Jump to content

Haƙƙin Ilimi

Daga Wikipedia, Insakulofidiya ta kyauta.
Daliban 'yan gudun hijira na Siriya, Lebanon, 2016

  An amince da haƙƙin ilimi a matsayin Hakkin ɗan adam a cikin tarurruka da yawa na duniya, gami da Alkawarin Duniya kan 'Yancin Tattalin Arziki, Jama'a da Al'adu wanda ya amince da haƙƙoƙin kyauta, ilimin firamare ga kowa, wajibi ne don haɓaka ilimin sakandare na gaba ɗaya tare da gabatar da ci gaba na Ilimi na sakandare kyauta, da kuma wajibi ne don bunkasa daidaito ga ilimi mafi girma, musamman ta hanyar gabatar da ilimi mafi girma kyauta. A cikin 2021, jihohi 171 sun kasance jam'iyyun Alkawari.[1]

A cikin 2021, sabon jimlar yara da ba sa zuwa makaranta sun kai miliyan 250, tare da rashin daidaito na zamantakewa a matsayin babban dalilin. A duk duniya, kashi 16% na matasa ba su halarci kowane irin makaranta a 2023, tare da matakin farko na ilimi yana zaune a 1 daga cikin yara 10 ba su halarta ba. Kashi 48% na yawan mutanen da ba su halarci makaranta ba 'yan mata ne da' yan mata.[2]

Shirin Ma'aunin 'Yancin Dan Adam [3] yana auna haƙƙin ilimi ga ƙasashe a duniya, bisa ga matakin samun kudin shiga. [4]

Tushen shari'a na kasa da kasa

[gyara sashe | gyara masomin]
Yarjejeniyar kan 'Yancin Mutanen da ke da nakasa jihohin da suka sanya hannu, amma ba a tabbatar da su ba jihohin da ba su sanya hannu ba
  states parties
  states that have signed, but not ratified
  states that have not signed

Hakkin ilimi an nuna shi a cikin Mataki na 26 na Universal Declaration of Human Rights, wanda ya ce:

"Kowane mutum yana da 'yancin ilimi. Ilimi zai kasance kyauta, aƙalla a cikin matakai na farko da na asali. Ilimi na farko zai zama tilas. Za a ba da ilimi na fasaha da na sana'a gabaɗaya kuma ilimi mafi girma zai kasance daidai ga kowa bisa ga cancanta. Za a yi amfani da ilimi ga cikakken ci gaban mutuntaka da kuma karfafa girmamawa ga zaɓin haƙƙin ɗan adam da 'yanci na asali. Za a inganta fahimta, haƙƙin haƙƙin haƙƙinsu na gaba ga kowane al' yancin da ya kasance ga waɗannan ɗalibai na zaman lafiya. [5]

An sake tabbatar da haƙƙin ilimi a cikin Yarjejeniyar UNESCO ta 1960 game da nuna bambanci a Ilimi, Yarjejeniyar Duniya ta 1966 kan 'Yancin Tattalin Arziki, Jama'a da Al'adu, [6] [7] Yarjejeniyar 1981 kan kawar da Dukkanin Nuna Bambanci ga Mata, [8] Yarjejeniyar 1989 kan' yancin Yara, [9] da Yarjejeniyar 2006 kan' yankancin Mutanen da ke da nakasa.

A Afirka, duka Yarjejeniyar Afirka ta 1981 kan 'Yancin Dan Adam da Jama'a [10] da Yarjejeniyar Afrika ta 1990 kan' Yancin Dan Adam ta amince da haƙƙin ilimi. [11]

A Turai, Mataki na 2 na Yarjejeniyar farko ta 20 Maris 1952 ga Yarjejeniyar Turai kan 'Yancin Dan Adam ya bayyana cewa an amince da haƙƙin ilimi a matsayin haƙƙin ɗan adam kuma an fahimci shi don kafa haƙƙin ilimi. Dangane da Yarjejeniyar Kasa da Kasa kan 'Yancin Tattalin Arziki, Jama'a da Al'adu, haƙƙin ilimi ya haɗa da haƙƙin kyauta, tilastawa na ilimi na firamare ga kowa, wajibi ne don haɓaka ilimin sakandare wanda kowa zai iya samu musamman ta hanyar ci gaba da gabatar da ilimin sakandare kyauta, da kuma wajibi ne don bunkasa daidaito ga ilimi mafi girma musamman ta hanyar gabatar da ilimi mafi girma kyauta. Hakkin ilimi ya haɗa da alhakin samar da ilimi na asali ga mutanen da ba su kammala karatun firamare ba. Baya ga waɗannan damar samun ilimi, haƙƙin ilimi ya haɗa da wajibin kawar da nuna bambanci a duk matakan tsarin ilimi, don saita mafi ƙarancin ƙa'idodi, da inganta inganci. Kotun Turai ta 'Yancin Dan Adam a Strasbourg ta yi amfani da wannan ka'ida misali a cikin shari'ar harshe ta Belgium. Mataki na 10 na Yarjejeniyar Jama'a ta Turai ya tabbatar da haƙƙin ilimin sana'a.

