting natural childbirth.

4.1.4 ICM Essential competency standards for midwifery practice and Council’s practice standards

The ICM (2019) competencies are grouped under four main categories. They are: (1) general competencies that

apply to all aspects of midwifery practice and specific competencies that are specific to (2) pre-pregnancy and

antenatal, (3) labour and birth, (4) ongoing care of woman and newborn. These competencies provide framework

for the courses within the program. The Council practice standards guide midwifery practice and provide regulations.

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4.1.5 Continued Professional Development

The quality of midwifery practice is achieved when the practice is led by autonomous role of NPMs. Continued

professional development is essential for advancing and building the future of midwifery practice in India.

5. SCOPE OF PRACTICE

The Scope of Practice of a Midwife is combined with the ICM definition and sets out the boundaries of a

midwife’s practice as adapted for NPM in India and is as follows:

The NPM is recognised as a responsible and accountable professional who works in partnership with women

to give the necessary support, care and advice during pregnancy, labour and the postpartum period, to

conduct births on the midwife’s own responsibility and to provide care for the newborn and the infant.

This care includes preventative measures, the promotion of normal birth, the detection of complications in

mother and child, the accessing of medical care or other appropriate assistance and the carrying out of

emergency measures.

The NPM/midwife has an important task in health counselling and education, not only for the woman, but

also within the family and the community. This work should involve antenatal education and preparation for

parenthood and may extend to women’s health, sexual or reproductive health and childcare.

NPM may practise autonomously in any setting including the home, community, hospitals, clinics or health

units mostly in MLCUs that is envisaged by GoI.

The NPM will be able to perform full scope of practice as per education and training and Council’s/ MoHFW

regulations and guidelines.

6. COMPETENCIES

The Council adapted the International Confederation of Midwives (ICM) competencies for training of nurse

practitioners in midwifery for India and the framework is given below:

Figure 2. ICM Essential Competencies for Midwifery Practice (2019)

The competencies are organized under 4 categories/domains.

COMPETENCY CATEGORY 1: GENERAL COMPETENCIES

NPMs demonstrate professional accountability as an autonomous practitioner in the delivery of midwifery care as

per ICM standards adopted by the Council that are consistent with moral, altruistic and humanistic principles in

midwifery practice.

General Competencies

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Competencies:

1a. Assume responsibility for own decisions and actions as an autonomous practitioner

1b. Assume responsibility for self-care including personal safety and self-development as a midwife

1c. Appropriately delegate aspects of care and provide supervision

1d. Utilize research to inform practice

1e. Uphold the fundamental human rights of individuals when providing midwifery care

1f. Adhere to jurisdictional laws ethical, regulatory requirements, codes of conduct for midwifery practice

1g. Facilitate women to make individual choices about care

1h. Demonstrate effective interpersonal communication with women and families, health care teams, and community

groups

1i. Facilitate normal birth processes in institutional and community settings, including women’s homes

1j. Assess the health status, screen for health risks, and promote general health and well-being of women and infants

1k. Prevent and treat common health problems related to reproduction and early life

1l. Recognize conditions outside midwifery scope of practice and refer appropriately

1m. Care for women who experience physical and sexual violence and abuse

COMPETENCY CATEGORY 2: PRE-PREGNANCY AND ANTENATAL CARE

NPMs Perform health assessment of woman and fetus, promote their health and well-being, detect complications

during pregnancy, and provide care to women with unexpected pregnancy.

Competencies:

2a. Provide pre-pregnancy and antenatal care

2b. Determine health status of women

2c. Assess the fetal wellbeing

2d. Monitor the progression of pregnancy

2e. Promote and support health behaviors that improve their wellbeing

2f. Provide anticipatory guidance related to pregnancy, birth, breastfeeding, parenthood, and change in the family

2g. Detect, manage, and refer women with complicated pregnancies

2h. Assist the woman and her family to plan for an appropriate place of birth

2i. Provide care to women with unintended or mistimed pregnancy

COMPETENCY CATEGORY 3: CARE DURING LABOUR AND CHILDBIRTH

The NPMs continue to monitor and provide care to woman during labour that facilitates physiological processes

and a safe birth, immediate care to newborn infant and detect complications in mother and infant.

Competencies:

3a. Promote physiologic labour and birth

3b. Manage a safe spontaneous vaginal birth and prevent complications

3c. Provide care of the newborn immediately after birth

COMPETENCY CATEGORY 4: ONGOING CARE OF WOMEN AND NEWBORNS

The NPMs continue to perform health assessment of mother and infant, provide health education and support for

breast feeding, detect complications, and initiate family planning services.

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Competencies:

4a. Provide postnatal care for the healthy woman

4b. Provide care to healthy newborn infant

4c. Promote and support breast feeding

4d. Detect and treat or refer postnatal complications in woman

4e. Detect and manage health problems in newborn infant

4f. Provide family planning services

7. PROGRAM DETAILS

7.1 PROGRAM DESCRIPTION

The NPM program is an 18-month residency program, which includes 12 months of residency education and

training followed by 6 months of intensive practicum/internship. The program mainly focuses on Competency based

education and training facilitated by mastery and experiential learning centered around transformational and

relationship-based teaching and learning integrating Council’s/global educational and midwifery practice standards.

The change in paradigm shift to women-centered and respectful midwife led midwifery services is emphasized

throughout the program recognizing their scope of practice.

The curriculum comprises of theory and practicum (lab and clinical), offered in four course modules namely (i)

Foundations to midwifery, (ii) Normal Pregnancy, birth, postpartum and care of newborn, (iii) Complex care

of woman and care of compromised newborn. Besides the foundational training, the curriculum encompasses hands

on skill training and orientation to the treatment protocols/national midwifery guidelines and drugs permitted for use

by NPMs relevant to midwifery practice.

The program is designed so that learning is scaffolded across the program to enable the progressive development

of the knowledge, skills and values essential for the students to practice with professional competence as qualified

midwives recognizing that the students are registered nurses with some prior midwifery experience. The first two

series of courses provide the opportunity to develop contemporary midwifery knowledge, skills and values with a

focus on promoting normal pregnancy, birth and puerperium, including healthy fetal and neonatal development. The

third set of courses focuses on the deviation from normal including complex care of the woman and newborn as well

as the midwife’s role in primary health care. These courses focus on readying the student for their role as an

autonomous midwife practitioner working in and advocating the new model of midwifery-led care in India. As

described in the curriculum conceptual model, students have opportunity for consolidated learning. The integrated

concepts are incorporated into content and learning activities that increase in complexity throughout the program.

Alongside this, maternity care priorities are addressed with varying emphasis depending on course objectives.

Similarly, the core values and ICM Essential Competencies are also interwoven into course content, learning activities

and practice experience throughout the program.

7.2 PROGRAM STRUCTURE

Courses/Modules

Theory

(Hours)

Practicum (Hours)

Skills Lab

(Hours)

Clinical

(Hours)

Module I: Foundations to Midwifery

90

20

180

1. Indian Healthcare System & Maternal and Neonatal Health (MNH)

scenario in India

2. Professionalism and professional midwifery practice

3. Woman centered continuity of midwifery care & respectful maternity and

newborn care

4. Humanization of childbirth and the impact of communication

5. Legal issues relevant to midwifery practice

6. Ethics in midwifery

7. Education and counseling in midwifery

8. Community engagement and research informed practice

Module II: Normal pregnancy, birth, puerperium and care of newborn

100

40

980

1. Basic Sciences applied to midwifery: Maternal, Fetal and Newborn

Physiology, Pharmacology & diagnostics

and Infection Control

2. Normal Pregnancy, Birth and Puerperium

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3. Care of the Newborn

Module III: Complex Care of woman and care of compromised newborn

40

35

570

1.

Perinatal psychological health

2.

Complex care of the woman

3.

Care of the compromised newborn

4.

Healthy families and communities

Total Hours : 2055 hours

230

95

1730

Internship : 1035 hours

1035 Hours

7.3 GUIDELINES FOR STARTING THE NURSE PRACTITIONER IN MIDWIFERY PROGRAM

7.3.1 The program may be offered at

1. The Government (State/Center/Autonomous) nursing teaching institution offering degree programs in

nursing having parent/affiliated Government Hospital facilities of maternity, and neonatal units along with

primary, secondary and tertiary health care facilities.

OR

Other Non-Govt. nursing teaching institution offering degree programs in nursing having parent hospital

facilities of maternity and neonatal units along with primary, secondary and tertiary health care facilities.

2. The eligible institution shall get recognition from the concerned SNRC for starting the Nurse Practitioner in

Midwifery program for the particular academic year, which is a mandatory requirement.

3. The Council will conduct inspection for two consecutive years for continuation of the permission to conduct

the program.

7.3. 2 Staffing

1. NMP Faculty: M.Sc. Nursing with OBG/Pediatrics/Community health nursing specialty or B.Sc. (Nursing)

with NPM educator training

2. Medical Preceptors: Medical faculty from Obstetrics and Gynecology, Pediatrics and Public Health with 3

years post PG experience/consultant

3. Guest faculty: NHM/MoH&FW officials/Experts from other fields

Teacher student ratio – 1:10

Preceptor student ratio – 1:10

No. of seats – Maximum 30 per batch

7.3.3 Physical facilities

1. Classroom – 1

2. Skills/simulation lab– 1 with necessary equipment and supplies

3. Library – Current nursing textbooks including midwifery, maternal, neonatal & journal (National and

International publications), relevant GoI guidelines/modules

4. Teaching Aids –

LCD projector

Screen for projection

Computer

Laptop

Tablet for IT applications (For ex. Safe Delivery App, e-Partograph and other apps)

Connectors to project tab screens to external screen

4 Mbps internet leased line

5. Office facilities for midwifery educators

7.3.4 Clinical facilities

Minimum Bed strength and other Clinical Facilities:

100-200 bedded Parent Hospital having minimum 50 maternity beds or 50 bedded maternity hospital with an

established MLCU

Labour room as per the LaQshya guidelines of Government of India

Minimum 6 labour tables/beds

Maternal and neonatal units

Case load of minimum 6000 deliveries per year

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Maternity OT and Obstetric HDU/ICU

Separate Kangaroo Mother Care Unit

8-10 level II neonatal beds

Affiliated Heath Subcentre, Community Health Centre and Primary Health Centre

Referral links to tertiary care hospital

Affiliation to Tertiary Hospital – Medical College Hospital

Affiliation with level III neonatal beds

7.4. ADMISSION REQUIREMENTS

7.4.1 Eligibility for admission

The candidate seeking admission to this program should have the following qualifications:

Be a RN & RM with Diploma in General Nursing and Midwifery or B.Sc. (Nursing) qualification.

Possess a minimum of two-years of recent clinical experience in the maternity care with passion toward

midwifery.

In-service candidates are also eligible for admission and will be receiving their regular salary. Being a

residency program, the other students undergoing the program will be given salary equivalent to their

counterparts in the respective organization.

Age 45 years or younger at the time of admission.

Note: The candidate in order to practice midwifery during the period of training, has to obtain temporary/ transfer

registration (RN & RM) in the respective state where the candidate is enrolled in the NPM program.

7.4.2 Selection process

Selection Criteria and Process Overview for Recruitment of NPM is outlined below:

The Entrance exam will be conducted in two parts with certain percentage weightage for each component.

The overall score for entrance examination is 100 marks (60 for written test & OSCE and 40 for interview).

Part 1 – Written Test and OSCE:

-

Written Test (40%): Multiple Choice Questions and two short essay (2 hours duration) covering

the areas of antenatal, intrapartum, postnatal, complication management and neonatal care. Short

essays will be screened for technical proficiency as well as fluency in written English. Some

weightage should be given for proficiency in written English.

-

OSCE – Objectively Structured Clinical Examination (20%)

Part 2 – Interview (40%)

Successful candidates who clear the written test and OSCE will be screened for the following at the

interview:

1) Motivational Screening (20%)

Based on the information provided in the personal statement of the candidate:

a) Passion for woman’s health-to provide respectful care for a positive birthing experience.

b) Willingness to undergo the 18-month residential course at the designated SMTI

c) Willingness to serve as individual practitioners of midwifery care-low-risk pregnancies

and normal births as posted after the training

2) Aptitude Assessment (20%) will be a part of interview process to ascertain spoken English

language proficiency and communication, technical knowledge, leadership and advocacy for client’s

rights, and team spirit.

7.5. ORGANIZATION OF THE PROGRAM

7.5.1 Distribution of the program in weeks (78 weeks):

First 12 months: 52 weeks

Annual Leave + Casual Leave + Sick Leave + Public holidays = 4 weeks

Exam preparation and examination = 2 weeks

Theory and practicum (Skill Lab & Clinical) = 46 weeks

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Next 6 months: 26 weeks of internship

Annual Leave + Casual Leave + Sick Leave + Public holidays = 2 weeks

Exam (competency assessment) = 1 week

Internship experience = 23 weeks

7.5.2 Implementation of the Curriculum

First 12 months (46 weeks)

Block Classes – 3 weeks × 40 hours per week = 120 hours

Clinical Residency of 43 weeks × 45 hours per week = 1935 hours

Total: 2055 hours

7.5.3 Distribution of the Courses for teaching (52 weeks = 2055 hours)

DETAILS

Block classes

3 weeks × 40 hours per week = 120 hours (Full theory block classes – Theory 90 hours + Skill lab 30 hours)

Clinical residency

43 weeks × 45 hours per week = 1935 hours (Theory – 140 hours + Skills lab – 65 hours + Clinical – 1730 hours)

140 hours of theory and 65 hours of skills lab to be integrated during clinical experience. Theory can be covered in

the

form

of

faculty

lecture,

clinical

rounds,

clinical

presentations,

drug

presentations

etc.

First 35 weeks: 6 hours per week × 35 weeks = 210 hours (Theory – 140 + Skill lab – 65 hours and

Next 8 weeks: 2-3 hours per week may be used for revision.

A small individual/group research project to be conducted during clinical postings applying the steps of

research process and written report to be submitted

Total = 230 hours (theory) + 95 hours (skills lab) + 1730 hours (clinical practice) = 2055 hours

7.6. COURSE OF INSTRUCTION

S.No.

Courses/Modules

Theory

Practicum

{Skill Lab (SL) +

Clinical Lab (CL)}

Areas of Clinical Postings

I

Module I: Foundations to Midwifery

90

20 SL + 180 CL

Integrated clinical practice

at all maternity areas of the

hospital

1

Indian Healthcare system & Maternal and

Neonatal Health (MNH) scenario

10

20 CL

2

Professionalism and professional

midwifery practice

18

3

Woman centered continuity of midwifery

care & Respectful Maternity and

Newborn Care

6

8 SL + 40 CL

4

Humanization of childbirth and the

impact of communication

10

8 SL + 20 CL

5

Legal issues relevant to midwifery

practice

6

6

Ethics in Midwifery

4

7

Education and counseling in midwifery

6

2 SL + 20 CL

8

Community engagement and Research

Community responsibility &

leadership and research informed

practice

30

2 SL + 80 CL

II.

Module II: Normal pregnancy, birth,

puerperium and care of newborn

100

40 SL + 980 CL

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S.No.

Courses/Modules

Theory

Practicum

{Skill Lab (SL) +

Clinical Lab (CL)}

Areas of Clinical Postings

1.

Basic sciences applied to midwifery:

Maternal, Fetal and Newborn Physiology,

Pharmacology & diagnostics and

Infection Control

40

12 SL + 210 CL

Integrated clinical practice

2.

