অনলাইনে জারা কাজ করতে চান তাদের জন্য এই পোস্ট ।

আজ আমি আপনাদের কে কি ভাবে ইন্টারনেট এর মাদ্দমে টাকা আয় করা জায় তা নিইয়ে আলোচনা করবো ।ইন্টারনেট এমন এক টাঁকা আইয়ের মাদ্দম জার দারা অতি সহজে টাকা কামানো যায় ।আর এর জন্য দরকার হল সঠিক পথ জানা যার দারা আপনি অতি সহজে টাঁকা কামাতে পারেন।জারা ইন্টারনেট থাকে সত্যি টাকা কামাতে চান তাদের জন্য আমার এই পোস্ট।

তাহলে চলুন আগে জানি কি ভাবে আপনি টাকা কামাতে পারেনঃ আপনি ইন্টারনেট থাকে দুই ভাবে টাকা কামাতে পারেন তা হচ্ছে আপনার যদি ইন্টারনেট এ কাজ করার অভিজ্ঞাতা থাকে তাহলে আপনি অতি সহজে টাকা কামাতে পারভেন । আর যদি কাজ না জানা থাকে তাহলে আপনি টাকা কামাতে পারভেন না। তাহলে আপনাকে প্রথমে কাজ শিকে তারপর ইন্টারনেট এ কাজ করতে নামবেন তার আগে না।আর ইন্টারনেট এ কাজ শিখার জন্য আমাদের ভালো কিছু এক্সপার্ট ফ্রিলান্সের এর দ্বারা আমরা প্রশিক্ষণ করিয়ে থাকি।এর জন্য কোর্সে ফ্রি বাভদ আমরা ২০০০ হাজার টাকা নিয়ে থাকি তবে আপনি যদি চান তাহলে আমাদের সাথে কথা ভলতে পারেন ০১৭৫৪২২৯১১৬(সকাল ৮ টা হতে রাত ৮ টা )

এভার চলুন জানি যে আপনি কত টাকা কামাতে পারবেন প্রতি মাসেঃ

এখন যে পরিমান ইন্টারনেট এ কাজের চাহিদা তাতে করে কাজ জানা থাকলে আপনি প্রতি মাসে কমপক্ষে ২০০০০ থেকে ৫০০০০ হাজার টাকা কামাতে পারবেন।কিন্তু আপনাকে আগে থাকে কাজ জানতে হবে ।কাজ ছাড়া আপনি ইন্টারনেট এ কোনদিন টাকা কামাতে পারভেন না। আর তার জন্য আপনি আগে কাজ শিখুন তার পরে ইন্টারনেট এ টাকা কামানুর কাথা ভাবুন তার আগে এটা ভাববেন না। আর একাটা ভিশই হল ইন্টারনেট এ টাকা কামাতে হলে আপনাকে অনেক কষ্ট করতে হবে । আর একটু চিন্তা করুন কষ্ট ছাড়া কোন কাজ হয় ? হয় না তাই আপনাকে কষ্ট করতে হবে যদি টাকা কামাতে চান ।

সর্বশেষ আপনাদের কে একটা কথা বলতে রাখি কাজ না শিখে আপনারা অনলাইনে কাজ করতে নামবেন না আগে কাজ শিখুন তারপরে টাকা কামানুর কথা ভাবুন।

পোস্ট লিখেছেন (মহাম্মুদ আরিফ ফাকির) ওয়েব সাইট www.ONLINEEARNFROMCLICK.TK

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REFLECT – Non-primer Based Approach of Adult Literacy

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Generally non-formal literacy program are primer or text book dependent in Bangladesh. Primer is the book which used for adult literacy. Here the contents of primer and the learning method are determined by the respective organization. There is a little role of learners to determine what they learn and how they learn. Primer based adult literacy approaches are—

(a) Alphabetic approach
(b) Entire word approach
(c) Entire sentence approach
(d) Phonetic approach
(e) Psycho-phonetic approach
(f) Language approach
(g) Eclectic approach

Above them a non-primer based approach for adult literacy is REFLECT approach which introduced by ActionAid Bangladesh. This article mainly discuss about the non-primer based approach REFLECT. Here REFLECT approach is defined in the view of ActionAid Bangladesh because in Bangladesh it is the prominent organization which used it as their delivery approach.

REFLECT is an acronym for “Regenerated Freirean Literacy through Empowering Community Techniques”. The REFLECT concept is based on the Theory of Conscientization. A Brazilian Educator “Paulo Freire” conceptualized and pioneered this approach. “Action-Aid” then further developed this approach with its programs in 1993. First application of this innovative approach was in El Salvador (South America), Bangladesh (Asia) and Uganda.

