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
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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]
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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
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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)
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200915.pdf?ua=1
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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'