Normal Pregnancy, Birth and Puerperium

50

22 SL + 680 CL

Antenatal OPD/ward

Labour room/casualty

Postnatal ward/OPD

3.

Care of the newborn

10

6 SL + 90 CL

SNCU/NICU/postnatal ward

III.

Module III: Complex care of woman

and care of compromised newborn

40

35 SL + 570 CL

1.

Perinatal psychological health

4

60 CL

ANC ward/Labour room/

PNC ward

2.

Complex care of the woman

25

20 SL + 330 CL

Antenatal OPD/ward/

Obstetric HDU/ICU/Labour

room/casualty/maternity

OT/Obstetric HDU/ICU

Postnatal ward/OPD/

Obstetric HDU/ICU

3.

Care of the compromised newborn

8

10 SL + 130 CL

NICU/Postnatal ward/OPD

4.

Healthy families and communities

3

5 SL + 50 CL

ANC OPD/Postnatal OPD/

ward/FP ward

Total = 2055 hours

230 hours

95 SL + 1730 CL

hours

7.7. CLINICAL PRACTICE

7.7.1 Clinical Residency experience: A minimum of 45 hours per week is prescribed, however, it is flexible with

different shifts and OFF followed by on call duty every week or fortnight.

7.7.2 Clinical postings: The students will be posted to the under mentioned clinical area during their training period

First 12 Months

S.No.

Clinical Area

Week/s

1

Antenatal (AN) OPD

6

2

Antenatal (AN) Ward

4

3

Labour Room

12

4

Postnatal (PN) Ward & OPD

4+1

5.

NICU (SNCU)

2

6

OBS Casualty

1

7

OBS OT

1

8

OBS ICU

2

9

Family planning ward

1

10

PHC/CHC

4

11

MLCU

4

TOTAL

42

Next 6 Months of Internship

S.No.

Clinical Area

Week/s

1

AN OPD & Ward

3

2

PN OPD & Ward

3

3

Labour Room

6

4

NICU (SNCU)

2

5.

OBS Casualty & ICU

3

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6

OBS OT

1

7

PHC/CHC

3

8

Miscellaneous

1

TOTAL

22

8. TEACHING AND LEARNING

Teaching learning within the NPM curriculum draws on Experiential Learning theories. Experiential learning

recognizes that learning is an active process that occurs as students interact with authentic activities, experiences and

social encounters. The educational process is underpinned by respect, with educators modelling the respectful care and

communication that these graduates will engage in with women. The student is intentionally situated at the center of

learning and becomes directly involved in the process of constructing knowledge. As such, experiential learning relies

on experience, as the source material and thoughtful reflection to facilitate learning. Providing ‘real world’ context to

activities and experiences aligns students learning to the types of practice and complexities they might encounter as

midwifery graduates. Motivation and engagement increase as students work with real-life situations that require

decision-making that reflect the nature of maternity care environments and promote autonomous roles that need to be

assumed upon completion of the program and called to lead midwifery care in MLCUs.

Experiential learning is also committed to minimizing the theory-practice gap that has been recognized as a

challenge in contemporary tertiary health care education. Experiential learning integrates practice with theory,

avoiding teaching and learning which occurs in silos. As part of the experiential learning pedagogy students will

engage in significant practice experience through midwifery practicums. Practicums will be organized to reflect a

diversity of clinical settings across the continuum of pre-conception, childbirth, to postpartum and will include

hospital and community settings. Students will also be required to engage in defined continuity of care experiences

where they follow women through their pregnancy, labour, birth and puerperium.

Complementing Experiential Learning in this program is Scenario-Based Learning (SBL) and reflective practice.

SBL uses scenarios which reflect realistic situations, for example they may be based on case studies, critical incidents

or narratives, which provide contextual material and/or learning triggers and provide an ideal environment for

exploring practice, complexities and encourage critical thinking, problem solving and decision-making skills. The

learning processes in SBL moves through phases that requires students to engage in the scenario, analyze the situation,

identify learning needs, construct knowledge, reflect and apply learning. Scenario based learning is best provided

through tutorials and flipped classroom, where students can access pre-tutorial readings and recorded lectures to

support the interactive nature of the learning.

A dedicated simulated environment will be developed to provide a safe learning environment where students will

have the opportunity through simulation workshops to develop midwifery skills, work in teams, explore scenarios and

problems, and practice clinical decision-making. Carefully designed simulation activities will also provide the

opportunity to develop communication skills relevant to the women’s needs and health problems, including interacting

with scenarios representing families from different demographic and cultural backgrounds, which is vital considering

India’s cultural and demographic diversity. Inter-professional learning may also be fostered through implementing

team simulation scenarios.

Reflective practice assists students to learn from experience, both positive and negative and to gain new insights

about themselves and practice. Gibbs cyclic model provides a six-stage approach to systematically reflect on an

experience or activity; including description, feelings, evaluation, analysis, conclusion and an action plan.

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Experiential learning supported by scenario based learning and reflective practice will be integrated

throughout the curriculum in both theoretical and practice components. Teaching and learning arrangements will be

organized to encourage collaboration and interaction, examples of teaching modes include tutorials and group work,

online resources and lectures, smart classrooms, personal research and reflection, experiential workshops, journal

club, post clinical reviews.

8.1 Teaching and Learning Methods

Classroom

Skills lab

Clinical

Tutorials and workshop

Lecture cum Discussion

Experiential learning

Self-directed learning

(Annexure III. Learning resources)

Problem based learning

Practice teaching

Micro teaching

Audio-video assisted teaching

Virtual learning – virtual classroom

*Safe Delivery App/any other apps

as self-directed learning

Skill demonstration

Simulation

Scenario based reflective

learning

OSCE (plan and

conduction)

Role play

Drills

Microteaching – skill

demonstrations

Videos

Clinical practice under supervision

Independent clinical practice

Bed side clinics

Reflective learning

Experiential learning

Case presentation

Case studies/discussions

Health talk

Clinical rounds/conference

Drug study and presentation

Microteaching – theory/skill

demonstrations

Field visit/report

Logbook (Annexure-II)

Example: *EdTech based learning may be incorporated throughout the curriculum by integration of Safe

Delivery App into the various teaching methodologies. The Safe Delivery App is a smartphone application

that provides direct and instant access to evidence-based and up-to-date clinical guidelines on BEmONC. The

SDA is used as a teaching and learning tool that covers 11 modules: Infection Prevention, Post Abortion Care,

Hypertension, Active Management of Third Stage Labour, Prolonged Labour, PostPartum Haemorrhage,

Manual Removal of Placenta, Maternal Sepsis, Neonatal Resuscitation, Newborn Management, Low Birth

Weight.

8.2 Assessment Methods

8.2.1 Continuous Formative Assessments (Internal Assessment)

Seminar

Self-assessment through reflective learning as well as peer review

Written assignments (Case studies, Case presentation, Case report etc.)

Case study & Clinical presentation

Group work

Literature reviews

Objective Structured Clinical Examination (OSCE)

Practical assessments – teaching activities (health teaching sessions), simulation

Written examination/Test papers – MCQs, short answers & essay type

Competency Assessment

Clinical performance/practice evaluation

Quizzes

Poster Presentations

Online learning activities

Class presentations including case studies

Debates

Peer Review

Continuous assessment.

Midwifery practice experiences and reflection activities will be documented in a practice portfolio compiled over

the duration of the program. Feedback will be sought from women and midwives (preceptors) with whom students

work.

GIBBS CYCLE

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9. EXAMINATION REGULATIONS

9.1 SCHEME OF EXAMINATION

Course/Paper

Int. Ass. Marks Ext. Ass. Marks Total Marks Duration (in hours)

A. Theory

Paper I (Module 1)

25

75

100

3

Paper II (Module 2 & 3)

25

75

100

3

Theory Total

50

150

200

B. Practical

Midwifery

100

100

200

Practical Total

100

100

200

Grand Total

150

250

400

Note: The Theory and practical examination have to be conducted by the Respective examination board approved by

the Council

9.2 ELIGIBILITY FOR ADMISSION TO EXAMINATION

Percentage of attendance in theory and practical before appearing for examination should be 90%.

Candidate who successfully completes the necessary requirement such as logbook and clinical requirements

is eligible and can appear for the final exam.

However, students should make up 100% of attendance for integrated practice experience and internship in

term of hours and activities before awarding the certificate

9.3. SUPPLEMENTARY EXAMINATION

Failed candidates can appear for the supplementary examination after 6 weeks of the exam failed either

theory or practical only.

Number of attempts – 3

9.4 EXAMINATION PATTERN (Theory & Practical)

Type of Exam

Internal (formative assessment)

External (summative assessment)

Theory

25 marks (tests, assignments, presentations)

75 marks (10 marks – MCQ, 30 marks –

short answers, 35 marks – essay/scenario)

Practical

100 marks (20 for clinical performance + 20 for

clinical assignments + 20 for OSCE + 40 for DOP)

100 marks (40 for OCSE + 60 for directly

observed practical (DOP)

For practical examination maximum number of students per day = 10 students

9.4.1 Examiners for Practical examination

A panel of three examiners: NPM educators–2 (one internal and one external) and medical preceptor–1 (The

examiners as well as the medical preceptor must be involved in teaching the program and be familiar with the

curriculum)

9.4.2 Qualification of examiners

NPM educator, M.Sc. OBG nursing with 5 years of teaching and clinical experience after PG – dual

role/M.Sc. OBG nursing with 5 years of experience as faculty with a minimum of 2 years midwifery clinical

working experience.

Medical faculty/preceptor from Obstetrics and Gynecology, Pediatrics and Public Health with 3 years post

PG experience/consultant.

10. CERTIFICATION

A. Title – Nurse Practitioner in Midwifery (NPM)

B. A title is awarded upon successful completion of the prescribed study program, which will state that she/he

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i.

Has completed the prescribed course of Nurse Practitioner in Midwifery program for a period of 18

months

ii. Has completed 90% of the theoretical and 100% of the practical instruction hours before awarding the

certificate.

iii. Has passed (70% marks both internal and external together) in the theory and practical examination

C. Certification will be done by the Examination Boards as approved by the Council. The SNRC will register

NPM as an additional qualification

11. COURSE DETAILS/MODULES

COURSE MODULE I:

FOUNDATIONS TO MIDWIFERY

Theory (T) – 90 Hours

Practicum: Skill Lab (SL) – 20 Hours

Clinical (CL) – 180 Hours

Course Aim

This course will enable the students to develop a deep understanding of midwifery as profession and the role and

scope of the midwife in both the local and international context utilizing the principles of professional management,

leadership and research informed midwifery practice.

Course Description

Students will explore the history of midwifery in India; the Indian health care system, Maternal newborn health

(MNH) scenario in India, National Family Health Survey; the legal, regulatory and ethical frameworks and

requirements of midwifery practice, including code of ethics and professional conduct, jurisdictional laws, local policy

and guidelines, respectful behaviour, human rights, humanizing birth, shared decision making, confidentiality and

privacy. Midwifery models of care; global significance and the professionalism of midwifery along with the ICM

essential competencies; professional accountability and transparency; inter-professional collaboration and teams;

teaching, supervision and mentoring skills; personal and professional resilience; moral courage; clinical reasoning;

self-care; and professional audit are also included. There will be a specific focus on respectful and compassionate

communication and cultural competency. It will also include community responsibility and midwifery leadership. This

course will also support students to develop lifelong learning skills including evidence-based practice; critical thinking

skills, critical appraisal; research translation; reflective practice; documentation and record keeping.

Course Objectives

1. Demonstrate professional accountability for the delivery of midwifery care as per INC standards that is consistent

with moral, altruistic, legal, ethical, regulatory and humanistic principles in midwifery practice

2. Identify the role of midwifery philosophy and practice in transforming maternity care in India and globally

3. Describe the importance of RMNC and develop strategies to promote respectful and compassionate care

Demonstrate compassionate and effective communication skills for respectful and culturally competent midwifery

care

4. Apply principles of evidence-based practice, critical thinking and reflection to support autonomous midwifery

practice. Utilize the assessment and evaluation data to critically analyze and enhance midwifery practice

5. Explore how the midwife collaborates with the inter-professional health care team and value of respectful

teamwork

6. Describe the advocacy role of the midwife for women, families and communities

7. Identify and apply legal and ethical principles and provisions for midwifery practice

8. Describe the importance of communication, education and counseling of women and families to participate

effectively in midwifery care

9. Understand the role of the midwife as an agent of change for transformative practice

10. Analyse and apply principles of effective leadership, team building, negotiation and conflict resolution skills

11. Discuss appropriate management of midwifery resources and equitable access to midwifery care

12. Review the ethical principles and methodological approaches to research

13. Utilize research to inform practice

Competencies (ICM)

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1. Assume responsibility for own decisions and actions as an autonomous practitioner (1a)

2.

Assume responsibility for self-care including personal safety and self-development as a midwife (1b)

3. Appropriately delegate aspects of care and provide supervision (1c)

4. Utilize research to inform practice (1d)

5. Uphold the fundamental human rights of individuals when providing midwifery care (1e)

6.

Adhere to jurisdictional laws ethical, regulatory requirements, codes of conduct for midwifery practice

(1f)

7. Facilitate women to make individual choices about care (1g)

8. Demonstrate effective interpersonal communication with women and families, health care teams, and community

groups (1h)

COURSE CONTENT

Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

I

T-10

CL-20

Build rapport with students

and educator

Identify the previous

experience of student peers

and working in groups

Confidently begin their

journey as NPM students

Articulate their

understanding of becoming

an NPM

Describe the vision for the

new NPM

Review the structure and

function of health care

system in India.

