Jump to content

Functional illiteracy

Daga Wikipedia, Insakulofidiya ta kyauta.

Functional illiteracy ya ƙunshi ƙwarewar karatu da rubutu waɗanda ba su isa ba "don sarrafa rayuwar yau da kullun da ayyukan aiki waɗanda ke buƙatar ƙwarewar karantawa fiye da matakin asali". Wadanda ke karatu da rubutu ne kawai a cikin wani harshe ban da harshen da ya fi dacewa da kewayenta ana iya ɗaukar su marasa ilimi a cikin harshen da yafi dacewa. Rashin karatu da rubutu ya bambanta da rashin karatu da rubutu a cikin ma'ana, ma'ana rashin iya karantawa ko rubuta cikakke, jimloli da aka rubuta daidai a kowane harshe. Sabanin ilimin karatu da rubutu shine ilimin aiki, matakan karatu da rubutu waɗanda suka isa ga daily na yau da kullun, da isasshen fahimtar karatu, ikon karanta tarin kalmomi (kamar jumla da takardu) da fahimtar mafi yawan ko duk ma'anar su.[1][2]

Halayen rashin iya aiki sun bambanta daga al'ada ɗaya zuwa wani, kamar yadda wasu al'adu ke buƙatar ƙwarewar karatu da rubutu fiye da wasu. A cikin harsuna tare da rubutun sauti, ana iya bayyana rashin iya aiki kawai a matsayin karatu da sannu a hankali don amfani da amfani, rashin iya amfani da ƙamus da rubuce-rubucen rubuce-daban, da sauran dalilai. Binciken zamantakewar al'umma ya nuna cewa ƙasashe masu ƙarancin ƙwarewa a cikin yawan mutanen da suka girma sun kasance waɗanda ke da mafi girman ƙwarewar kimiyya a cikin ƙananan matasa da ke kusa da ƙarshen karatunsu na ilimi. Wannan wasikar ta nuna cewa ikon makarantu don tabbatar da cewa ɗalibai sun sami ilimin aiki da ake buƙata don fahimtar matani da takardu na asali da ke da alaƙa da ƙwarewar ɗan ƙasa yana ba da gudummawa ga matakin al'umma na ilimin jama'a.[3]

Matsayin karatu wanda zai iya isa ya sa manomi ya yi aiki sosai a yankunan karkara na ƙasa mai tasowa na iya cancanta a matsayin rashin iya aiki a cikin birane na ƙasar da ke ci gaba da fasaha. A cikin ƙasashe masu tasowa, matakin ilimin aiki na mutum ya yi daidai da matakin samun kudin shiga kuma ya yi daidai le haɗarin aikata wasu nau'ikan aikata laifuka.[4] A Rasha, inda fiye da kashi 99% na yawan jama'a suka iya karatu da rubutu, kashi ɗaya bisa uku na waɗanda suka kammala karatun sakandare ne kawai zasu iya fahimtar abubuwan da ke cikin matani na kimiyya da wallafe-wallafen, bisa ga binciken 2015. [5] Ma'aikatar Ilimi ta gwamnatin Burtaniya ta ba da rahoton a shekara ta 2006 cewa kashi 42% na yara masu zuwa makaranta sun bar makaranta suna da shekaru 16 ba tare da sun sami matakin asali na Turanci ba.[6] Kowace shekara, dalibai 100,000 suna barin makaranta ba tare da iya karatu ba a Burtaniya.[7] A Amurka, a cewar mujallar Kasuwanci, kimanin mutane miliyan 15 da ba su da ilimi sun yi aiki a farkon karni na 21. A cewar Cibiyar Nazarin Ilimi ta Kasa a Amurka: [8]

  • Kimanin kashi 70% na manya a cikin tsarin kurkuku na Amurka suna karantawa a ko ƙasa da matakin aji na huɗu, bisa ga binciken ilimin karatu na manya na kasa na 2003, suna lura da cewa "haɗin tsakanin gazawar ilimi da aikata laifuka, tashin hankali da aikata laphida an haɗa shi da gazawar karatu".
  • Kashi 85% na matasa fursunonin Amurka ba su da ilimi.[8]
  • 43% na manya a matakin mafi ƙasƙanci na karatu da rubutu sun rayu a ƙasa da layin talauci, sabanin 4% na waɗanda ke da mafi girman matakan karatu da rubutu.[8]

