Fasahar ilimi a yankin Sahara na Afirka

Fasahar ilimi a yankin Sahara na Afirka

Fasahar ilimi a Yankin Saharar Afirka tana nufin ingantawa, ci gaba da amfani da fasahar sadarwa da sadarwa (ICT), m-learning, kafofin watsa labarai, da sauran kayan aikin fasaha don inganta fannoni na ilimi a yankin Sahara na Afirka. Tun daga shekarun 1960, fasahohin bayanai da sadarwa daban-daban sun haifar da sha'awa mai karfi a Afirka ta kudu da Sahara a matsayin hanyar kara samun damar ilimi, da haɓaka ingancinsa da adalci.

Tarihi: Rediyo da talabijin

Shirye-shiryen farko don gabatar da fasahar ilimi sun kasance daga Jihohi kai tsaye, kamar yadda suke a lokacin da ke fara sauye-sauyen ilimi masu yawa. A wannan lokacin - daga mulkin mallaka har zuwa shekarun 1980 - babban tsarin ilimi, wanda ya zama ruwan dare ga jihohin Afirka da kungiyoyin kasa da kasa, shine na Jiha mai shiga tsakani. A kan wannan asalin, an haɓaka manyan shirye-shirye masu yawa, waɗanda suka ci nasara har zuwa wani mataki. Ta wannan hanyar, rediyon makarantun Bouaké a Côte d'Ivoire ya ba da izinin horar da malamai sama da 2,000 a kowace shekara a cikin shekarun 1970.

Rediyo na ɗaya daga cikin fasahohin farko da za a yi aiki a cikin sabis na ilimi a yankin Sahara na Afirka. A shekara ta 1986, a Guinea, an fara aikin rediyo na gwaji a cibiyar bincike da rubuce-rubuce ta kasa (Institute national de documentation, de recherche et d'action pédagogique, Indrap na yanzu), tare da taimakon hukumar hadin gwiwar al'adu da fasaha wacce yanzu ita ce Organisation internationale de la Francophonie (OIF). Saboda haka watsa shirye-shiryen rediyo sun fi mayar da hankali kan bukatun malamai na firamare don inganta dabarun koyarwarsu, da kuma batutuwan da aka dauka a matsayin fifiko ga ɗalibai: Faransanci, lissafi da kimiyya. A farkon shekarun 1990s, an ba rediyo rawar da ta fi dacewa wajen inganta ilimin asali, tare da goyon bayan UNICEF, musamman game da samun damar 'yan mata zuwa ilimi. Duk da yake sakamakon dangane da aikin makaranta har yanzu ba a fahimta ba, waɗannan shirye-shiryen sun taimaka wajen horar da malamai da yawa.

A cikin shekarun 1960s, manufar talabijin na ilimi ta ci gaba a Afirka. Ɗaya daga cikin misalai mafi kyau na ci gaban waɗannan shirye-shiryen ana iya samun su a Côte d'Ivoire. Bayan gwaje-gwaje na farko a Senegal da Nijar (inda talabijin na ilimi ya kasance kafin talabijin ta ƙasa) a cikin 1965 da 1966, an zaɓi Côte d'Ivoire a cikin 1971 a matsayin filin gwaji, sannan don babban aiki, na babban aikin makaranta ta hanyar talabijin. Shirin Ilimi ta Talabijin (PETV) an sanya shi alhakin UNESCO, tare da taimakon hadin gwiwa daga Belgium, Faransa da Gidauniyar Ford. PETV ta ba da misali game da yadda, daga shekarun 1970s, za a iya ƙaddamar da shirye-shiryen sababbin abubuwa tare da taimakon "sabon" ICT.