Describe the provision of

maternity care services

exploring the new initiative

and guidelines

Discuss trends, issues and

complexities in relation to

maternity care provision in

India

Indian Healthcare

System & MNH

Scenario

Introduction

Vision of the NPM

course, overview and

expectations

Accessing resources

(online)

Seminar, tutorial

and working in

groups

Overview of course

assessments,

academic policies

and procedures,

group norms

Indian health care

system

Health care delivery

system: National,

State, District, and

Village level with

reference to MCH

Trends of maternity

care in India

Maternity care

services by GoI

Icebreakers and

get-to-know

your activities

Tutorial

Group work

Online lecture

Self-directed

learning

Integrated

clinical

practice

Group seminar on

Maternity care

services by GoI

Quiz

Essays

Short answers

Explain the epidemiology

of maternal and neonatal

health in India and various

national health programs to

address the issues

Discuss the Maternal and

newborn health scenario in

Maternal and

newborn health

(MNH) scenario in

India

Public Health for

midwives

Epidemiological

aspects and

magnitude of

maternal and

neonatal health in

India

Maternal and

newborn health

scenario in India

Community audit

Discussion and

experiential

learning

Scenarios

Self-directed

learning

Supervised

practice in,

HSC/CHC

Preparation &

presentation of

vital statistics

records

Observation &

implementation of

national health

programs at

HSC/PHC/CHC

Literature search

on MNH care

Essays

Short answers

MCQ

Observation

reports

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Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

India

Describe the quality of

care in MNH

and death case

review

Issues of maternal

and neonatal health:

Age, Gender,

Sexuality, Psycho

socio cultural

factors, gender

disparities

Women

empowerment

Quality of Care in

MNH

II

T-18

Demonstrate understanding

of professionalism and

exhibit professionalism in

the midwifery practice

Explain the history of

midwifery, various

midwifery care models and

the scope of midwifery

practice

Apply the midwifery

model of care in clinical

practice

Describe the characteristics

of midwifery care that

promote physiological

birth process

Explore the physical,

social and cultural factors

which impact on access to

midwife-led care

Contextualize ICM

competencies

Discuss autonomy and

accountability within the

context of midwife led care

and continuity of care

Discuss the role of national

midwifery organizations in

terms of advocacy

Identify importance of

inter-professional

collaboration community

agencies and institutions

Identify and reflect on

critical practice incidents

Demonstrate self-reflection

to recognise personal and

professional limitations

Professionalism and

professional

midwifery

Professionalism:

meaning and

elements,

accountability,

visibility and ethics

in midwifery

practice

History of

Midwifery

Current

scenario: Midwifery

in India

Introduction to

philosophy of

midwifery practice

Contemporary

midwifery practice

Models of

midwifery care –

including distinction

between midwives

and other providers

with midwifery skills

Midwife led

care model, job

description

Access and

barriers to midwifery

care,

ICM

competencies for

basic midwifery

practice

ICM global

standards of

midwifery practice

Scope of

midwifery practice:

Roles and

scope of Nurse

practitioner in

midwifery

Trends in Midwifery

Autonomous

role of

midwife/NPM

Role of Professional

organizations

(National & state

Discussion and

experiential

learning

Self-directed

and guided

learning

Tutorial

Group work

Self-reflection

Application of

midwifery

model of care in

clinical practice

Self-study and

self-reading of

ICM code of

Ethics

Personal

philosophy of

midwifery practice

Essays

Short answers

MCQ

Assessment of

assignment

Self-reflection

and assessment

of learning needs

in relation to

ICM

competencies

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Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

Define and Apply critical

thinking and clinical

reasoning to care scenarios

Discuss importance of

maintaining continuing

midwifery competence and

professional development.

Formulate a strategy for

self-care and managing

personal safety in

midwifery practice

Demonstrate knowledge to

assume responsibility for

decisions and actions as an

autonomous practitioner

Explore the role of the

midwife as

preceptor/mentor

Demonstrate understanding

of this role in midwifery

practice

midwifery

associations) and

advocacy

Inter-professional

collaboration and

teamwork

Framework for

quality maternal and

newborn care

Integrality

framework (Lancet

series)

Review of scope of

practice and referral

pathways

Communication and

documentation.

Reflective practice

and Clinical

reasoning

Reflective thinking

and practice

Bass model of

holistic reflection

Moral courage

Critical thinking and

Clinical reasoning

Continuing

professional

development in

midwifery

Personal and

professional

resilience; self-care;

human rights

Self-care

Resilience

Moral courage &

Ethical practice

Accountability

for practice

Support services,

debriefing

Teaching, mentoring

and supervision

Teaching strategies

appropriate to

midwifery teaching

Mentorship,

preceptorship

Clinical supervision

Respectful care and

supervision

Group

discussion

Critical

reflection

conversations

(groups of

three)

Scenario

Group work

Group

discussion

Tutorial

Group work

Scenario

based learning

Case review

Tutorial

Group work

Scenario

based learning

Role play

Summative

essay on the

lancet series

Summative

reflective

practice cycle

report

Formative

reflective

exercise

Formative group

role play

III

T-6

SL-8

CL-40

Describe the principles of

woman centered care and

the benefits to women and

their babies

Define midwife-led care

and midwifery continuity

of care

Identify how midwife-led

continuity of care affects

maternity care, maternal

Woman centered

continuity of

midwifery care &

Respectful Maternity

and Newborn care

Relationship-

based care & woman

centeredness

continuity of

midwifery care

Discussion

and experiential

learning

Role play

Video –

RMNC

Integrated

Clinical practice

in maternity

ward,

Role play on

RMC

Evidence

based essay

Short

answers

MCQ

Assessment

of clinical

performance

with Checklist

Self-

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Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

and newborn outcomes

Link the practice of

woman centred care to the

provision of respectful

maternity care

Develop strategies to

promote respectful and

compassionate maternity

care

Describe the importance of

RMNC

Review the principles of

cultural competence

Explore the inequities

faced by women from

diverse cultural and hard-

to-reach communities

Discuss cultural

competence within context

of woman-centered care

Compassionate

care

Introduce

continuity of care

experience

requirements within

the program

Respectful maternity

and newborn care

(RMNC)

What is RMNC

Type of care

expected for women

and family

Importance of

RMNC in improving

quality of care

Clients’ rights for

health care

Client Privacy

Social

accountability,

Creating Social and

Cultural Barrier Free

Environment

Behavior change

strategy for RMNC

services

RMC for women in

MLCU’s

RMC at all level of

facilities

o Preconception

o During ANC

o During labour

o During delivery

o During

postpartum period

Newborn care

integrated into RMC

Respectful

communication –

bereavement,

maternal death,

newborn death, IUD,

still birth

RMC in

complication

RMC during

psychological

morbidity of women

postpartum

RMC for

Differently-abled

woman

Role of NPM

in assuring RMNC in

MNH service

Integrating cultural

competence

Cultural competence

Cultural safety

Cultural diversity

Myths and taboos

Tutorial

Group

work

Scenarios

Self-

directed

learning

Exercises

reflection and

assessment of

learning needs in

relation to ICM

competencies

Self-

assessment

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Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

related to childbirth

IV

T-10

SL-8

CL-20

Articulate the charter for

human rights and the

influence on midwifery

practice

Describe how humanized

care can impact on the

woman’s childbirth

experience and

communication

Communicate effectively

with women, family and

professional colleagues

fostering mutual respect

and shared decision

making to enhance health

outcomes

Recognize barriers to

effective communication

and challenges within

diverse cultural

communities

Discuss the importance of

language and

communication in

promoting normal birth

and building women’s

confidence, including

working with pain in

labour

Humanization of

childbirth and the

impact of

communication

Humanization of

childbirth

Charter of human

rights

Respectful and

compassionate

communication and

care

Childbirth

experience

Woman centered

language

Communication

Channels and

techniques of

communication

Culturally sensitive

communication

Team

communication

Information

technology tools in

support of

communication

Barriers to effective

communication

Communication

between woman and

midwife to build

woman’s confidence

and promote normal

childbirth experience

Interactive

workshop

Tutorial

Group work

Scenario based

learning

Lecture cum

discussion

Communi-

cation

workshop

Role play

Digital records

MCQ

Short answers

Engagement in

workshop and

reflection report

Evaluation of

teaching plan for

health education

Assessment of

role playing

V

T-6

Explain, legal

and regulatory principles in

midwifery practice within

the legal framework of

India

Describe the provision of

maternity care services

exploring the new initiative

and guidelines

Identify key legislation

governing the practice of

midwives

Explain the types and

elements of consent to

Legal issues relevant

to midwifery

National legal

framework for

Medical Practice

including National

Health Policy 2017

INC

regulations &

Practice standards

for midwifery and its

rationale

o

Policies and

procedures

Discussion and

experiential

learning

Scenarios

Case

discussions

Role play

Debate

Panel

discussion

Presentation –

ethical and legal

issues in

midwifery

Assessment of

presentation

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Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

health care

Apply beginning level

knowledge of the law to

common situations

encountered within

midwifery practice in India

Explore and reflect upon

the nature of ethics and

diverse moral and ethical

outlooks people hold

o

Establishing

standing orders

and protocols

National Legal

framework for

midwifery practice

and its implications

Adoption laws,

MTP act, Pre-Natal

Diagnostic Test

(PNDT) Act,

Surrogate mothers

Scope and specifics

of national MNH

Guidelines of the

MoH&FW

Professional conduct

and accountability

Informed consent

Record Keeping

Confidentiality

Documentation

VI

T-4

Explore and reflect upon

the nature of ethics and of

the diverse moral and

ethical outlooks people

hold.

Describe globally accepted

ethical principles

underpinning ethical

maternity health care

Demonstrate understanding

of the significance of the

INC and ICM code of

ethics and code of

professional conduct

Ethics in Midwifery

Ethics

Ethical principles

Shared decision

making

Ethical decision

making

INC Code of ethics,

ICM codes of ethics

Professional

boundary

Midwifery Code of

ethics and its

implications

Ethical (bioethics)

issues in maternal

and neonatal care

Codes of moral

behavior, human

rights

Professional values

and professional

conduct

Tutorial

Group work

Online lecture

Scenario based

learning

Case studies

Assignment on

ethical principles

in midwifery and

its importance

Evaluate

understanding of

the application

of ethical

principles to

situations

encountered in

midwifery

practice

VII

T-6

SL-2

CL-20

Discuss the principles and

practice of health

education with women and

family throughout the

childbearing cycle

Apply the counseling skills

specific to reproductive

and maternal health

Education and

counseling in

midwifery

Principles of

teaching and

learning

Principles and

practice of health

education throughout

the childbearing

cycle

Assessment of

informational and

educational needs of

mothers and families

Developing

education materials

Counseling

Active listening and

Peer teaching-

women and

family

education

Patient

engagement

Exercise (Ex.

discharge

planning for

postnatal care at

home)

Counseling

sessions – Role

play

Conduct a group

health education

program for the

antenatal women

on preparation of

labour & child-

birth

Prepare education

materials on

relevant topic

Assessment of

prepared

education

materials

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THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

Counseling skills

specific to

reproductive health

Women and family

counseling during

breaking bad news

VIII

T-30

SL-2

CL-80

Community

engagement &

research informed

practice

T-2

Discuss importance of

ethics in research

Demonstrate knowledge of

contemporary research

ethics guidelines

Identify areas of research

bias and how this

influences knowledge

production

Describe research

limitations and restrictions

A. Research ethics,

bias and research

limitations

History of research

ethics

National and

international codes

of ethics

Institutional ethics

approval

Research ethics,

Academic integrity

Types of research

bias

Research limitations

Tutorial

Group work

Essays

Short answers

MCQ

T-4

Identify key philosophical

concepts that underpin

advocacy in midwifery

practice

Identify key theories of

change

Describe transformative

midwifery practice

Demonstrate an

understanding of

contemporary leadership

Identify elements

underpinning effective

team building and

negotiation skills

Identify strategies to

respond to community

needs

Community

Responsibility &

Leadership

Midwifery leadership

Midwife’s roles

Advocacy, moral

courage

Midwifery

philosophy

Assertiveness

Human rights

Change theories

Agents of change

Transformative care

InnovationRhesus

incompatibility

Leadership

Leadership

Personality styles

Team building,

Negotiation

Conflict resolution

Respectful

communication

Emergency response,

community

development

Myer Briggs

personality style

Tutorial

Group work

Scenario based

learning

Online

resources

Personality quiz

Essays

Short answers

MCQs

Summative

continuous

assessment –

community

development

plan

T-6

CL-40

Describe role of NPM in

leadership, management

and supervision of

Management in

MLCU

Management

Discussion and

experiential

learning

Exercises/case

studies

Essays

Short answers

MCQ

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

93

Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

maternal and neonatal care

in various health care

settings including MLCUs

Utilize advocacy skills and

cultural competence for

promoting midwifery

education and midwife led

continuum of care

Discuss the sustainable

development goals

Explore equitable access to

midwifery care

Review strategies for

effective management of

midwifery resources

Demonstrate knowledge of

Midwifery led care units

Definition, principles

and elements

Management of

(time, material and

personnel) MLCU/

Maternity unit and

NICU

Team management

Soft skills

Transportation

services for high risk

mothers and

newborn

Maintenance of

Records & Reports

Nursing and

midwifery audit

Clinical audits –

MDSR (maternal

death surveillance

and response); CDR

(clinical data

repository)

Infection prevention

protocols

Quality assurance of

MNH services

Quality assurance of

midwifery training

Clinical supervision

Introduction,

definition and

objectives

Principles and

functions

Qualities of

supervisor

Responsibilities

of clinical

supervisors

Access to resources

and resource

management

o SDG

o Equitable

distribution of

resources

o Resource

management

o Equity and rights,

midwifery led

continuity of care

units

o Environment

concerns

Scenarios

Case studies

Role play

Observation

Summative

continuous

assessment –

midwifery led

unit incorporated

into community

plan

T-2

Compare and discuss of

qualitative and quantitative

research paradigms

Describe methodologies

associated with these

paradigms

B. Research Informed

Practice

Introduction to

research

methodologies

Introduction to

methodology

Epistemology and

ontology in research

Tutorial

Group work

Online

resources

Essays

Sort answers

MCQ

94

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

Overview of

qualitative and

quantitative research

paradigms

T-6

CL-40

Differentiate and describe

the main quantitative and

qualitative research

methodologies

Formulate a research

question

Develop a quantitative

research question

Critically evaluate an

example of quantitative

research

Identify and apply critical

research tools to

quantitative research

articles

Quantitative &

qualitative research

Overview of

quantitative and

qualitative

methodologies

Research questions

in quantitative and

qualitative research

Data Collection and

Analysis

Statistics

Preparing research

proposal

Practice challenges

Research critique

Use of critiquing tool

Group work

critique of

quantitative

research paper

Development of

Research

questions for

quantitative

research and

qualitative

research

Research project

proposal plan

Conduct of

research

Group

presentation on

research

methodologies

T-4

SL-2

Devise a literature search

based on research

questions.

Identify key words;

employ Boolean operators

and MeSH headings

Identify and select relevant

literature

Analyse and synthesise

research literature.

Conduct a literature review

Literature review

Literature search

strategies

o Literature search,

data base,

keywords

o Boolean operators

Selection of relevant

literature

Critical appraisal,

analysis and

synthesis

Writing literature

review, formulating

recommendations

Tutorial

Self-directed

study

Critique and

selection of

papers

Review of

literatures for

research project

Critical analysis

and Literature

review

T-4

Identify the different

sources of Data and

Evidence for Midwifery

Practice

Data Sources and

Evidence for

midwifery practice

(EBMP)

Facility/District/

State – available

registers, HMIS,

DLHS

Indian – NFHS,

RHS, SRS, HMIS,

DLHS, AHS,

Census, MOHFW

GoI guidelines

Global standards –

WHO/ICM

recommendations,

COCHRANE; State

of Worlds Reports

Evidence based

Midwifery practice

Data base search

Tutorial

Self-directed

study

Evidence

review

Literature search

on MNH care

Research study

based on area of

work (e.g. WHO

Intrapartum

recommendations

or LAQSHYA

indicators)

EBMP – Journal

club

Essays

Short answers

MCQ

Assessment of

assignments

Assessment of

completed

research study

presentation and

report

T-2

Discuss the purpose of

research dissemination

Identify research

dissemination methods

Apply knowledge

translation techniques

(design poster)

Research

dissemination and

knowledge translation

Purpose and methods

of research

dissemination

Knowledge

Group work

Designing

posters

Presentation of

poster

Group work

(critique)

Research

symposium

Formative poster

and research

presentation

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

95

Unit Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

Design poster based on

literature review findings

translation and

practice change

COURSE MODULE II:

NORMAL PREGNANCY, BIRTH, PUERPERIUM AND CARE OF NEWBORN

{1. Basic Sciences applied to midwifery, 2. Normal pregnancy, birth & puerperium and 3. Care of newborn}

Theory (T) – 100 Hours

Practicum: Skills Lab (SL) – 40 Hours

Clinical (CL) – 980 Hours

Course Aim

Drawing on the Council’s philosophy and ICM essential competencies for midwifery practice, the course aims to

enhance the Knowledge and skills to promote physiological birth and provide skilled, knowledgeable, respectful and

compassionate midwifery care to the woman and newborn in both community and institution. The review of

knowledge of basic sciences that include anatomy and physiology of reproduction and fetal development,

pharmacology & diagnostics and infection control supports the midwifery practice in facilitation of normal

physiological birth.