Dangane da kundin tsarin mulkin Indiya a karkashin dokar Kwaskwarima ta 86 ta 2002, Akwai 'yancin ilimi kyauta da tilas har zuwa shekaru 6-14.

An yi jayayya cewa "dokar kasa da kasa ba ta ba da kariya mai tasiri ga haƙƙin ilimin firamare ba", kodayake yarjejeniyoyi biyu na duniya a bayyane suna nufin ilimi kafin makarantar firamare:

  • Yarjejeniyar kan kawar da dukkan nau'o'in nuna bambanci ga mata tana buƙatar jihohi su tabbatar da daidaito ga 'yan mata "a makarantar sakandare", [12]
  • a cikin Yarjejeniyar kan Kare Hakkin Dukkanin Ma'aikatan Migrantes da membobin Iyalansu jam'iyyun jihohi sun yarda cewa ba za a hana samun damar shiga "cibiyoyin ilimi na jama'a" ba saboda "yanayin iyaye ko yaro game da zama".[13]

A bayyane yake, Yarjejeniyar kan 'Yancin Mutanen da ke da nakasa ta buƙaci cewa "Ƙungiyoyin Jihohi za su tabbatar da tsarin ilimi mai haɗa kai a kowane mataki".[14]

A cikin 2019 kwamitin masana na shari'ar kare hakkin dan adam na kasa da kasa sun karɓi ka'idodin Abidjan kan Hakkin Ilimi bayan shekaru uku na ci gaba. An san shi a matsayin rubutun fassarar iko ta wasu hukumomin kasa da kasa da na yanki kamar Majalisar Kare Hakkin Dan Adam ta Majalisar Dinkin Duniya, [15] Kwamitin Kare Hakkin Jama'a na Turai, [16] Hukumar Afirka kan 'Yancin Dan Adam da Jama'a, [17] da Hukumar Inter-Amurka kan 'YanYancin Dan adam, [18] manufar su ita ce bayar da jihohi da sauran' yan wasan kwaikwayo tsarin tunani don magance tashin hankali da tambayoyin da suka shafi shiga cikin ilimi na masu zaman kansu da kasuwanci.

A watan Yunin 2024, Majalisar Kare Hakkin Dan Adam ta Majalisar Dinkin Duniya ta amince da kafa ƙungiyar aiki tare da umarnin "bincike yiwuwar, bayyanawa da kuma gabatar wa Majalisar Kare Hakki na Dan Adam da wani tsari na zaɓi ga Yarjejeniyar kan 'Yancin Yara tare da manufar: (a) A bayyane ya gane cewa haƙƙin ilimi ya haɗa da Kula da yara da ilimi; (b) A bayyananne cewa, tare da neman samun haƙƙin ilimi na ilimi, Jihohi za su: (i) Sa ilimi na farko kyauta ga kowa, farawa da shekara ɗaya) [19]

Ma'anar

[gyara sashe | gyara masomin]
Yarinya daliba a Mogadishu

Ilimi shine samun dama ga umarnin ma'aikata na yau da kullun kuma shine tsarin tsarin tsarin ƙimar ilmantarwa, ilimi, halaye da ƙwarewa. Gabaɗaya, kayan aikin ƙasa da ƙasa suna amfani da kalmar a wannan ma'anar kuma haƙƙin ilimi, kamar yadda kayan haƙƙin ɗan adam na ƙasa suka kare, suna nufin ilimi da farko a cikin ƙayyadadden ma'ana. Yarjejeniyar UNESCO ta 1960 game da nuna bambanci a cikin Ilimi ya bayyana ilimi a cikin Mataki na 1 (2) kamar haka: "duk nau'ikan da matakan ilimi, (gami da irin wannan) samun damar ilimi, daidaito da ingancin ilimi, da kuma yanayin da aka ba shi. "

Ɗalibi yana koyar da wasu ɗalibai a Mogadishu

A cikin ma'anar ilimi na iya bayyana "duk ayyukan da ƙungiyar ɗan adam ke watsawa ga zuriyarta wani ilmi da ƙwarewa da kuma ka'idar ɗabi'a wanda ke ba da damar ƙungiyar ta rayu". A wannan ma'anar ilimi yana nufin watsawa ga ƙarni na gaba na waɗancan ƙwarewar da ake buƙata don yin ayyukan rayuwar yau da kullun, da kuma ci gaba da wucewa kan dabi'un zamantakewa, al'adu, ruhaniya da falsafar takamaiman al'umma. An amince da ma'anar ilimi a cikin Mataki na 1 (a) na Shawarwarin UNESCO na 1974 game da Ilimi don Fahimtar Kasa da Kasa, Haɗin Kai da Zaman Lafiya da Ilimi da suka shafi 'Yancin Dan Adam da' Yancin Tushen.