A cikin shekaru biyar na farko, yawan shiga makaranta a wannan ƙasar ya tashi daga 20% zuwa sama da 60%. Yayinda dalibai 300,000 ke karɓar shirye-shiryen a cikin 1975-1976, wannan ya karu zuwa 700,000 ta 1980 (daga cikin jimlar dalibai miliyan ɗaya). Wasu rahotanni na kimantawa sun nuna cewa yawan ɗaliban da suka sami fa'idar darussan talabijin da suka shiga shekara ta shida na karatu ya fi na sauran, cewa kashi da za su sake yin shekara guda ya faɗi daga 30% zuwa 10% a lokacin rayuwar aikin, kuma ɗalibai sun sami ƙwarewar magana da Faransanci. Shirin ya gudana na tsawon shekaru 14 kuma a ƙarshe ya ƙare a 1982.

Gabatar da fasahar kwamfuta

Tsakanin 1990 da 2000, an fara matakai da yawa don juya fasahar zuwa matakai don inganta ilimi a yankin Sahara na Afirka. Yawancin shirye-shirye sun mayar da hankali kan samar da makarantu da kayan aikin kwamfuta. Yawancin kungiyoyi masu zaman kansu sun ba da gudummawa, a kan ma'auni daban-daban, don kawo kayan aikin kwamfuta zuwa Afirka, kamar kungiyoyi kamar Computer Aid International, Digital Links, SchoolNet Africa da World Computer Exchange. Wani lokaci tare da goyon baya daga hukumomin hadin gwiwa ko hukumomin ci gaba kamar USAID, Bankin Afirka ko Ma'aikatar Harkokin Waje ta Faransa, waɗannan shirye-shiryen mutum sun girma ba tare da isasshen daidaitawa ba.

Shirin Kamfanin Bayanai na Afirka (AISI)

Wani babban bangare na kashin baya na ICT4D shine tsarin aiki da ake kira African Information Society Initiative (AISI). Neman shigar da ababen more rayuwa na ICT a Afirka, burinta shine a haɗa kowane ƙauyen Afirka tare da cibiyar sadarwa ta duniya a shekara ta 2010 kuma ya haifar da ci gaban ƙananan shirye-shiryen ICT a sassa daban-daban. Shekaru goma bayan aiwatar da shi, har yanzu akwai daruruwan ƙauyuka ba tare da wutar lantarki ba kuma haɗin kai tsakanin ICTs daban-daban ba shi da yawa.[1]

Laptop guda ɗaya ga kowane yaro (OLPC)

A cikin 2000s, an fara ayyuka daban-daban, galibi an yi niyyar ba kowane yaro na makaranta damar yin amfani da kayan aikin IT, kowannensu ko raba tsakanin ƙaramin rukuni. Sifanta aikin fasahar kwamfuta yana ninka yiwuwar amfani da ICT a ilimi, ba kawai ta hanyar saba da kayan aikin fasaha da kansu ba (fasahar ilmantarwa), har ma da samun ƙwarewar fahimta (koyon ta hanyar fasaha). Aikin American One Laptop per Child (OLPC), wanda aka ƙaddamar a kasashe da yawa na Afirka a cikin 2005, an yi niyyar samar da makarantu tare da kwamfutocin kwamfutar tafi-da-gidanka a farashi mai arha. Duk da yake matsakaicin farashin kwamfuta mai arha ya kasance tsakanin US $ 200 da US $ 500, OLPC ta ba da kwamfutar XO-1 mai ɗaukar hoto a farashin US $ 100. Wannan ci gaban fasaha ya nuna muhimmiyar mataki a cikin damar samun damar ICT. OLPC ya zama tsarin ma'aikata: gwamnatoci sun "saya" shirin, wanda daga nan ya ɗauki alhakin rarraba ga makarantu. Tushen da ke tattare da shirin shine na tsakiya, don haka yana ba da damar rarraba kayan aiki. Kusan malamai da dalibai miliyan 2 yanzu suna cikin shirin a duk duniya kuma an kawo kwamfutoci sama da miliyan 2.4. Sugar shine dandalin koyarwa kyauta wanda aka girka akan kwamfutocin XO daga Gidauniyar OLPC. Shukari yana da ma'ana a lokaci guda kamar yadda yake dauke da aikace-aikace, kuma an tsara shi musamman ga yara, don tallafa musu a cikin ilmantarwa tare da abubuwan da ke akwai: darussan karatu, kayan zane, littattafan e-littattafai, aikace-aikacen mu'amala da sauransu.