Course Description

This course module is designed to enable the NPMs to review the principles of related biological and behavioral

sciences and midwifery to promote physiological birth and provide respectful quality care that includes anatomy and

physiology of male and female reproductive system, conception, menstruation and ovulatory cycle; normal

physiological changes that occur in pregnancy, labour, birth and puerperium; fetal growth and development, fetal

circulation; normal neonatal physiology; development and pharmacology & diagnostics and infection control.

Antenatal care that includes assessment and screening, antenatal education and empowerment; Intrapartum care

that includes 1st, 2nd 3rd and 4th stage of labour, assessment of progress, supporting women in labour and birth,

promotion of physiological birth; working with pain with non-pharmacological and pharmacological pain relief,

assessment of fetus, assessment of perineal trauma, perineal suturing; active and expectant management of 3rd stage,

timely referral; and postnatal care that includes maternal care, transition to parenthood – mother, father and family,

promoting attachment, skin to skin, establishing breastfeeding, managing breastfeeding challenges, documentation,

reporting, community care are dealt in detail. It will address the knowledge and skills required to develop quality

practice skills care for the newborn and promote a healthy transition to life that includes immediate care of the

newborn, newborn assessment, essential newborn care; complete physical examination; newborn health needs;

nutritional needs of the newborn, skin to skin; breastfeeding; maternal newborn bonding; growth and development of

the infant; prophylactic measures; immunisaton; providing evidence based information to parents; consideration of

cultural norms; and respectful care to newborn.

Course Objectives

1. Demonstrate professional accountability for the delivery of midwifery care as per the Council’s standards that are

consistent with moral, altruistic, legal and ethical and regulatory and humanistic principles in midwifery practice

2. Discuss the anatomy and physiology of the female reproductive system and conception

3. Explain fetal and placental growth and development

4. Describe the maternal physiological changes that are associated with pregnancy, labour and birth and puerperium

5. Assess and provide pre pregnancy care including counseling

6. Assess and provide care for women in the antenatal, intranatal and postnatal period including conduction of

normal deliveries

7. Assess and provide care for neonates

8. Describe the primary physiological adaptations that the newborn undergoes following birth and the physiological

basis of secure bonding and attachment.

9. Demonstrate sound knowledge of applied pharmacology and principles of prescribing

10. Identify and use medicines appropriately in midwifery, obstetric emergencies and complex situations as per GoI

guidelines

11. Implement infection control practices in maternal and newborn care facilities

96

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Competencies: (ICM)

1. Adhere to jurisdictional laws, regulatory requirements, code of conduct for midwifery practice (1f)

2. Provide pre-pregnancy care (2a)

3. Determine health status of woman (2b)

4. Assess the fetal wellbeing (2c)

5. Monitor the progression of pregnancy (2d)

6. Promote and support health behaviors that improve their wellbeing (2e)

7. Provide anticipatory guidance related to pregnancy, birth, breastfeeding, parenthood, and change in the family

(2f)

8. Detect, manage, and refer women with complicated pregnancies (2g)

9. Assist the woman and her family to plan for an appropriate place of birth (2h)

10. Promote physiologic labour and birth (3a)

11. Manage a safe spontaneous vaginal birth and prevent complications (3b)

12. Provide care of the newborn immediately after birth (3c)

13. Provide postnatal care for the healthy woman (4a)

14. Provide care to healthy newborn infant (4b)

15. Promote and support breast feeding (4c)

1. Basic Sciences applied to Midwifery

Theory: T – 40 hours, Skill Lab: SL – 12 hours, Clinical: CL – 210 hours

A. Maternal, Fetal and Newborn Physiology

Unit

Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

1

T-3

SL-4

Review the

reproductive system

Understand the

female hormonal

cycle (ovarian and

uterine)

Review of anatomy &

physiology of human

reproductive system

Anatomy and

physiology of human

reproductive system:

Hormonal cycles

Female pelvis and

Fetal skull (with feto-

pelvic relationships)

Discussion and

experiential

learning

Self-directed

learning

Presentations/seminars

Demonstration –

female pelvis and fetal

skull

Essays

Short answers

MCQ

2

T-4

SL-2

Understand the

process of

fertilization and

conception

Understand

placental

development and

function

Demonstrate

knowledge of fetal

growth and

development in

early pregnancy.

Embryology and Fetal

growth and

development

Fertilization and

Implantation

Embryological

development

Placental

development

Placental function;

blood brain barrier

Fetal development

Fetal circulation

Fetal nutrition

Tutorial

Group work

Online lecture

Self-directed

learning

Foetal circulation –

schematic

representation

Evaluation of

the assignment

3.

T-3

SL-2

Recognize

physiological

changes in early

pregnancy across

the body systems

Understand the

interaction of

pregnancy

hormones

Physiological changes

in pregnancy

Physiological changes

in early pregnancy

including;

cardiovascular,

hematological,

endocrine, digestive,

respiratory, uterine,

renal, immune system

musculoskeletal,

integumentary

Hormones of

pregnancy

Ongoing signs of

Tutorial

Group work

Online lecture

Self-directed

learning

Quiz

Educational

resource

development

[भागIII—खण्‍ड 4]

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97

Unit

Hours

Learning Outcomes

Content

Teaching

Learning

Activities

Assignments

Methods of

Assessment

pregnancy

B. Pharmacology and Diagnostics

Unit Hours

Learning Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

1

T-3

Discuss the role of

pharmacology in safe

and effective

midwifery practice

Discuss factors that

determine the safe use

of medicines

Describe the

regulation, scheduling

and classification of

medicines in India

Define

pharmacodynamics

and its role in

medication use

Understand the

principles of

pharmacokinetics

Review of Pharmacology

Role of pharmacology in

safe and effective

midwifery practice

Classification and

schedule of drugs

Principles of safe drug

administration

Regulation, safe use of

medicines

Pharmacokinetics and

pharmacodynamics

Mechanisms of

Drug action/reaction

Drug absorption,

Drug distribution

Metabolism and

excretion,

Principles of

pharmacokinetics and

pharmacodynamics

Lecture

Group work

Self-directed study

Quiz

2

T-3

Understand how

medicine moves

between the blood

and the placenta

or breast milk and

factors that affect this

movement

Identify important

considerations for the

use of medicines

during pregnancy and

breastfeeding

Identify medicines

known to cause birth

defects

Identify medicines that

may adversely affect

breastfeeding

Explain the prevention

and treatment(s) of

drug side effects

Medicines in pregnancy

and breastfeeding

Blood brain barrier

Teratogens and its effect

Medicines and Birth

defects

Pregnancy risk and drug

classification

Advice to women and

family (including special

precautions while taking

medicines)

Lecture

Group work

Self-directed study

Quiz

3

T-4

Demonstrate an

understanding of the

pharmacological basis

of action of medicines

used to manage

conditions in

pregnancy

Describe the adverse

effects associated with

medicines

Explain the prevention

and treatment(s) of

drug side effects

Demonstrate an

understanding of the

pharmacological basis

Commonly used

medicines and their side

effects

Classification,

Mechanism of action,

Dosage, Uses, Side

effects

Drugs use in

pregnancy, labour and

breast feeding: Oxytocin,

ergometrine,

Misoprostol, analgesia

Antibiotics

Antipyretics and

Anti-inflammatory

agents

Scenarios

Case study

Tutorial

Group work

Self-directed study

Drug

presentation &

Case reports

Case study

MCQ

Short

answers

Essays

98

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit Hours

Learning Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

of treatments used in

the management of

pain

Identify specific

analgesic medicines

that are not

recommended for use

during pregnancy and

breastfeeding

Antiemetic

Laxatives

Vitamins,

Antifungal

Anthelminthic.

4

T-10

CL-90

Understand and

implement the

principles of safe drug

administration

Administer the correct

drug treatment as per

regulations

Understand medicine

calculations

Prescribe permitted

drugs for women as

per the protocols

Prescription and safe

administration of

medicine

Fundamentals of

prescribing

Principles of prescribing

and factors influencing it

Implications of

wrong practices related

to prescribing (using case

studies)

Prescriptive role of

Nurse Practitioners

Professional, legal and

ethical issues relevant to

prescribing practice

o Process and steps of

prescribing

o Prescribing

competencies

List of drugs that can be

administered by nurse

practitioner as approved

by GoI

Implications of

wrong practices related

to prescribing (using case

studies)

Side effects

(classification and

management)

Drug calculations and the

8 rights of drug

administration

Safe drug administration

Informed consent

Documentation:

accurate and complete

records

Scenarios

Case study

Tutorial group work

Simulation workshop

Reflective learning log

and interactive

discussion/ learning

Experiential/Clinical

placement under the

preceptorship of

medical expert

Integrated Clinical

practice in maternal

neonatal areas

Writing prescription

Review of literature-

laws and regulations,

trends of nurse

prescribing practice

Drug dosage

calculation

Drug

presentation &

Case reports

Simulated

OSCE

MCQs

Short

answers

Essays

Case-study

analysis

5

T-3

CL-40

Demonstrate

understanding of

supplementation

Identify non-

pharmacological

principles of working

with pain

Non Pharmacological

Therapy: Complementary

therapies and

supplementation

Vitamin supplementation

Complementary

therapies

o Acupressure,

Acupuncture

o Yoga

o Reflexology

o Water birth

Scenarios

Case study

Tutorial group work

Demonstration

of various

complimentary

therapies during

labor

Simulated

OSCE

MCQs

Short

answers

Essays

6

T-3

SL-2

CL-40

Identify screening

tools used to determine

risk

Understand the use of

technology in

pregnancy and labour

Technology and

diagnostics

Screening, use of

ultrasound

Ferning

Speculum exam

Scenarios

case study

Tutorial group work

Simulation workshop

Demonstration on

collection of various

Essays

Short

answers

Simulated

OSCE

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

99

Unit Hours

Learning Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

Consider the over use

of technology in

midwifery care

Demonstrate skills in

performing selected

diagnostic/screening

procedures for women

Bishops score

CTG – Clinical

reasoning,

Vaginal smear

Visual inspection with

acetic acid (VIA)

PAP smear

Collection, treatment of

various specimens, and

preparation of them for

Examination

specimens and specific

tests

C. Infection Control

Hours

Unit

Learning Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

T-4

SL-2

CL-40

Infection

Control

Explain the

infection control

policies

Demonstrate skills

in infection control

practices

Explore and reflect

on the role of

NPM and health

team in infection

prevention

Infection Control

National guidelines and

institutional policy

Principles of prevention

of infection

Standard precautions for

prevention of infections

o Hand washing

o Use of protective attire

o Processing of used

items/equipment

o Proper handling and disposal

of sharps

o Maintaining a clean

environment

o Biomedical waste disposal

National infection control

guidelines

o Role of NPM and health team

in infection prevention/control

Discussion and

experiential

learning

Games

Demonstration

using IP materials

Skill

demonstrations –

infection practices

to reach expert

level in IP

Videos

Clinical practice

Self-directed

learning

Safe Delivery

App module on IP

Review notes

on national

guidelines

Draw from

clinical

experience

and write

infection

control

related

practice

standards

OSCE/OSPE

2. Normal Pregnancy, Birth and Puerperium

Theory: T – 50 hours, Skill Lab: SL – 22 hours, Clinical: CL – 680 hours

Unit Hours

Learning

Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

1

T-4

CL-40

Identify and

implement the

chain of referral

system

Identify and

apply policies

and protocols

required to

stabilize women

and newborn

for referral

Chain of Referral system

Review of Laws and regulations of

India that govern midwifery practice

Existing chain of referral system

Limitations and possibilities of other

health care providers

Policy and protocols for referral,

range of strategies

Conditions requiring referral, when,

where and how to refer for each

condition

Transport arrangements: community

resources, advice to families and

referral note

Follow up: feedback on cases referred

Records and reports on referrals

Discussion and

experiential

learning

Supervised clinical

practice

Writing

referral

slip/note

“Emergency

referral”

action cards

in the safe

delivery app

(SDA)

Essays

Short answers

MCQ

2

T-4

SL-2

Facilitate a

partnership2

Beginning the pregnancy journey

Pre pregnancy Care

Discussion and

experiential

Pre-

conception

Evaluation of

skills using

2Note that in a partnership relationship between a midwife and a woman, both make equally essential (but different)

contributions. The woman defines who her family are and how they will be involved. Information is shared, decisions

100

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit Hours

Learning

Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

with women

through

continuity of

care

Explain the

significance of

pre pregnancy

care

Recognize birth

as a normal life

event for

women and

their families

Provide

preconception

care for eligible

couples

Provide

information and

develop skills to

enable shared

decision making

in midwifery

practice

Understand and

advocate for

planned

parenthood

Review of Sexual development (Self

Learning)

Socio-cultural aspects of human

sexuality (Self Learning)

Evidence based screening for health

problems such as diabetes,

hypertension, thyroid conditions, and

chronic infections that impact

pregnancy

Pre-conception counseling (including

awareness regarding normal births)

Planned parenthood

Genetic counseling (Self-Learning)

Assess and confirm pregnancy

learning

Demonstration

Role play –

counselling

Tutorial

Group work

Case study

counseling

History

taking and

assessment of

health status

of women

Assessment

of nutritional

status and

screening of

women

checklist

Assessment of

clinical

performance

with using

checklist

Evidence

based essay

3

T-6

SL-2

CL-50

Respond

effectively to

women’s

individuality,

lack of

knowledge their

social and

cultural

contexts.

Explain the

significance of

antenatal care

for the women

and family

Demonstrate

skills in

providing

antenatal care,

health education

for pregnant

women and

continuity of

care

Promote equity

and access to

care during

pregnancy

Recognize birth

as a normal life

event for

women and

their families.

Describe the

need for

documentation

Pregnancy assessment and midwifery

care during 1st Trimester

Review of Normal pregnancy

Review of Maternal nutrition and

malnutrition

Diagnosis of pregnancy – signs and

symptoms, differential diagnosis,

confirmatory tests

Definition, nature, objectives and

importance of antenatal care

Building partnership with women

following RMC protocol

Antenatal assessment: History taking,

physical examination, breast

examination, obstetrical and pelvic

examination (Leopold’s maneuvers),

laboratory investigation

Identification and management of

minor discomforts of pregnancy

Antenatal care and counseling

(lifestyles in pregnancy, nutrition,

shared decision making, risky

behavior in pregnancy, counseling

regarding sexual life during

pregnancy etc.)

Screening for antenatal anxiety

Screening for family violence

Point of Care and One Stop service

during ANC

Danger signs during pregnancy

Birth preparedness and

complication readiness (including

promoting “Normalcy during

pregnancy”)

Childbirth preparation

Discussion and

experiential

learning

Demonstrations

Bed side clinics

Case discussions

Seminar

Nursing rounds

Supervised clinical

practice in

antenatal OPD and

ward

Self-directed

learning

Skilled Birth

Attendant module

Online lecture

Scenario based

learning

Health

education

Case

presentation

Bed side

clinic

Clinical

Conference

Antenatal

history taking

and

assessment

Draw a

micro-birth

plan

Laboratory

investigations

: perform and

interpret –

UPT, Hb

estimation,

HIV/Syphilis

testing; urine

analysis for

albumin and

sugar

Assessment

of fetal well-

being

Antenatal

counselling

Essays

Short answers

MCQ

Assess

clinical skills

using

procedure

checklists

Assess

clinical

performance

using rating

scale

OSCE/OSPE

are negotiated, and the woman makes decisions that are right for her. The midwife upholds the woman’s decisions.