Cibiyar Nazarin Ilimi ta Kasa ta ba da ƙarin bayani.[9] Ana rarraba karatu da rubutu zuwa sigogi uku: rubutu, takarda, da ƙididdigar karatu da rubutu. Kowane siginar yana da matakai huɗu: ƙasa da asali, asali, matsakaici, da ƙwarewa. Don ilimin rubutu, alal misali, matakin da ke ƙasa na ilimin karatu da rubutu yana nufin cewa mutum na iya duba ɗan gajeren rubutu don samun ƙaramin bayani mara rikitarwa, yayin da mutumin da ke ƙasa da asali a cikin ilimin karatu da rubuce-rubuce zai iya yin ƙari mai sauƙi. A Amurka, kashi 14% na yawan manya suna a matakin "ƙasa da na asali" don ilimin rubutu; kashi 12% suna a matakin (ƙasa da asali) don ilimin rubuce-rubuce, kuma kashi 22% suna a wannan matakin don ilimin lissafi. Kashi 13% ne kawai na yawan jama'a ke da ƙwarewa a kowane ɗayan waɗannan yankuna uku - suna iya kwatanta ra'ayoyi a cikin editoci biyu; fassara tebur game da hawan jini, shekaru, da motsa jiki; ko lissafawa da kwatanta farashin kowane nau'in kayan abinci.

Binciken karatu da rubutu a aiki, wanda Cibiyar Arewa maso Gabas ta buga a shekara ta 2001, ta gano cewa asarar kasuwanci da aka danganta da rashi na ƙwarewa ya shiga cikin biliyoyin daloli a kowace shekara saboda ƙarancin aiki, kurakurai, da haɗari da aka danganci jahilci. Majalisar Inshora ta Rayuwa ta Amurka ta ba da rahoton cewa kashi 75% na kamfanonin Fortune 500 suna ba da horo ga ma'aikatansu. Ya zuwa shekara ta 2003, miliyan 30 (14% na manya) ba su iya yin ayyukan karatu da rubutu na yau da kullun ba.[10]

Ma'anar UNESCO

[gyara sashe | gyara masomin]

Rashin karatu da rubutu, da kuma rashin karatu da rubutu na aiki, an bayyana su a zaman 20 na UNESCO a 1978 kamar haka:

A person is illiterate who cannot with understanding both read and write a short simple statement on his everyday life. A person is functionally illiterate who cannot engage in all those activities in which literacy is required for effective functioning of his group and community and also for enabling him to continue to use reading, writing and calculation for his own and the community’s development.[11]

Bayanan da aka ambata

[gyara sashe | gyara masomin]
  1. ↑ Schlechty, Phillip C. (2004-04-27). Shaking Up the Schoolhouse: How to Support and Sustain Educational Innovation, Ch. 1, Introduction (PDF). Catdir.loc.gov. ISBN 978-0787972134.
  2. ↑ Haumba, Eric Nelson (2014). Deepening Functional Adult Literacy for Social-economic transformation in Uganda. Makerere University Library: SCECSAL.
  3. ↑ SASE - Society for the Advancement of Socio-Economics Archived 2006-06-29 at the Wayback Machine — Civic Literacy: How Informed Citizens Make Democracy Work Henry Milner, Umeå University and Université Laval, accessed May 2006
  4. ↑ "The Relationship Between Incarceration and Low Literacy". literacymidsouth.com. Literacy Mid-South. 16 March 2016. Retrieved 24 July 2022.
  5. ↑ Yasukova, Ludmila (2015). "Illiteracy — why? (In Russian)". Nauka i Zhizn (Science and Life).
  6. ↑ "Crib Sheet: Education". The Guardian. 27 February 2007. Retrieved 22 September 2019.
  7. ↑ Kirsty Scott (10 July 2007). "Sounds incredible". Education.guardian.co.uk. Retrieved 2014-06-10.
  8. ↑ 8.0 8.1 8.2 "The Health Literacy of America's Adults" (PDF). United States Department of Education. 2006. Retrieved 23 February 2010. Cite error: Invalid <ref> tag; name "NCES" defined multiple times with different content
  9. ↑ "National Assessment of Adult Literacy (NAAL) – Data Files from the 2003 National Assessment of Adult Literacy". Nces.ed.gov. Retrieved 2014-06-10.
  10. ↑ "National Assessment of Adult Literacy (NAAL) – Demographics – Overall". Nces.ed.gov. Retrieved 2014-06-10.
  11. ↑ "Records of the 20th General Conference of UNESCO: Resolutions" (PDF). 1978. p. 18.
Daga "https://ha.wikipedia.org/w/index.php?title=Functional_illiteracy&oldid=712900"