Wata makaranta a Habasha da ta karɓi kwamfyutoci daga shirin OLPC

Rashin amincewa da Laptop guda daya ga kowane yaro a Afirka ta Kudu

Ba kamar kokarin da aka yi na hadawa da inganta ilimi ba, shirin One Laptop Per Child (OLPC) yana fuskantar zargi a kan batun cewa yana da niyya ga yankuna mafi talauci a Afirka wanda bazai da damar kudi don biyan kwamfutocin kwamfutar tafi-da-gidanka da farashin kulawa ga yara ba. Duk da burinta na rarraba kwamfyutocin kwamfyutoci miliyan 100 zuwa 150 a shekara ta 2008 zuwa kasashe masu tasowa tare da mafi yawan buƙatu, an auna cewa tun daga watan Agusta 2010, an aika fiye da kashi 80 cikin 100 na kwamfyutofin kwamfyutofi miliyan 1.5 zuwa kasashe na tsakiya ko na sama bisa ga rarrabawar Bankin Duniya.

Ƙalubalen aiwatarwa

Akwai kalubale da yawa game da ƙaddamar da wannan yarjejeniya. Ga wasu daga cikin wadannan kalubalen:

Matsalar Infrastructure

Ɗaya daga cikin manyan zarge-zargen OLPC a Afirka ta Kudu shine rashin ababen more rayuwa don tallafawa shirin. Makarantu da yawa a yankin ba su da abin dogaro da wutar lantarki, haɗin intanet, da wuraren ajiya masu aminci don kwamfyutocin, wanda ke hana ingantaccen amfani da na'urorin

Kulawa da Taimako na Fasaha

Tsarin dindindin da gyaran kai na kwamfyutocin XO an yi shi ne don magance mawuyacin hali a yankuna masu tasowa. Koyaya, ci gaba da tallafin fasaha da kulawa sau da yawa ba su da, kamar yadda masu fasaha na gida akai-akai ba su da horo ko albarkatun da ake buƙata don gyara kwamfyutocin, wanda ya haifar da na'urori da yawa sun zama marasa amfani da shi a tsawon lokaci

Sauran Zaɓuɓɓuka ga Laptop ɗaya ga kowane yaro

A cikin kwatanta rarraba kudi na shirin One Laptop Per Child (OLPC) tare da wasu tashoshin inganta ilimi, akwai shirye-shiryen da yawa masu tsada waɗanda ke da tasiri mafi mahimmanci fiye da kwamfyutocin rarraba OPLC zuwa ƙasashe "masu ƙarancin kuɗi". Wasu wasu kudaden da aka tsara don wasu shirye-shiryen agaji da ke neman inganta yanayin ilimi da zamantakewa da tattalin arziki sun hada da:

• Kashe $ 8 ga kowane mutum a kowace shekara a tsawon shekaru 5 na iya ceton rayuka miliyan 11.
• Kashe $ 0.50 ga kowane dalibi (an aiwatar da wannan a Kenya), wanda ya ci nasara wajen kara yawan shiga makaranta da kashi 14.
• Gina makarantu.
• Samun ƙarin malamai.
• Mai da hankali kan ragewa da rage farashin makarantar kulawa da samun littattafai.

Abokin aji PC

Bayan haka daga OLPC, ƙungiyar Intel ta ƙaddamar da Classmate PC, irin wannan shirin kuma an yi niyya ga ɗalibai a ƙasashe masu tasowa. Kodayake yana da karamin kasancewar a yankin Saharar Afirka fiye da aikin OLPC, Classmate PC ya ba da damar isar da kwamfutocin kwamfutar tafi-da-gidanka zuwa makarantun firamare a Seychelles da Kenya, musamman a yankunan karkara.