See chapter on partnership in practice in Pairman et al textbook.

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

101

Unit Hours

Learning

Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

and record

keeping

Respectful care and compassionate

communication

Recording and reporting

Clinical procedures as per the GoIs

guideline

Various models of ANC and their

evolution

GoI current model of ANC

provision

Role of Doula/ASHA’s

Role of nurse practitioner in

midwifery

4

T-5

SL-2

CL-45

Demonstrate

knowledge of

midwifery

practice

throughout the

2nd trimester

Maintain

woman centered

relationship-

based care

Assess fetal

growth and

development

Discuss

management for

existing disease

or pathology

Facilitate

ethical

midwifery

practice

promoting

maternal

autonomy and

choice

Midwifery care during 2nd trimester

of pregnancy

Education and management of

physiological changes and

discomforts of 2nd trimester

Rh negative and prophylactic

anti D

Second trimester tests and health

education

Interpreting screening results

Health education on IFA,

calcium and vitamin D

supplementation, glucose tolerance

test, immunization etc.

Informed decision making

Antenatal assessment:

abdominal palpation, fetal

assessment, auscultate fetal heart rate

-Doppler and pinnards,

Assessment of fetal well-being:

fetal pattern, DFMC, biophysical

profile, Non stress test, cardio-

tocography, USG, Vibro acoustic

stimulation,

2nd trimester antenatal care,

Women centered care

Respectful care and

compassionate communication

Referral and collaboration,

empowerment

Ongoing risk assessment

Maternal Mental Health

Role of Doula/ASHAs

Tutorial

Group work,

Online lecture

Scenario based

learning

Case study

Simulation

workshop

Case

presentation

Bed side

clinic

Clinical

Conference

Antenatal

history taking

and

assessment

Assessment

of fetal well-

being

Antenatal

counselling

Quiz

Competency

based

assessment

OSCE

5

T-5

SL-3

CL-50

Demonstrate

knowledge of

midwifery

practice

throughout the

3rd trimester

Maintain

woman centered

relationship-

based care to

develop birth

plan

Provide

antenatal and

preparation for

birth and

breastfeeding

education to

Midwifery care during 3rd trimester

of pregnancy

Physiological discomforts during 3rd

trimester

Third trimester tests and screening

Fetal engagement in late pregnancy

3rd trimester antenatal education

classes,

Birth preparedness and complication

readiness

Health education on exclusive

breastfeeding

Danger signs of pregnancy –

recognition of ruptured

membranes

Ongoing risk assessment

Cultural needs

Women centered care

Respectful and compassionate

communication

Alternative birthing positions-

Tutorial

Group work

Online lecture

Scenario based

learning

Case study

Simulation

workshop

Demonstration of

birthing position

Case

presentation

Bed side

clinic

Clinical

Conference

Antenatal

history taking

and

assessment

Draw a

micro-birth

plan

Assessment

of fetal well-

being

Antenatal

counselling

Quiz (end of

course exam)

Competency

based

assessment

102

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit Hours

Learning

Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

build each

woman’s

confidence

women’s preferred choices

Role of Doula/ASHA’s

6

T-5

SL-2

CL-

120

Apply the

physiology of

labour

Describe how a

midwife builds

a woman’s

confidence and

provides

respectful cares

for the women

during labour

Encourage the

role of birth

companion

during labour

Discuss the

effect of the

midwife's (and

other team

members)

language on the

woman's

emotional well-

being

Discuss how to

maintain an

environment for

labour in which

the woman feels

safe

Working

effectively with

pain during

labour

Midwifery care during first stage of

labour

Review of

Normal labour and birth

Onset of birth/labour

Per vaginal examination (if

necessary)

Stages of labour

Organization of labor room-

Triage, preparation for birth

Positive birth environment

Respectful care and

communication

First Stage:

Physiology of normal labour

Monitoring progress of labour

Using Partograph

Pain relief in labour (non-

pharmacological and

pharmacological)

Assessing and monitoring fetal

well being

Psychological support –

Managing fear

Activity and positioning for

labour

Nutrition during labour

Care during 1st stage of normal

labour

Positive childbirth experience

for women

Birth companion for labour

Safe environment for mother

and newborn to promote bonding

Role of Doula/ASHA’s

Evidence based theories (eg:

becoming a mother) and practice

in relation to labour interventions

Discussion and

experiential

learning

Bed side clinics

Case discussions

Seminar

Simulation

Video

Demonstrations

Supervised

clinical practice in

labour ward

SBA,

IMNCI, NSSK

modules

LaQshya

guidelines

Bed side

clinic

Health

education

Case

presentation

Clinical

Conference

Case study

Plotting and

interpretation

of partograph

Supervised

clinical

practice

Essays

Short answers

MCQ

OSCE/OSPE

Assessment

of skills

using

procedure

checklist

Assess

clinical

performance

with rating

scale

7

T-5

SL-2

CL-

120

Apply

knowledge of

the physiology

of birth to

midwifery care

Discuss how the

midwife

provides care

and support for

the women

during birth to

enhance

physiology and

promote normal

birth

Midwifery care during second stage

of labour

Physiology (Mechanism of

labour)

Signs of imminent labour

Intrapartum monitoring

Birth position of choice

Warm compresses

Vaginal examination (if

necessary)

Management-preparation and

supporting birth

Psychological support

Non directive coaching

Role of Doula/ASHA’s

Tutorial

Group work

Online lecture

Scenario based

learning

Case study

Simulation

Workshop

Clinical

scenarios

Essays

Short answers

OSCE/OSPE

8

T-5

SL-2

CL-

100

Assessment and

care of the

newborn

immediately

following birth.

Midwifery care during 3rd Stage of

labour

Physiology – placental

separation and expulsion, homeostasis

Physiological management of

third stage of labour

Active management of third

Tutorial

Group work

Online lecture

Scenario based

learning

Case study

Simulation

Essays

Short answers

OSCE/OSPE

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

103

Unit Hours

Learning

Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

stage of labour

Examination of placenta,

membranes and vessels

Assess perineal, vaginal

tear/injuries and suture if required

Immediate perineal care

Essential newborn care (ENBC)

Initiation of breast feeding

Skin to skin contact

Vitamin K prophylaxis

Newborn resuscitation

9

T-3

SL-3

CL-20

Discuss

the impact of

labour and birth

as a transitional

event in the

woman's life

Ensure

initiation of

breast feeding

and adequate

latching

Midwifery care during 4th Stage of

labour

Observation, Critical Analysis

and Management of mother and

newborn

Maternal assessment,

observation fundal height, urine

output, blood loss

Documentation and Record of

birth

Breastfeeding and latching

Managing uterine cramp

Alternative/complementary

therapies

Role of Doula/ASHA’s

Various childbirth practices

Safe environment for mother

and newborn to promote bonding

Tutorial

Group work

Online lecture

Scenario based

learning

Case study

Simulation

Workshop

Essays

Short answers

OSCE/OSPE

10

T-8

SL-4

CL-

135

Demonstrate

integration of

the role of

midwife in the

care of woman

Explore the

maternal

physiological

changes

following birth

Understand the

physiology of

lactation and

composition of

breast milk

Demonstrate

skill in caring

for postnatal

women

Understand

homeostasis and

nutritional

requirements of

the newborn

Postpartum care/ Ongoing midwifery

care of women

Review of

Normal Postpartum period

Physiology of puerperium

Post-natal assessment and care –

facility and home-based care

Perineal hygiene and care

Bladder and bowel function

Minor disorders of puerperium

and its management

Physiology of lactation and

lactation management

Postnatal counseling and

psychological support

Normal postnatal baby blues and

recognition of postnatal depression

Transition to parenthood

Care for the mother from 72

hours to 6 weeks after the delivery

Cultural competence (Taboos

related to postnatal diet and

practices)

Evidence based practice in

relation to postnatal and newborn

care.

Knowledge on Postpartum

family planning methods

Follow-up

Discussion and

experiential

learning

Demonstration

Simulations

Bedside

rounds/clinics

Case discussion

Role play

Safe Delivery App

video on feeding

Seminar

Case studies

Clinical

presentation

Counseling

mothers for

breast

feeding –

techniques

and position

Health talk

Postnatal

assessment

Supervised

clinical

practice in

postnatal

ward and

OPD

Essays

Short answers

MCQ

Assessment

of skills with

procedure

check list

OSCE/OSPE

104

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

3. Care of Newborn

Theory: T – 10 hours, Skill Lab: SL – 6 hours, Clinical: CL – 90 hours

Unit

Hours

Learning Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

1.

T-2

Discuss the need for

compassionate,

family centered

midwifery care of the

newborn and how this

is provided

Discuss how the

woman and family’s

views and beliefs are

respected

Understand that

actions and

interventions carried

out on baby need to

be fully explained

and informed consent

obtained

Family centered care

Concept of Family

centered care

Partnership and cultural

competency

Respectful care and

communication

Informed consent and

shared decision making

Tutorials and

group work

Scenarios

Group

discussion on

family centered

midwifery care

Essays

Short answers

2

T-2

SL-4

CL-30

Discuss preparation

for newborn at birth

Explain the midwife’s

role in observing and

assessing the

newborn immediately

after birth

Explore the

physiological

adaptions that the

newborn undergoes

following birth

Demonstrate skills in

caring for normal

newborns in the

presence of mother

Ongoing care of

newborns

Assessment and

management of normal

neonates

Review of:

Normal neonate –

physiological adaptation

Newborn assessment and

care

Screening for congenital

anomalies

Care of newborn from 72

hours to 6 weeks after

the delivery (Routine

care of newborn)

Skin to skin contact

Thermoregulation

Infection prevention

(asepsis and hand

washing)

Discussion and

experiential

learning

Demonstrations

Self-directed

learning

Seminar

Case discussion

Safe Delivery

App module on

newborn

management and

risk management

Supervised

clinical practice

in postnatal

ward/NICU/Nurs

ery

Case

presentation/

Case study

Health talk

Newborn

assessment

Essays

Short answers

MCQ

Assessment of

skills with

procedure

check list

Assessment of

clinical

performance

with rating

scale

3

T-3

CL-30

Identify the newborn

at risk and give

relevant immediate

care

Understand the

process to refer

unwell newborns

Educate the mother

and family on

prevention,

recognition, and

management of

common newborn

problems

Risk identification and

referral

Risk Identification and

referrals

Minor disorders of

newborn and their

management

Newborn screening,

Signs of distress and risk

assessment,

Identification of

complications,

management and referral

as per IMNCI protocol

Documentation and

record

Health education to the

mother and family about

the management of

common newborn

problems

Tutorials and

group work

Scenarios

Simulation

workshops

Online lecture

Case study

4

T-2

SL-2

Discuss the benefits

of breastfeeding for

Nutritional needs of the

newborn and establishing

Tutorials and

group work

Formative quiz

Competency

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

105

Unit

Hours

Learning Outcomes

Content

Teaching Learning

Activities

Assignments

Methods of

Assessment

CL-20

the baby and mother

Understand the

composition of breast

milk.

Discuss the

recommendation of

exclusive

breastfeeding for six

months

Explain how to help a

mother succeed with

the first breastfeeding

and recognize if the

baby is breastfeeding

well.

Explain and

demonstrate how to

express breast milk

and storage

Understand the BFHI

breastfeeding

Breastfeeding

Breast milk composition

Benefits of breastfeeding

for the newborn and

mother

Lactation management:

Breast feeding

techniques and positions,

rest and nutrition for

mother during

breastfeeding

Exclusive breastfeeding

Expression and storage

of breast milk

Signs of hunger

Supportive environment

for breastfeeding

Baby Friendly Hospital

Initiative (BFHI)

guidelines

Health education to

mother and family on

breastfeeding

Scenarios

Simulation

workshops

Online lecture

based OSCE

Summative

exam

5

T-1

CL-10

Understand the

midwife's role in

immunization

Demonstrate skill in

immunization of the

newborn.

Immunization

Immunization

Importance of

immunization

Health education to

family on current

immunization schedule

Tutorials and

group work

Scenarios

Simulation

workshops

Online lecture

Self-directed

learning

Case scenario-

midwife's role in

immunization

Demonstrate

skill in

immunization

of the newborn

COURSE MODULE III:

COMPLEX CARE OF WOMAN AND CARE OF COMPROMISED NEWBORN

Theory (T) – 40 Hours

Practicum: Skill Lab (SL) – 35 Hours

Clinical (CL) – 570 Hours

Course Aim

This course will prepare the student to provide skilled, knowledgeable, compassionate and respectful midwifery

care across the continuum of childbirth for mothers facing deviation from normalcy, in both community and

institution. This course will examine the physiological impact of pre-existing health challenges and medical disorders

experienced during pregnancy as well as pathophysiological response to deviations from normal and complications in

the woman, fetus and newborn.

Course Description

This course will build on the knowledge obtained from the previous courses and will examine the

pathophysiological impact of nutritional deficiencies, pre-existing medical disorders and existing disease burden in

India as well as pathophysiological response to deviations from normal; including hypertensive, endocrine,

haematological, haemorrhagic, metabolic disorders and obstetric emergencies. This module is designed to enable the

NPMs to develop skills in identifying women with deviations from normal during the antenatal, intranatal and

postnatal period and abnormal newborns and provide specialized care for them. The NPMs would be able to

implement the national health programs with special reference to family welfare and women’s health. The module

consists of Perinatal Psychological Health, Complex care of woman and care of compromised newborn.

Course Objectives

1. Assess and provide care for women in the antenatal, intranatal and postnatal period facing complications

106

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

2. Assess and provide care for neonates with problems

3. Identify deviations from normalcy, stabilize and transport women and neonates to the higher centers

4. Explain how common pre-existing health challenges interact with the physiological changes during pregnancy to

increase the risk of complications.

5. Explain the pathophysiological responses that occurs in the woman, fetus and newborn in response to deviations

from normal and obstetric emergencies

6. Understand the pathophysiology underlying common fetal and neonatal disorders, complications and congenital

abnormalities

7. Recognize and assess deviations from normal physiology during pregnancy, labour and birth and the puerperium

8. Plan and provide evidence-based and compassionate, woman-centred midwifery care for women experiencing

complications during the antenatal, intrapartum and postpartum period.

9. Demonstrate effective clinical skills and appropriate use of technology in the care of women with complications

and/or obstetric emergency

10. Understand the impact of complications on the psychological, social and cultural wellbeing of women and their

families and the importance of continuity of care.

11. Describe the legal responsibilities associated with complications during the antenatal, intrapartum and postpartum

period

12. Identify the need for referral and inter-professional collaboration in managing the care of women with complex

needs.