REFLECT Approach

First of all, it should be mentioned that REFLECT is not merely a literacy program. It is an empowering process of the disadvantage people. In this empowering process, literacy is one of the most important components. Though REFLECT is used for literate adult people, literacy is not the end of REFLECT program. Empowerment of the poor and marginalized people is the end of the REFLECT program. In REFLECT process verbal activities are more emphasized then providing so called literacy. But as an adult literacy program it is more popular now. REFLECT assess sometimes as a process, sometimes as a program, sometimes a method or approach.

REFLECT relies on volunteer facilitators chosen from among men and women in the community who can read and write Emphasis lies upon dialogue and action, awareness raising, cooperation and empowerment. It opens new horizons for exploring development challenges and to find ways to overcome them. The empowering process gives an opportunity to freely discuss any issues including sensitive cultural traditions.

What is REFLECT

At present REFLECT is just referred to as REFLECT but initially REFLECT was the abbreviation of “Regenerated Freirean Literacy through Empowering Community Techniques”.  REFLECT is an innovative and integrative approach for adult learning, empowerment and social change. REFLECT enables people to plan their development activities based on local need and reality. This also enables people to get them involved in life-oriented actions through attainment of empowerment skills. This approach offers creative learning as a communicative means that gives them the strength for raising voices against the injustice and inequality that exists (AAB, 2000).

Theoretical Background of REFLECT

REFLECT combines particularly Participatory Rural Appraisal (PRA) with the theories of Brazilian educationalist Paulo Freire. The Freirean approach of adult literacy education bases the content of language lessons on learners’ cultural and personal experiences. Pedagogy of literacy education of Freire involves reading the word and the world. This involves the development of critical consciousness, which allows people to question the nature of their historical and social situation to read their world with the goal of acting as subjects in the creation of a democratic society. For education Firere implies a dialogic exchange between teachers and students, where both learn, both question, both reflect and both participate in meaning making.

Core principles of REFLECT

David Archer (Overseas Development Administrator, ActionAid) selected ten core principles for REFLECT approach. These are –

1. Reflect is a political Process
2. Reflect is an approach premised on the recognition that achieving social change and greater social justice is fundamentally a political process.
3. Reflect is not a neutral approach that seeks to promote a neutral vision of ‘development’ based only on improving people’s immediate material conditions or providing short-term responses to their basic needs.
4. Rather it is an approach that seeks to help people in the struggle to assert their rights, challenge injustice and change their position in society.
5. It is action oriented, not passive or detached.
6. It involves working with people rather than ‘for’ them.
7. Creating democratic spaces Reflect involves creating a democratic space – one in which everyone’s voice is given equal weight. This needs to be actively constructed as there is almost nowhere that people have an equal voice (people everywhere are stratified by gender, age, hierarchy, status, ability etc.).
8. As such it is counter-cultural – always challenging local culture to the extent that power relationships and stratification have created inequality.
9. It is never easy and may never be perfectly achieved but it should be a constant focus.
10. The facilitator plays a critical role – exploring power dynamics within the group as a basis for deepening analysis of power in wider society.
11. Conflict resolution becomes an increasingly important skill.

REFLECT Process

The REFLECT process involves a 24 months journey encompassing a three-month pre-month pre-circle preparatory period, a 9 month basic circle (BC) period followed by a terminal evaluation and 12 month post circle (PC) period. In REFLECT, the word ‘Circle’ is used instead of ‘Classroom’ to emphasize that REFLECTS is a very different type of learning process the schooling. ‘Learners’ in a REFLECT are termed as ‘Participants’. In REFLECT Circles, facilitators facilitate the participants to analyze their own community and their existing situations with the view to identify their own problems. Then the participants jointly start constructing graphic and simultaneously dialogue goes on among them as they analyze their existing situation. Through these, the participants try to find out different causes and effects of the selected problem. Accordingly, they take up different Action Points for solving those problems. The graphics that the participants develop generally cover: household map, social map, health calendar, income-expenditure tree, workload calendar, mobility map, land use, land tenancy, credit source, preference ranking of crops, and many more. After deciding Action Points from each graphic, the participants select an important word that has influenced their analytical discussion. This word becomes the key word for learning creative literacy, which first introduced in the form of picture drawn by any participant on the board. Then the facilitator writes the key word beside the particular graphic. The facilitator facilities in splitting the word into individual alphabets and signs and introduces them with the sounds that they already know. Thus the participants learn the alphabets with their corresponding phonetics. As participants pick up the alphabets and signs they combine these with different variations to reproduce words from their own contextual vocabulary. Then the participants attempt to develop meaningful sentences with these vocabularies. Participants also learn numeracy almost the same way.

REFLECT Circles (RCs)

REFLECT program forms circle with two phases—basic circle (BC) and post circle (PC). In basic circle there could be maximum 25 participants. Circles could be formed exclusively with female, male, female adolescents or male adolescents.