Hanyoyin buɗaɗɗen ilimi (OER)

A cewar UNESCO a cikin shekara ta 2002, albarkatun ilimi masu budewa (OERs) sune tanadi na albarkatun ilmantarwa waɗanda ICTs ke ba da damar amfani da daidaitawa ta masu amfani don masu amfani da ba na kasuwanci ba. A cikin mahallin ilimin malamai a Afirka ta Kudu, sanannen aikin OER shine TESSA, Ilimin Malamai a A Afirka ta Kudu ta Sahara, wanda ya ƙunshi cibiyoyin Afirka 13 da kungiyoyi biyar na duniya da ke aiki don samar da malamai da ayyukan da suka dace don ɗakunan ajiya da takamaiman harshe.[1][2]

Akwai hanyoyi daban-daban guda uku na amfani da OERs a fadin malamai 200,000 a Ghana, Kenya, Najeriya, Afirka ta Kudu, Rwanda, Sudan, Uganda, Tanzania, da Zambia: tsarin tsari sosai, tsarin tsari mai sauƙi, da kuma tsarin jagora.

Musamman a Najeriya da Sudan, ana amfani da ilimin nesa mai zurfi don ilimin malamai kuma ta haka ne ake ba da jagororin da aka tsara sosai tare da rukunin karatun TESSA ga malamai masu horo, waɗanda galibi suna cikin yankunan karkara tare da iyakance damar Intanet.

Wasu zarge-zarge na TESSA OERs da malamai suka ambata sun haɗa da rashin dacewa da kayan karatun da gamsuwa da albarkatun yanzu.

ICT mai dorewa don ci gaba a yankin Saharar Afirka

Ɗaya daga cikin fitattun sifofi na sauye-sauyen fasaha da ƙirƙira a yankin kudu da hamadar Sahara shi ne yunƙurin samar da bayanai da fasahar sadarwa don ci gaba (ICT4D). An sanya shi a matsayin hanyar da za ta fitar da miliyoyin mutane daga talauci a yankuna masu tasowa, ƙananan rahotanni game da gwaje-gwajen irin waɗannan ayyuka sun nuna nasarar ICT4D akan ma'auni na rayuwa a Afirka.[8] Ko da kuwa, ICT4D har yanzu ana sanya shi azaman ɗaya daga cikin fitattun ayyukan fasaha a yankin. Kowace shekara, masu bincike daga ko'ina cikin duniya suna ba da shawarwari don ƙarin ci gaba na ICT4D a taron AFRICOMM.

Tsarin ƙasa

A yayin da ake samun sabbin fasahohi da sadarwa a matsayin hanyar tsari da ci gaba tsakanin jama'a da masu zaman kansu a kasashe masu tasowa, baya ga karuwar shigar da na'urorin wayar hannu saboda karuwar kudin da suke samu, an ga matalauta a yankin kudu da hamadar Sahara. a matsayin masu samarwa da masu amfani da bayanai da fasahar sadarwa.[8]

Bisa wani bincike da kungiyar GSM ta gudanar a shekara ta 2013, yawan masu amfani da wayar salula a yankin kudu da hamadar Sahara ya karu da kashi 18 a kowace shekara tsakanin shekarun 2007 da 2012.[9] A cikin 2012, adadin biyan kuɗin wayar hannu a yankin kudu da hamadar Sahara ya kai kusan miliyan 650, fiye da duka na Amurka da EU.

Shigar da Android shi ne mafi girma saboda sauƙin haɗa kayan aikin haɓaka zamantakewar al'umma a fannonin kiwon lafiya na e-e-Learning, sarrafa sharar gida, banki ta wayar hannu, da dai sauransu, kuma wayoyi sune hanyar da mutane da yawa suka fi son shiga intanet.

Da farko dai, ICT a yankin kudu da hamadar Sahara an takaita shi ne kawai don amfani da shi, amma a yau an bullo da shi a fannonin hukuma da na hukumomi a matsayin kayan aiki na ci gaba, ci gaban zamantakewa, fadada tattalin arziki da karuwar jama'a. Wani bincike da cibiyar McKinsey Global Institute (MGC) ta gudanar a watan Nuwambar 2015 ya nuna cewa intanet na ba da gudummawar kashi 2.9 ne kawai ga GDP na Kenya da kashi 1.2 ga GDP na Afirka ta Kudu.