13. Recognize woman who experiences physical and sexual violence and partner abuse and provide appropriate

support and referral

14. Promote health of families and communities and provide family welfare services

Competencies (ICM)

1. Assess the health status, screen for health risks, and promote general health and well-being of women and

infants(1j)

2. Prevent and treat common health problems related to reproduction and early life(1k)

3. Recognize conditions outside midwifery scope of practice and refer appropriately(1l)

4. Detect, manage, and refer women with complicated pregnancies (2g)

5. Provide care to women with unintended or mistimed pregnancy (2i)

6. Detect and treat or refer postnatal complications in woman(4d)

7. Detect and manage health problems in newborn infant (4e)

8. Care for women who experience physical and sexual violence and abuse (1m)

9. Provide family planning services (4f)

1. Perinatal Psychological Health

Unit

Hours

Learning Outcomes

Content

Learning

Activities

Assignments

Assessment

1

T-2

CL-20

Describe common

mental disorders

impacting on

pregnancy

Describe the

principles of care for

women with mental

disorders in the

perinatal period

Explain the impact of

anxiety and

depression on women

and their families

Describe the tools and

process for

psychological

screening in the

perinatal period

Describe the

management of

mental disorders in

the perinatal period

Perinatal mental health

disorders

Perinatal mental health

Perinatal anxiety and

depression

Severe mental illness-

psychosis

Borderline personality

disorder

Comorbidity and complexity

in mental health

Substance abuse and mental

illness

Trauma informed care

principles

Assessment and screening,

EPND

ANRQ

WEMWBS

Referral, management plans

Managing suicide risk

Psychopharmacology

Compassionate care and

communication

Tutorial

Group work

Scenario based

learning

Reflective

practice

Case study

Online

resources on

perinatal

mental health

MCQ

Short answers

Essays

Continuous

assessment

including case

report

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

107

2. Complex care of the woman

Unit

Hours

Learning Outcomes

Content

Learning Activities

Assignments

Assessment

1

T-2

Demonstrate

ability to detect

complications

early, take

appropriate action

and timely refer a

woman for

management at

higher level

Highlight the

midwives’ roles

and responsibilities

in early diagnosis

Demonstrate skill

in undertaking a

risk assessment

and referral

Discuss legal and

ethical practice in

relation to complex

care

Discuss

collaboration and

team work in

management of

complexity

Effective

communication,

collaboration, team

work and referral

Principles of recognition

and assessment of risk

The midwife within

own scope of practice

recognises and assesses

deviations from normal

Demonstrates effective

clinical skills and

critical knowledge for

women with

complications during

the pregnancy

(definition, signs and

symptoms, management

as per protocols and

guidelines in place)

Assessment skills and

clinical judgment based

on the adequate

decision-making

framework

Documentation and

follow up on her risk

assessment

Law and ethics in

relation to complex care

Effective

communication

Collaboration, team

work and referral

Tutorials

Group discussion

Scenario based

learning

Role play

E-learning

Clinical scenarios -

Women with

complications

MCQ

Short answers

Essays

2.

T-2

CL-30

Assess women

with miscarriage

and provide post

abortion care

Complex care in case of

Miscarriage and post

abortion care

Definition and

classification of

abortion

Etiology, modes of

termination of

pregnancy

Diagnostic evaluation

for abortion

Management of

abortion

Discussion and

experiential

learning

Demonstrations

Case discussions

Safe Delivery app

modules on post

abortion care

Discussion and

experiential

learning

Demonstrations

Case discussions

Assessment of

clinical

performance

with rating

scale

2.

T-1

CL-20

Explore the impact of

perinatal death and

trauma on the woman

and her family

Demonstrate a sound

understanding of the

process of grief and

the response of the

midwife to support

bereaved families

Perinatal death, trauma and

grief

Post-traumatic stress disorder

Grief, debriefing, grief

counselling

Domestic violence, signs of

abuse

Tutorial

Group work

Simulation

workshop

Scenario based

learning

Reflective

practice

Journal club –

perinatal

mental health

MCQ

Short answers

Essays

3.

T-1

CL-20

Consider the impact

of postnatal transition

on perinatal mental

health

Explain the

importance of mother

infant attachment

Develop strategies to

promote personal

wellbeing

Perinatal wellbeing

Transition, maternal

wellbeing

Mother-infant attachment

Circle of security

Personal mental wellbeing

strategies

Knowledge of supports and

services and for women

Tutorial

Group work

Simulation

workshop

Reflective

practice

Supervised

clinical

practice

Group work –

Scenario based

learning

Educational

resource

Group

presentation

108

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit

Hours

Learning Outcomes

Content

Learning Activities

Assignments

Assessment

Post abortion care

including psychological

support

MTP act

3

T-5

SL-5

CL-60

Demonstrate

knowledge in

midwifery practice

to recognise,

assess and manage

deviations from

normal physiology

during the

pregnancy

Demonstrate

competencies to

provide care

during pregnancy

Recognition and

Management of

problems during Pre-

pregnancy and

Pregnancy

Gender based Violence

Culture sensitivity

Emotional abuse and

physical neglect

Female genital

mutilation

High-risk pregnancy

Review of

Complications during

pregnancy (definition,

causes, signs and

symptoms, diagnosis

management and

complications)

o

Bleeding in early

pregnancy:

Abortion

Ectopic pregnancy

Hydatidiform

mole

o

Bleeding in late

pregnancy:

Antepartum

haemorrhage

(APH) – Placenta

previa, Abruption

placenta

o

Hyperemesis

gravidarum

o

Pregnancy

induced hypertension

Pre-eclampsia and

management

Eclampsia

o

Multiple

pregnancy

o

Oligo/Polyhydram

nios

o

Role of NPM in

managing Medical

conditions in

pregnancy

Anemia in

pregnancy

Gestational

diabetes mellitus

Cardiac disease

Pulmonary disease

Thyrotoxicosis,

Epilepsy

Sexually

transmitted

diseases

HIV/AIDS

Rh incompatibility

Infections in

pregnancy –

Tutorials

Group discussion

Scenario based

learning

Role play

E-learning

Clinical practice

Presentations

Simulation

workshops

Low dose high

frequency skill

development

Discussion and

experiential

learning

Bedside clinics

Demonstration

Simulation

Safe Delivery app

modules on

Hypertension etc.

Supervised clinical

practice in

antenatal

ward/OPD/

Obstetric IUC

Health assessment,

screening and

management of

high risk mothers

Health education

Case presentation/

Case study

Procedures to be

performed/

assisted per the

log-book

Formative

quiz,

summative

final

examination

Essays

Short answers

MCQ

Assessment

skills using

procedure

checklist

Assess clinical

performance

with rating

scale

OSCE

Evaluation of

case

study/case

presentation

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

109

Unit

Hours

Learning Outcomes

Content

Learning Activities

Assignments

Assessment

urinary tract

infection, bacterial,

viral, protozoal,

fungal – malaria,

dengue, TB

o

Intrauterine

growth restriction

o

Premature rupture

of the membranes

o

Prolonged rupture

of membranes

o

Multiple

pregnancy,

o

Placental

dysfunction

o

Intrauterine fetal

death

o

Gynecological

disorders

complicating

pregnancy

o

Adolescent

pregnancy, elderly

primi gravida and

grand multipara

Decision making

for management and

referral

4

T-5

SL-5

CL-100

Demonstrate

knowledge in

midwifery practice

to recognise and

assess deviations

from normal

physiology during

labour

Discuss

malpresentation

during labour

Demonstrate

competencies to

provide care

during

complications in

labour

Provide first line

measures to treat

or stabilize

identified

conditions

Explain timely

refer for

management at

higher level

Identify, provide

initial management

and refer women

with problems

during labour

within the scope of

midwifery

practice.

Facilitate

communication

link between the

midwife, women

and families.

Collaborate with

Complex care in labour

Complications in

labour (definition, signs

and symptoms,

management as per

protocols and guidelines

in place)

Preterm labour

and antenatal cortico-

steroid management

Induction and

augmentation of labour

Precipitate labour

Prolonged and

obstructed labour

Fetal distress in

labour,

Malposition and

malpresentations

(definition, signs and

symptoms, management

as per protocols and

guidelines in place)

Transverse lie

Oblique lie

Breech

Face

Brow

Compound

Presentation

Unstable lie

Occipito-posterior

positions

Rhesus

incompatibility

Document and

keep accurate record

Tutorials

Group discussion

Scenario based

learning

Role play

E-learning

Clinical practice

Presentations

Simulation

workshops

Low dose high

frequency skill

development

Discussion and

experiential

learning

Bed side clinics

Demonstration

Self-directed

learning

Seminar

Case discussion

Simulations

Safe delivery app

modules

Supervised clinical

practice in labour

room/obstetric

casualty/Obstetric

IUC, operation

theatre

Case Presentation

Bed side clinic

Procedures to be

performed/

assisted/ observed

as per the log-book

Formative

quiz,

summative

final

examination

OSCE

Essays

Short answers

MCQ

110

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit

Hours

Learning Outcomes

Content

Learning Activities

Assignments

Assessment

the obstetricians in

the management of

obstetric

emergencies and

complications

Ensure safe

environment for

the mother and

newborn.

5

T-4

SL-4

CL-30

Recognise and

respond effectively

to emergencies or

urgent situations

Demonstrate

competencies to

provide care

during

complications of

birth

Seek for

appropriate help

Collaborate

effectively with

health professional

in managing the

emergency

Timely refer for

management at

higher level

Provide

appropriate

psychosocial

support to the

woman and their

families

Complex care during

birth

Obstetric emergencies-

definition, signs and

symptoms

Role of NPM in

managing the

emergencies as per

protocols and guidelines

in place

Amniotic fluid

embolism

Obstructed labour

Constriction ring,

ruptured uterus

Cord prolapse

Vasa previa

Shoulder dystocia

Uterine inversion

role of NPM

Postpartum

hemorrhage: types,

causes and management

o

Manual removal

of placenta

o

Bimanual

compression of uterus

o

Aortic

compression,

o

Uterine balloon

tamponade

Vaginal and

cervical inspection

Rapid initial

assessment and

management of

different shocks

Blood transfusion

Pharmacology for

emergency obstetric

Tutorials

Group discussion

Scenario based

learning

Role play

E-learning

Clinical practice

Presentations

Simulation

workshops

Low dose high

frequency skill

development

Discussion and

experiential

learning

Bed side clinics

Demonstration

Self-directed

learning

Seminar

Case discussion

Simulations

Safe delivery app

modules

Supervised clinical

practice in labour

room/obstetric

casualty/ Obstetric

IUC, operation

theatre

Case Presentation

Bed side clinic

Procedures to be

performed/

assisted/ observed

as per the log-book

Formative

quiz,

summative

final

examination

OSCE

Essays

Short answers

MCQ

6

T-3

SL-2

CL-30

Demonstrate

knowledge

regarding the need

for intervention

during birth

Demonstrate skills

to assist or perform

intervention during

birth when

required for

emergency care

Counsel and

support women

(and families) with

complications and

emergencies

Interventions during

complicated birth

Forceps delivery

Indications and contra-

indications

Preparation for

procedure

Dangers to mother and

child

Management of Forceps

delivery

Vacuum extraction

Indications and contra-

indications

Preparation for

procedure

Dangers to mother and

child

Tutorials

Group discussion

Scenario based

learning

Role play

E-learning

Clinical practice

Presentations

Simulation

workshops

Low dose high

frequency skill

development

Discussion and

experiential

learning

Case Presentation

Bed side clinic

Procedures to be

performed/

assisted/ observed

as per the log-book

Formative

quiz,

summative

final

examination

OSCE

Essays

Short answers

MCQ

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

111

Unit

Hours

Learning Outcomes

Content

Learning Activities

Assignments

Assessment

Management of vacuum

extraction

Caesarean section

Types e.g. elective or

emergency

Indications and contra-

indications

Pre-operative care

Procedure (role of the

midwife)

Post-operative care

Episiotomy, perineal and

cervical lacerations;

suturing

Destructive delivery/

embryotomy

Pharmacology for

surgical conditions,

document and keep

accurate record

7

T-1

SL-2

CL-30

Demonstrate

knowledge of the

deviations from

normal during the

third stage of

labour.

Demonstrate

competencies to

provide care

during

complications of

the third stage of

labour

Complex care during the

third stage of labour

Complications of third

stage -definition, signs

and symptoms

Management as per

protocols and guidelines

in place

Tutorials

Group discussion

Scenario based

learning

Role play

E-learning

Clinical practice

Clinical

presentation

Simulation

workshop

Low dose high

frequency skill

development

Discussion and

experiential

learning

Bed side clinics

Demonstration

Self-directed

learning

Seminar

Case discussion

Simulations

Safe delivery app

modules

Supervised clinical

practice in labour

room/obstetric

casualty/ Obstetric

IUC, operation

theatre

Case Presentation

Bed side clinic

Procedures to be

performed/

assisted/ observed

as per the log-book

Formative

quiz,

summative

final

examination

OSCE

8.

T-2

CL-50

Identify, provide

initial management

and refer women

with postnatal

problems within

the scope of

midwifery practice

Develop rapport

with the women

and families for

continuity of care

Complex care during the

puerperium

(Recognition and

Management of

postnatal problems)

Review of:

Physical examination,

identification of

deviation from normal

Review

of

puerperal

complications and its

Discussion and

experiential

learning

Bedside clinics

Preparation of

health talk

Clinical

presentation-plan

& report

Self-directed

learning

Seminar

Case discussion

Supervised clinical

practice in

postnatal

ward/postnatal

OPD/obstetric

Essays

Short answers

MCQ

Assessment

of skills with

procedure

check list

112

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit

Hours

Learning Outcomes

Content

Learning Activities

Assignments

Assessment

management

o Puerperal pyrexia

o Puerperal sepsis

o Urinary

complications

o Secondary

Postpartum

hemorrhage

o Vulval hematoma

o Breast engorgement

including

mastitis/breast

abscess, feeding

problem

o Thrombophlebitis

o DVT

o Uterine sub

involution

o Vesico vaginal fistula

(VVF), Recto vaginal

fistula (RVF)

o Postpartum

blues/psychosis

Decision making about

management and

referral

Clinical procedures as

per the guidelines

casualty/ operation

theatre

Safe Delivery App

module on Sepsis

Discussion on

variety of case

studies/ simulation

scenarios to

practice decision

making

9

T-1

SL-2

Demonstrate

knowledge and

ability to manage

basic life-saving

skills and adult

CPR

Resuscitation of the

woman

Basic life-saving skills-

adult CPR

Experiential

learning

Reflection

Role play

E-learning

Simulation

workshop

Low dose high

frequency skill

development

OSCE

3. Care of the Compromised Newborn

Unit

Hours

Learning Outcomes

Content

Teaching and

Learning Activities

Assignments

Assessment

1.