In the Basic circle, the participants acquire reading, writing and numarecy—3Rs. The participants also take up action points (AC) pertaining to their individual, household livelihood security, personal hygine, gender and also rights based incentives.

In the Post Circle, the REFLECT graduates (those who complete the BC) take the activities which make them literate to a sustainable level through consolidation and reinforcement of hteir learning so that they may develop permanent habit and parctice of utilising the skills attained from the 9 months BC time. In the PC, the participants implement their acquire 3Rs for lifelong quality education, awareness about gender, empowerment, governance, rights for sustainable development and livelihood security.

Now REFECT has used as a unique process for adult literacy as well as for concern people about their basic right.

NEW VISION OLD CHALLENGES: THE STATE OF PRE-PRIMARY EDUCATION IN BANGLADESH

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Global attention and commitment to early childhood development is recent. The Convention on the Rights of the Child (CRC) 1989 focused on ‘guaranteeing the rights of young children’ to survive, develop and be protected. Signing of the Convention by 192 countries demonstrates its worldwide acceptance. Encouraging early childhood care and education (ECCE) the 1990 World Declaration on Education for All (EFA) stated that ‘learning begins at birth’. Ten years later the World Education Forum in Dakar 2000 reaffirmed the importance of ECCE in reaching basic educational goals.

In Bangladesh, good attention is also being paid to early childhood development. Inspired by the Dakar Framework of Action and the six EFA goals, the Bangladesh Education Watch group decided to devote this year’s report on ECCE. The Group recognized that both care and education are equally important in early years development. Unfortunately, the issue of care did not receive as much attention in policy or practice as received for education. Pre-primary education (PPE) is now an important part of the government strategy for education. The government has already approved the national curriculum for pre-primary education and has adopted books and materials, operational framework, expansion plan, GO-NGO collaboration guideline for universal PPE, pre-primary service delivery standard and comprehensive ECCD policy. It is likely that a large expansion of the preprimary education would take place during the next few years. Globally the main rationale for early childhood education has been in its ability to create a ‘strong foundation’ for better achievements in future life. Evidences of such achievements have already been seen in various studies conducted in developed countries. Globally children’s participation in pre-primary education has increased by 46.3% between 1999 and 2010. Most of the increases have happened in low income countries as the high income countries already achieved a high rate. Noticeable rise was seen in South and West Asia and Sub-Saharan Africa.

Interestingly in Bangladesh, pre-primary education has functioned in different forms for a long time. At least seven such models could be identified. But the scale and rate of increase over time has been slow until 2008. Mixed results were found on its positive impact in so far as future learning achievement was concerned.

The main objective of Education Watch 2013 is to create a baseline for pre-primary education provision in the country which would allow monitoring of its future progress. An important aim is also to identify gaps in the current provisions which would facilitate formulation of appropriate policies for future development. The main research questions addressed by Education Watch 2013 are given below:

1. How has pre-primary education evolved in Bangladesh? What is the present national policy for pre-primary education? How was it formulated? What specific roles were played by various government agencies and the civil society organizations in formulating the policy? Is there a need for a change in the policy?

2. What is the current situation of access to pre-primary education? Has access increased over time? What are its socioeconomic determinants? How the different provisions differ in their approaches, inputs and outputs?

3. What facilities exist in the schools where pre-primary education is provided? What curriculum is followed, textbooks and materials used and who facilitates learning in the schools? What teaching-learning practices exist in pre-primary classrooms and beyond? What are the views of the parents and teachers regarding the provisions?

KINDERGARTENS MUST BE TREATED AS AN AID FOR SOCIALIZATION

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Kindergartens occupy a significant position in the field of our pre-primary and primary education but in terms of physical facilities these school offer a poor show for some practical reasons. It is true that kindergartens have mushroomed here, there and everywhere. You can find kindergartens even in the union level let alone in the lanes of big cities. But we must not forget that time and gap developed in pre-primary and primary levels have made avenues to mushroom kindergartens from remotest villages to the mega city of Dhaka. We know that Froebel set up a school at Blankenburgh, Germany in 1837 and called for German women to come together and support the school. He described children as plants and teachers as gardeners, thus the term kindergarten emerged, kinder meaning child and garden meaning garden (Headley, 1965). The teachers were called to educate the children from the earliest years through their own experiences to become integrated and whole people (Froebel, 1967).
One newspaper of Bangladesh has recently caught my attention which focused some light on the situation of kindergartens in our country. It says, ‘about one lakh kindergartens are flouting government rules on mandatory registration and running without adequate classroom facilities depriving students of proper education.’ It further says, only 302 out of an estimated 1,00,000 such schools were registered with Directorate of Primary Education till April 2015 , in four years after  the Non-government Primary both Bangla and English medium School Registration Rules, 2011 was enacted in August 2011.’ By adding another line the same newspaper has probably given the answer this problem. The added line goes such ‘the government’s failure to enforce the new registration rules and lax monitoring paved the way for kindergartens to mushroom.’

There lies a series of complaints against kindergartens established in our country. Kindergartens recruit incompetent people as teachers, housewives and unemployed people work here as teachers. But do we find competent teachers in our government run pre-primary and primary schools? What I have seen, many kindergarten teachers are Masters or college or university going students. I am sure the government primary teachers don’t teach better than these people. What we can do, we can arrange better training for these teachers so that they can give satisfactory delivery in the class. We must accept the reality of our society. Do we have enough and quality pre-primary or primary schools in the city of Dhaka or other cities? If you find a primary in the city of Dhaka, just look at it whether your mind will allow you to send your kids there. This situation has created kindergartens. Had there been  reasonable number of pre-primary and primary schools run by the government , we would not find the existence of so many kindergartens established in the absolutely private sector.

When there is no government control on kindergartens fixing tuition, admission and readmission fees at will and raising the amount every year are inevitable.  Government control means to us just making avenues for further corruption without ensuring any quality. If clean and transparent system runs, all the institutions, big or small would register with the government system. Due to complicated process and hush money dealing people usually don’t go to embrace this problem willingly. Kindergartens don’t follow lessons from books which are not approved by National Curriculum and Textbook Board. It’s true. But the books used in the kindergartens are not low quality. Most of the books are written either by Indian writers or English speaking writers. Our NCTB books still cannot attract the students in any way. Leaders of kindergarten associations admitted that almost all kindergartens skipped registration and attributed the reason to ‘some tough conditions of the rules’. But government officials said that many such schools did not register with DPE fearing that the government might impose its full control over them causing their business to suffer. A DPE director pointed out that there was a provision in the rule that divisional deputy directors of the DPE themselves would visit the kindergartens to inspect whether the school qualified for registration or not. The director also said that it was virtually impossible for seven divisional deputy directors to visit all kindergartens in the areas under their respective jurisdiction before giving registration.

The Directorate of Primary Education says that they have taken initiatives for amending the rule regarding visit by deputy directors to ease the registration process. ‘Once kindergartens are registered, we will be able to monitor their activities, prior to the framing of the rules, anyone could establish a kindergarten simply by taking a trade license from the authorities concerned and operate without supervision by any government bodies. The 2011 rules stated that kindergartens would first be given a provisional registration and only obtain a permanent registration after the government monitored their performance, with the registration having to be renewed every five years. It also says that every school must have a managing committee, including guardians’ and teachers’ representatives, with the headmaster acting as its member secretary. The rule further says that such an institute must be located on 0.08 acre of land with at least 3,000 square feet of inside space housing six classrooms and will have a library in cities. This is another impractical rule. Already our existing school prove less than increasing number of children and the quality schools prove further low. In this situation kindergartens supply the needs of education of the increasing number of children. If we look at the city of Dhaka, several famous educational institutions have existed for quite a long time. No such attempt has been taken to establish in response to increasing number of population. The same picture goes with other cities as well. 

The government rule says that for the recruitment of teachers, advertisements must be floated in the national dailies. It sounds good but what is the reality?  When advertisements will be published in the national newspapers, the local leaders of the powerful party would decide who would be teachers. Then another new business will start. The DPE and the ministry have no statistics of how many kindergartens are running in the country. Bangladesh Kindergarten Association put the number at around 63,000 as per a survey of 2009.

Kindergarten Owners Association general secretary says the number has reached at least 1, 00,000 by now as the schools spread to union level. Bangladesh Kindergarten Association organizing secretary gives another figure which is not be less than 75,000. This certainly proves the serous lacking lying in our pre- primary and primary education sectors.

‘Some kindergartens unnecessarily suggest a number of books without considering the age of children,’ this issue need to be monitored rigorously by the authorities concerned. If authorities are not concerned about it, the guardians must take this matter into account for the sake of their own children. They must not be overburdened. The prevailing chaos in kindergarten education has clearly been the result of regulatory, monitoring and enforcement failures by the authorities concerned. The government needs to revamp its Directorate of Primary Education with adequate manpower and enhancing its service quality so that it can intensify its monitoring and go after the non-compliant institutions to make them abide by the rules. The purpose of the kindergartens is to teach children a rich, meaningful and balanced curriculum of skills and information through age-appropriate activities that encourage children to want to learn more (Manzollo, 1987.p.1). It is important to note that children who may be academically ready to start school may not have the social skills needed to be successful there. Froebel began the first kindergarten to allow children to socialize while at the same time learn concepts needed for school. We must also follow this guideline.