T-1

SL-2

Discuss the scope

of midwifery

practice in care of

the compromised

newborn

Describe the Indian

context for

newborn care and

the different level

of interventions

Discuss Indian

contribution in

meeting the

sustainable

development goals

(SDGs)

Appreciate the

importance of

bonding in case of a

compromised

newborn

Communicate

respectfully and

compassionately

Context of neonatal care in

India and the approach of

different models of newborn

care

Newborn mortality – major

causes in India

Models of newborn care in

India – NBCC; SNCUs; NICU

Home based newborn care

program

History taking and physical

examination of newborn

Identification of high-risk

Adequate documentation and

record keeping

Civil Rights and Vital

Statistics (CRVS)

Birth notification and Birth

registration

Information to parents on

importance of registering

births

Issuance of birth notification

Tutorials

Group discussion

Scenario based

learning

Reflection

Critical

reflection

Evidence based

review/ report

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

113

Unit

Hours

Learning Outcomes

Content

Teaching and

Learning Activities

Assignments

Assessment

with the mother and

her family despite

complex situation

of care

Understand the

importance of

evidence-based

practice in

improving the

quality of care

provided

and Linkage to a birth

registration point

2

T-2

SL-2

Demonstrate

knowledge to detect

complications of

the newborn early,

take appropriate

action and timely

refer at higher level

Distinguish normal

variation in

newborn

appearance and

behaviour from

those indicating

pathologic

conditions

Discuss

complication at

birth affecting the

newborn

Care of Compromised neonate

during birth

Needs of pre-term and low

birth weight infants

(definition, signs and

symptoms of common health

problems and complications;

immediate and ongoing

treatment and management)

Complications at birth

affecting the neonate

(definition, signs and

symptoms of common health

problems and complications;

immediate and ongoing

treatment and management);

respiratory distress, birth

injuries, hypothermia and

hyperthermia, newborn sepsis;

recognize the need for

suction/ventilation; perform

basic resuscitation of a new-

born baby using appropriate

equipment; calculation of drug

dose and administration of

specified drugs; arrange

referral and/or transfer as

needed

Tutorials

Group discussion

Scenario based

learning

Reflection

Clinical practice

Seminar

presentations

Simulation

workshops

Low dose high

frequency skill

development

Discussion and

experiential

learning

Demonstration

Self-directed

learning

Seminar

Case discussion

Safe delivery app

video on newborn

resuscitation,

newborn

management and

low birth weight

module

Supervised clinical

practice in

NICU/PN

ward/well baby

clinic

Clinical

presentation

KMC

Newborn

assessment

Newborn

resuscitations

Procedures to be

performed/

assisted/

observed as per

the log-book

Formative quiz,

summative

final

examination;

OSCE

Essays

Short answers

MCQ

Assessment of

skills with

procedure

check list

Assessment of

clinical

performance

with rating

scale

3

T-1

CL-20

Demonstrate

knowledge to detect

complications of

the newborn

presenting an

infection, take

appropriate action

and timely refer at

higher level

Demonstrate

competencies to

provide care for the

sick newborn and

discuss his/her

condition and

prognosis

Collaborate

effectively with

health professional

in managing the

Compromised newborn with

infection

Neonatal infection (definition,

signs and symptoms of

common health problems and

complications; immediate and

ongoing treatment and

management)

Sepsis, meningitis, pneumonia,

etc

Diarrhea Respiratory

Infections, Pus or lesions/eyes,

Red foul smelling umbilicus,

Abdominal distension,

Swollen limb or joint

Pemphigus neonatorum,

Omphalitis, Neonatorum

tetanus

Care of infants born of HIV-

positive mother; ARV

prophylaxis (national PMTCT

Tutorials

Group discussion

Scenario based

learning

Reflection

Clinical practice

Seminar

presentations

Simulation

workshops

Low dose high

frequency skill

development

Discussion and

experiential

learning

Demonstration

Self-directed

learning

Seminar

Case discussion

Clinical

presentation

KMC

Newborn

assessment

Newborn

resuscitations

Procedures to be

performed/

assisted/

observed as per

the log-book

Formative quiz,

summative

final

examination

OSCE

Essays

Short answers

MCQ

Assessment of

skills with

procedure

check list

Assessment of

clinical

performance

with rating

scale

114

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit

Hours

Learning Outcomes

Content

Teaching and

Learning Activities

Assignments

Assessment

newborn situation

guideline)

Symptoms and treatment of

withdrawal from maternal drug

use

Prevention of mother-to-child

transmission of infections such

as HIV, hepatitis B and C

Calculation of drug dose and

administration of specified

drugs

Document and keep accurate

record

Protocols for screening for

infectious conditions

Safe delivery app

video on newborn

resuscitation,

newborn

management and

low birth weight

module

Clinical practice in

NICU/PN

ward/well baby

clinic

4.

T-1

CL-20

Demonstrate

knowledge to detect

complications of

the newborn

presenting a

metabolic disorder,

take appropriate

action and timely

refer at higher level

Demonstrate

competencies to

provide care for the

sick newborn and

discuss his/her

condition and

prognosis

Discuss metabolic

disorders of the

newborn

Compromised newborn with

metabolic disorder

Metabolic disorders

(definition, signs and

symptoms of common health

problems and complications;

their immediate and ongoing

treatment)

Jaundice, Inborn errors of

metabolism,

Hypo-glycaemia

Baby of diabetic mother

Phenylketonuria

Immediate identification and

care to the sick neonate

Calculation of drug dose and

administration of specified

drugs;

Document and keep accurate

record

Protocols for screening for

metabolic conditions

Tutorials

Group discussion

Scenario based

learning

Reflection

Clinical practice

Seminar

presentations

Simulation

workshops

Low dose high

frequency skill

development

Formative quiz,

summative

final

examination

Essays

Short answers

MCQ

Assessment of

skills with

procedure

check list

Assessment of

clinical

performance

with rating

scale

5

T-1

SL-2

CL-20

Demonstrate ability

to detect

complications of

the newborn

presenting a

metabolic disorder,

take appropriate

action and timely

refer at higher level

Demonstrate

competencies to

provide care for the

newborn with

abnormal condition

and discuss his/her

condition and

prognosis

Discuss abnormal

conditions of the

newborn

Compromised newborn with

abnormal condition

Abnormal conditions of the

newborn (definition, signs and

symptoms of common health

problems and complications;

their immediate and ongoing

treatment),

Cerebral

dysfunction/irritation/hemorrh

age

Congenital and genetic

malformations

Muscle-skeletal disorders; Soft

tissue abnormalities

Chromosomal abnormalities

Haemolytic and hemorrhagic

diseases of the newborn

Immediate identification and

care to the sick neonate

Calculation of drug dose and

administration of specified

drugs; document and keep

accurate record

Protocols for screening for

congenital abnormalities

Tutorials

Group discussion

Scenario based

learning

Reflection

Clinical practice

Clinical

presentations

Simulation

workshops

Low dose high

frequency skill

development

Formative quiz,

summative

final

examination

Essays

Short answers

MCQ

Assessment of

skills with

procedure

check list

Assessment of

clinical

performance

with rating

scale

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

115

Unit

Hours

Learning Outcomes

Content

Teaching and

Learning Activities

Assignments

Assessment

6.

T-1

SL-2

CL-40

Discuss the

implementation of

the IMNCI in the

context of India

Describe

midwifery’s

contributions in

improving

community and

family health

practices; promote

health education

Demonstrate

competencies in

providing care for

the newborn within

midwifery practice

Global public health action in

neonatal and childhood care

Integrated management of

neonatal childhood illness

(IMNCI)

Three components:

Capacity building of health

workers

Health system strengthening

and improving community and

family practice

Cost-effective strategy which

can improve child survival

(In Indian context main focus

on capacity building and less

attention on system

strengthening or improving

community practices)

Tutorials

Group discussion

Scenario based

learning

Reflection

Clinical practice

Clinical

presentations

simulation

workshops

low dose high

frequency skill

development

Risk assessment

Group work-

Clinical

condition and

management as

per IMNCI

Formative quiz,

summative

final

examination

OSCE

7

T-1

SL-2

CL-30

Demonstrate ability

to detect feeding

complications of

the compromise

newborn

Discuss the

different modes of

feeding a

compromised

newborn

Feeding in compromised

newborn

Feeding problems of the

newborn

Calculation of fluid

requirements

Promote EBM whenever

possible and

appropriate/formula feeds/tube

feeding

Maintain the bonding

Provide adequate care for the

mother in case of weaning;

Tutorials

Group discussion

Experiential

learning

Reflection

Clinical practice

seminar

presentations

simulation

workshops

Low dose high

frequency skill

development

Group discussion

Demonstrate

competencies in

feeding

compromised

newborn

MCQ

Short answers

Essays

OSCE/OSPE

4. Healthy families and Communities

Unit Hours

Learning

Outcomes

Content

Learning

Activities

Assignments

Assessment

1

T-1

SL-2

Discuss the scope

of midwifery

practice in public

health to promote

healthy

communities

Demonstrate

knowledge of

principles of

epidemiology,

sanitation,

community

diagnosis and

vital statistics or

records in

community-based

midwifery

Public Health approach:

Information, Education

and Communication

(IEC)

Community Mobilization

Development committee

in Primary Health Care

Services

Community Diagnosis

Situational Analysis

Health

Education/Promotion,

incl. guidance and

counseling/social and

behavior change

communication (SBCC)

Apply the principles of

community mobilization

to promote maternal,

newborn and child health

Conduct a

comprehensive

assessment of maternal

and newborns, including

their families, at

Tutorials, group

discussion

Scenario-based

learning

Role play

E-learning

Clinical practice

Role play –

SBCC

Develop a

public health

action and

implement that

includes

SBCC

116

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Unit Hours

Learning

Outcomes

Content

Learning

Activities

Assignments

Assessment

community level.

2

T-1

SL-3

CL-30

Explore the role

and

responsibilities of

the midwife

towards social

norms on family

planning

Demonstrate

knowledge of

national

standards,

protocols and

regulations in the

provision of

quality family

planning services,

including referral

for advanced

management

Demonstrate

knowledge of

different family

planning

methods,

including

emergency

contraception

Demonstrate

competencies in

providing

differentiate

counselling on FP

to

woman/man/coup

le, adolescent

girl/boy

Family planning

Planned Parenthood,

Impact of early frequent

childbearing

Definition and history of

FP national and

international

Legal and Rights aspect

of FP

Socio-economic, cultural,

religious beliefs

myths, misconceptions

and custom which affect

clients’

Acceptance of FP

Health education and

counseling in family

planning using Balanced

Counselling Strategy

(BCS)

Male and Community

Leaders involvement in

family planning

Human rights aspects of

FP adolescents/youth

friendly services for FP

Create a safe, secure and

effective counselling

space

Various family planning

methods method of

administration, mode of

action, advantages and

disadvantages,

effectiveness, side

effects, indication and

contradictions,

complications, client

instruction

Create a safe, secure and

effective counselling

space

Collaborate with key

stakeholders in providing

midwifery and family

planning care in the

community

Tutorials, group

discussion

Scenario-based

learning

Role play

E-learning

clinical practice,

seminar

presentations;

simulation

workshops:

low dose high

frequency skill

development

Discussion and

experiential

learning

Demonstration

Self-directed

learning

Supervised

clinical practice

in PN ward/PN

OPD/FP ward/

PHC/CHC/HSC

Formative

quiz,

summative

final

examination

OSCE

3

T-1

CL-20

Demonstrate

competencies in

mainstreaming

Gender in the

midwifery

practice

Integrate

concepts of

gender-based

Gender related issues in

SRHR

Definition of Gender

Gender prescribed roles

Human rights and Legal

frameworks –

international, regional

and national

Situation of the girl child

Tutorials, group

discussion

Scenario-based

learning

Critical reflection

Role play

E-learning

Group

work-

Situation

analysis of

women in

the society

and

obstetric

violence

MCQ

Short answers

Long Essays

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

117

Unit Hours

Learning

Outcomes

Content

Learning

Activities

Assignments

Assessment

violence and

sexual and

reproductive

health in

managing

childbearing

families

Provide

compassionate

care and legal

guidance o

survivors of

GBV; if required

direct to

protection

centers/shelters

and the status of women

in society

Gender based violence

Concept of obstetric

violence

Root causes, effects

(physical, psychological

and sexual)

Effects of gender related

issues on SRHR

Gender inequalities in

reproductive health

issues

Strategies to overcome

gender-based violence

Advocacy for equal

opportunities for men and

women

Family Protection

Centers for abused

individuals

Special courts for abused

people

Gender sensitive health

services/provisions

including family

planning

Male involvement in

SRH issues

12. ANNEXURES

ANNEXURE – I

ROLES AND RESPONSIBILITIES OF THE NPMs

The unique and major role of NPMs is promoting the health of women and childbearing families. The NPMs

Work with women to promote self-care and the health of women, infants and families

Respect and treat women with human dignity and as persons accorded full human rights

View pregnancy as a normal physiologic life event

Monitor the physical, psychological, spiritual and social well-being of the woman and her immediate family

throughout the childbearing cycle

Provide the woman with personal culturally appropriate advice, education, counselling, support and antenatal care

Provide respectful maternity care

Render continuity of care to women from pre pregnancy, antenatal, during labour, childbirth and immediately

postpartum and ongoing support during the postnatal period

Establish rapport in order to develop self-confidence in the woman to give birth and adapt to her new family

dynamic

Minimise unnecessary technological interventions during childbirth

Identify the onset of complications, give emergency care and refer women and or newborns who require

obstetrical or other specialist attention

Focus on health promotion and disease prevention throughout the child bearing cycle

118

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

ANNEXURE –II

CLINICAL LOGBOOK FOR NPM (PROCEDURAL COMPETENCIES/SKILLS)

S.No.

Specific procedural competencies/skills

Performs independently/

Performs collaboratively

with doctor/Assists doctor

in procedures

(P/PC/A)*

Date & signature

of the faculty

1

ANTENATAL CARE

1.1 Health assessment of antenatal woman: History taking,

Physical examination and obstetrical examination

P

1.2 Urine pregnancy test

P

1.3 Estimation of hemoglobin using sahli’s

hemoglobinometer/true Hb-P

P

1.4 Preparation of peripheral smear for malaria

P

1.5 Urine testing for albumin and sugar

P

1.6 Point of care HIV test

P

1.7 Point of care syphilis test

P

1.8 Preparation of mother for USG

P

1.9 Perform USG

PC

1.10 Kick chart/DFMC (daily fetal movement count)

P

1.11 Preparation and recording of CTG/NST/CST

P

1.12 Preparation/Assisting woman for antenatal investigations –

amniocentesis, cordocentesis, Chorionic villus sampling

A

1.13 Antenatal counseling – diet & exercise

P

1.14 Administration of TT/Td-P

P

1.15 Prescription of iron and folic acid tablets

1.16 Prenatal counseling and care of general and vulnerable

groups such as adolescent pregnant mothers

P

2

INTRANATAL CARE

2.1 Identification, assessment and admission of woman in

labour

P

2.2 Perform CTG

PC

2.3 Vaginal examination during labour including Clinical

pelvimetry

P

2.4 Plotting and interpretation of partograph

P

2.5 Preparation for delivery – physical and psychological

P

2.6 Setting up of the delivery room/unit

P

2.7 Pain management during labour – non-pharmacological

P

2.8 Conduction of normal delivery

P

2.9 Episiotomy only if required and repair

P

2.10 Essential newborn care

P

2.11 Active management of third stage of labour

P

2.12 Examination of placenta

P

2.13 Care during fourth stage of labour

P

2.14 Initiation of breast feeding and lactation management

P

2.15 Assessment and weighing of newborn

P

2.16 Administration of Vitamin K

P

3

POSTNATAL CARE

3.1 Postnatal assessment and care

P

3.2 Perineal/episiotomy care

P

3.3 Breast care

P

3.4 Postnatal counseling-diet, exercise & breast feeding

P

3.5 Postpartum family planning

P

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

119

S.No.

Specific procedural competencies/skills

Performs independently/

Performs collaboratively

with doctor/Assists doctor

in procedures

(P/PC/A)*

Date & signature

of the faculty

4

NEWBORN CARE

4.1 Assessment of newborn including gestational age

P

4.2 Baby bath

P

4.3 Kangaroo Mother Care

P

4.4 Identification of minor disorders of newborn and their

management

P

4. 5 Neonatal immunization – Administration of BCG, Hepatitis

B vaccine-P

P

5

CARE OF WOMAN WITH COMPLICATIONS/HIGH RISK MOTHER

5.1 Identification of antenatal complications – pre-eclampsia,

anemia, Antepartum hemorrhage

P

5.2 Glucose challenge test/Glucose Tolerance test

P

5.3 Administration of MgSO4

P

5.4 Identification of fetal distress and its management

P

5.5 Preparation of woman for emergency/elective caesarean

section and assisting in caesarean

A

5.6 Prepare the mother and perform vacuum delivery when

favourable

P

5.7 Vacuum delivery

PC

5.8 Diagnosis of malpresentations and malpositions

P

5.9 Diagnosis and management of cord presentation/cord

prolapse

P & PC

5.10 Early diagnosis of preterm labor

P

5.11 Prepare assess suitability for and conduct breech delivery

when favorable

P

5.12 Breech delivery

PC

5.13 Infection prevention during labor and newborn care

P

5.14 Diagnosis and management of prolonged labour

P

5.15 Prepare and perform low forceps operation

P

5.16 Forceps operation

A

5.17 Manual removal of the placenta

PC

5.18 Diagnosis and initial management of PPH – Bimanual

compression of uterus, Balloon tamponade for atonic uterus,

Aortic compression for PPH, Application of anti-shock

garment, prescription and administration of fluids and

electrolytes through intravenous

P & PC

5.19 Repair of perineal and vaginal tears (upto II degree)

P

5.20 Repair of perineal and vaginal tears (above II degree)

PC

5.21 Identification and first aid management of obstetric shock

P

5.22 Manage obstetric shock

PC

5.23 Diagnosis and management of puerperal sepsis

P & PC

5.24 Management of breast engorgement

P

5.25 Management of thrombophlebitis

P & PC

6

HIGH RISK NEWBORN

6.1 Identification of highrisk newborn

P

6.2 Neonatal resuscitation

P

6.3 Assisting in neonatal diagnostic procedures

A

6.4 Feeding of high risk newborn –EBM(spoon/paladai)

P

6.5 Insertion/removal/feeding – Naso/oro gastric tube

P

6.6 Administration of medication – oral/parenteral

PC

6.7 Neonatal drug calculation

P

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THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

S.No.

Specific procedural competencies/skills

Performs independently/

Performs collaboratively

with doctor/Assists doctor

in procedures

(P/PC/A)*

Date & signature

of the faculty

6.8 Oxygen administration

P

6.9 Care of neonate in incubator/warmer/ventilator

P

6.10 Neonatal intubation/ventilator

PC

6.11 Care of neonate on phototherapy

P

6.12 Assist in exchange transfusion

A

6.13 Organizes different levels of neonatal care

P

6.14 Transportation of high risk newborn

P

7

FAMILY WELFARE

7.1 Family planning counseling

P

7.2 Distribution of temporary contraceptives – condoms,

OCP’s, emergency contraception

P

7.3 Insertion and removal of Interval IUCD

P

7.4 Insertion and removal of PPIUCD/PAIUCD

P

7.5 Preparation of the woman for Postpartum sterilization

P

7.6 Prepare and assist in tubectomy

A

8

OTHER PROCEDURES

8.1 Prepare and assist for D&C/D&E operations

A

8.2 Perform Manual Vacuum Aspiration

P & PC

8.3 Post abortion care

P

8.4 Post abortion family planning services

P

8.5 Post abortion counseling

P

8.6 Pre-conception nutritional assessment, screening

HIV,Cervical cancer

P

8.7 Preconception counseling and care

P

8.8 Pap smear

P

8.9 Visual inspection with acetic acid/iodine

P

8.10 Counseling on breast self-examination

P

8.11 Conduction of maternal and perinatal death audit

PC

8.12 Maintenance of registers

P

8.13 Maintenance of records

P

* When the learner is found competent to perform the skill, the faculty/trainer will sign it.

Learners: are expected to perform the listed skills/competencies many times until they reach level 3 competency,

after which the faculty signs against each competency.

Faculty/Trainers: Must ensure that the signature is given for each competency only after they reach level 3.

Level 3: competency denotes that the leaner is able to perform that competency without supervision

Level 2: Competency denotes that the learner is able to perform each competency with supervision

Level 1 :competency denotes that the learner is not able to perform that competency/skill even with supervision

ANNEXURE – III

CLINICAL REQUIREMENTS FOR NPM PROGRAM

S.No.

Clinical Requirement

Date

Signature of the

Faculty/Preceptor

1

Antenatal assessment and care – 70

2

Postnatal assessment and care – 70

3

Assessment of labour using partograph – 40

4

Per vaginal examination if required – 20

5

Witnessing Conduction of birth – 10

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

121

S.No.

Clinical Requirement

Date

Signature of the

Faculty/Preceptor

6

Conduction of delivery (independent) – 40

7

Assisting conduction of abnormal/assisted delivery – 15

8

Placental examination – 10

9

Episiotomy and suturing if indicated – 10

10

Insertion of Interval IUCD – 5

11

Insertion of PPIUCD/PPIUCD – 5

12

Newborn assessment – 25

13

ENBC – 25

14

Newborn Resuscitation – 5

15

Kangaroo Mother care – 5

16

Antenatal care study – 1

Diagnosis:

17

Postnatal care study – 1

Diagnosis:

18

Newborn care study – 1

Diagnosis:

19

Clinical presentation – 4

Antenatal :

Intra natal :

Postnatal :

Newborn :

20

Health talk

Antenatal – Topic:

Post-natal – Topic

Newborn – Topic:

Family welfare – Topic:

21

Counseling mothers &family members

1.

2.

22

Bed side clinics – 2

1.

2.

23

Clinical Seminar/Clinical Conference

Topic:

24

Drug study, presentation and report – 1

Drug:

25

Visits – report

Peripheral health facility

26

Project/Journal Club: Evidence based midwifery practice

(Individual/Group) – 1

Topic:

27

Continuity of Care experiences 15

Signature of the Program coordinator

ANNEXURE – IV

CLINICAL EXPERIENCE DETAILS FOR NPM PROGRAM

Area of Posting

Clinical Condition

Number of days

care given

Signature of

Faculty/Preceptor

122

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

Signature of the Program coordinator

ANNEXURE – V

LEARNING RESOURCES

GoI Guidelines (MNH)

LaQshya – Labour Room Quality Improvement Initiative Guideline

Guidelines for standardization of labour rooms at delivery point

Dakshata – Empowering Providers for Improved MNH Care during Institutional Deliveries

SBA-Guidelines for Antenatal Care and Skilled Attendance at Birth by ANMs/LHVs/SNs, Hand book and

trainers Guide

IMNCI training modules, photo and chart booklets

Navjat Shishu Suraksha Karyakram guidelines

Routine Immunization Handbook for Health Workers

Postpartum FP handbook for Service Providers

IUCD reference manual for medical officers and nursing personnel

PPIUCD reference manual

Operational guidelines: Introduction of Haemophilus influenza b (Hib) as Pentavalent Vaccine in Universal

Immunization Program of India

Use of antenatal corticosteroids in preterm Labour

Facility based IMNCI (F-IMNCI) (Participants manual and Chart booklet)

Guidance note on use of Uterotonics during labour

Vitamin K prophylaxis at birth (in facilities)

National guideline for calcium supplementation during pregnancy

National guideline on management of Hypothyroidism during Pregnancy

National Guidelines for Diagnosis & Management of Gestational Diabetes Mellitus

Screening for Syphilis during pregnancy

National guidelines Respectful newborn care – Child Health Division, MoHFW

Guidance for Mentoring and support visit – DAKSHATA

Guideline on midwifery services in India-2018

Other Resources

WHO Report on Strengthening quality midwifery care and midwifery education

The Lancet Series 2014, 2018 – Midwifery Quality Maternal and Newborn Care (QMNC) Framework

ICM Essential Competencies for midwifery Practice (2019)

WHO midwifery educator competencies

Safe delivery app

[भागIII—खण्‍ड 4]

भारत‍का‍राजपत्र‍:‍असाधारण

123

ANNEXURE – VI

ICM STATEMENT ON MIDWIFERY AND MODEL OF CARE

Midwifery care is provided by an autonomous midwife in collaboration with the maternity care team. Midwifery

competencies (knowledge, skills and attitudes) are held and practised by midwives, educated through a pre-

service/pre-registration midwifery education programme that meets the ICM global standards for midwifery

education.

The ICM’s definition of midwifery reflects its core statement of philosophy and model of care the key points of

which follow.

Pregnancy and childbearing are usually normal physiological processes

Pregnancy and childbearing is a profound experience, which carries significant meaning to the woman, her

family, and the community.

Midwives are the most appropriate care providers to attend childbearing women.

Midwifery care promotes, protects and supports women's human, reproductive and sexual health and rights, and

respects ethnic and cultural diversity.

It is based on the ethical principles of justice, equity, and respect for human dignity.

Midwifery care is holistic and continuous in nature, grounded in an understanding of the social, emotional,

cultural, spiritual, psychological and physical experiences of women.

Midwifery care is emancipatory as it protects and enhances the health and social status of women, and builds

women's self confidence in their ability to cope with childbirth

Midwifery care takes place in partnership with women, recognising the right to self-determination, and is

respectful, personalised, continuous and non-authoritarian.

Ethical and competent midwifery care is informed and guided by formal and continuous education, scientific

research and application of evidence.

ICM Model of Midwifery Care (ICM 2014).

Midwives promote and protect women’s and newborns’ health and rights.

Midwives respect and have confidence in women and in their capabilities in childbirth.

Midwives promote and advocate for non-intervention in normal childbirth.

Midwives provide women with appropriate information and advice in a way that promotes participation and

enhances informed decision-making.

Midwives offer respectful, anticipatory and flexible care, which encompasses the needs of the woman, her

newborn, family and community, and begins with primary attention to the nature of the relationship between the

woman seeking midwifery care and the midwife.

Midwives empower women to assume responsibility for their health and for the health of their families.

Midwives practice in collaboration and consultation with other health professionals to serve the needs of the

woman, her newborn, family and community.

Midwives maintain their competence and ensure their practice is evidence-based.

Midwives use technology appropriately and effect referral in a timely manner when problems arise.

Midwives are individually and collectively responsible for the development of midwifery care, educating the new

generation of midwives and colleagues in the concept of lifelong learning.

ANNEXURE – VII

REFERENCES

1. Government of India (2018) Guidelines on Midwifery Services in India, Ministry of Health and Family Welfare

Government of India and National Health Mission, India

2. Miller S, Abalos E, Chamillard M, Ciapponi A, Colaci D, Comandé D, Diaz V, Geller S, Hanson C, Langer A,

Manuelli V, Millar K, Morhason-Bello I, Castro CP, Pileggi, VN, Robinson N, Skaer M, Souza, JP, Vogel, JP &

Althabe, F (2016) ‘Beyond too little, too late and too much, too soon: a pathway towards evidence-based,

respectful maternity care worldwide.’ The Lancet, 388(10056): 2176-2192

3. Sandall J, Soltani H, Gates S, Shennan A, Devane D. Midwife-led continuity models versus other models of care

for childbearing women. Cochrane Database of Systematic Reviews 2016, Issue 4. Art. No.: CD004667. DOI:

10.1002/14651858.CD004667.pub5

124

THE GAZETTE OF INDIA : EXTRAORDINARY

[PART III—SEC. 4]

4. ICM 2013 International Confederation of Midwives Global Standards for Midwifery Education (2013) accessed

in August 2019 at https://www.internationalmidwives.org/assets/files/general-files/2018/04/icm-standards-

guidelines_ammended2013.pdf

5.

ICM Essential Competency Standards for the Midwife (ICM 2018) accessed on 12th July 2019 at

https://www.internationalmidwives.org/our-work/policy-and-practice/essential-competencies-for-midwifery-

practice.html

6. Renfrew M, McFadden A, Bastos M, Campbell J et al. (2014) Midwifery and quality care: findings from a new

evidence informed framework for maternal and newborn care. Lancet 384; 1129-1145

7. WHO (2019) Strengthening Quality Midwifery Education Framework for Action, Universal health Coverage

2030, World health Organisation, Geneva

8. International Confederation of Midwifery accessed in August 2019 at https://www.internationalmidwives.org/

9. Every woman Every Child The Global Strategy for Women’s Children’s and Adolescents 2016-2030 (2015)

accessed on 14th July 2019 at https://www.who.int/life-course/partners/global-strategy/ewec-globalstrategyreport-

200915.pdf?ua=1

10. Chorazy M and Klinedinst K (2019) Learning by doing: A model for incorporating high-impact experiential

learning into an undergraduate public health curriculum > Frontiers in Public Health Journal 7(31):1-6 accessed

on 14th July 2019 at https://www.frontiersin.org/articles/10.3389/fpubh.2019.00031/full

11. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ:

Prentice-Hall (1984)

12. Dewey J. Experience and Education. New York, NY: Collier Books (1938)

13. National Institute for Health and Care Excellence (2012) Antenatal Care, Quality Statement 2 Services –

continuity of care. NICE, UK. Viewed online in August 2016 at https://www.nice.org.uk/guidance/

qs22/chapter/quality-statement-2-services-continuity-of-care

14. Australian Nursing and Midwifery Accreditation Council (ANMAC) (2014) Midwife accreditation standards,

ANMAC, Canberra accessed on 15th July 2019 at https://www.anmac.org.au/sites/default/files/documents/

ANMAC_Midwife_Accreditation_Standards_2014.pdf

15. Midwifery Council of New Zealand (2015) Standards for approval of pre-registration midwifery education

programmemes and accreditation of tertiary education organisations (2nd edition) July 2015 Wellington, New

Zealand accessed in August 2019 at https://www.midwiferycouncil.health.nz/sites/default/files/ professional-

standards/Midwifery_Standards_2015_web_final.pdf

16. Nursing and Midwifery Council (2009) Standards for pre-registration midwifery education. London UK accessed

in

August

2019

at

https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-for-

preregistration-midwifery-education.pdf

17. Smith M, Warnes S and Vanhoestenberghe A (2018) Scenario-based learning in Teaching and Learning in Higher

Education: Perspectives from UCL, Ch. 10 Ed Davies, J and Pachler N. UCL Institute of Education Press,

University College, London.

18. Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford

Polytechnic: Oxford

19. WHO (2015) Improving the Quality of care for Reproductive, Maternal, Neonatal, Child and Adolescent Health

in South-East Asia. World health Organisation. South East Asia

20. Cooper S, Cant R, Porter J, Bogossian F, Mckenna L, Brady S, and Fox-Yound S (2012) Simulation based

learning in midwifery education: A systematic review. Women and Birth, Volume 25, Issue 2, 64-78

21. Coffey F (2015) Learning by simulation – is it a useful tool for midwifery education? New Zealand College of

Midwives Journal Issue 51 30-36

22. Finlay L (2008) Reflecting on 'Reflective practice'. 1st ed. [ebook] The Open University. Available at:

http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-

practice-PBPL-paper-52.pdf [Accessed July 12th 2019]

Dr. T. DILEEP KUMAR, President

[ADVT.-III/4/Exty./440/2020-21]

Uploaded by Dte. of Printing at Government of India Press, Ring Road, Mayapuri, New Delhi-110064

and Published by the Controller of Publications, Delhi-110054.

MANOJ

KUMAR VERMA

Digitally signed by

MANOJ KUMAR VERMA

Date: 2021.01.06

22:58:44 +05'30'