"dukan tsarin rayuwar zamantakewa ta hanyar da mutane da kungiyoyin zamantakewa ke koyon bunkasa da gangan a ciki, kuma don amfanin, al'ummomin ƙasa da na duniya, duk iyawarsu, halayen, ƙwarewa da ilimi. "

Kotun Kare Hakkin Dan Adam ta Turai ta bayyana ilimi a takaice a matsayin "koyarwa ko umarni... musamman ga watsa ilimi da ci gaban ilimi" kuma a cikin ma'ana mai zurfi a matsayin "duk tsarin da, a kowane al'umma, manya ke ƙoƙarin watsa imanin su, al'adu da sauran dabi'u ga matasa".

Binciken cikawa

[gyara sashe | gyara masomin]
4As

Ana iya kimanta cikar haƙƙin ilimi ta amfani da tsarin 4As, wanda ke tabbatar da cewa don ilimi ya zama haƙƙin ma'ana dole ne ya kasance, mai sauƙi, mai karɓa da daidaitawa. Tsohon mai ba da rahoto na musamman na Majalisar Dinkin Duniya kan 'yancin ilimi, Katarina Tomasevski, ne ya kirkiro tsarin 4As, amma ba lallai ba ne a matsayin ma'auni da aka yi amfani da shi a kowane kayan aikin kare hakkin dan adam na kasa da kasa kuma saboda haka ba jagora ba ne game da yadda ake bi da' yancin ilimi a karkashin dokar ƙasa.[20]

Tsarin 4As ya ba da shawarar cewa gwamnatoci, a matsayin manyan masu ɗaukar aiki, dole ne su girmama, karewa da cika haƙƙin ilimi ta hanyar samar da ilimi, mai sauƙi, mai karɓa da daidaitawa. Tsarin kuma yana sanya ayyuka a kan wasu masu ruwa da tsaki a cikin tsarin ilimi: yaro, wanda a matsayin mai daraja na haƙƙin ilimi yana da aikin bin bukatun Ilimi na tilas, iyaye a matsayin 'malamai na farko', da kuma masu sana'a, wato malamai.[20]

An kara bayyana 4As kamar haka: [21]

  • Samun sa- gwamnatoci ne ke tallafawa, ilimi na duniya ne, kyauta kuma tilas ne. Ya kamata a sami kayan aiki da kayan aiki masu kyau tare da isasshen littattafai da kayan aiki ga ɗalibai. Ya kamata gine-gine su cika ka'idojin aminci da tsabta, kamar samun ruwan sha mai tsabta. Rubuce-rubuce masu aiki, horo mai kyau da hanyoyin riƙewa masu dacewa ya kamata su tabbatar da cewa akwai isasshen ma'aikatan da suka cancanta a kowace makaranta.[22]
  • Samun dama - duk yara ya kamata su sami daidaitattun damar yin amfani da ayyukan makaranta, ba tare da la'akari da jinsi ba, launin fata, addini, kabilanci ko matsayi na zamantakewa da tattalin arziki. Ya kamata a yi kokari don tabbatar da hada kungiyoyin da aka ware ciki har da 'ya'yan 'yan gudun hijira, marasa gida ko waɗanda ke da nakasa; a takaice ya kamata a sami damar samun ilimi na duniya watau samun dama ga kowa. Ya kamata a ba wa yara da suka fada cikin talauci damar samun ilimi saboda yana inganta ci gaban tunanin su da zamantakewar su. Ya kamata a sami nau'ikan rarrabewa ko hana samun dama ga kowane ɗalibi. Wannan ya haɗa da tabbatar da cewa dokoki masu kyau suna aiki game da duk wani aikin yara ko cin zarafi don hana yara samun ilimin firamare ko sakandare. Makarantu dole ne su kasance a cikin nesa mai kyau ga yara a cikin al'umma, in ba haka ba ya kamata a samar da sufuri ga ɗalibai, musamman waɗanda zasu iya zama a yankunan karkara, don tabbatar da hanyoyin zuwa makaranta suna da aminci da dacewa. Ilimi ya kamata ya kasance mai araha ga kowa, tare da litattafai, kayan aiki da kayan aiki da aka bayar ga ɗalibai ba tare da ƙarin farashi ba.[23]
  • Amincewa - ingancin ilimin da aka bayar ya kamata ya kasance ba tare da nuna bambanci ba, ya dace kuma ya dace da al'adu ga dukkan dalibai. Bai kamata a sa ran dalibai su bi kowane takamaiman ra'ayi na addini ko akida ba. Hanyoyin koyarwa ya kamata su kasance masu ma'ana kuma ba tare da nuna bambanci ba kuma kayan da ke akwai ya kamata su nuna ra'ayoyi da imani da yawa. Ya kamata a jaddada kiwon lafiya da aminci a cikin makarantu ciki har da kawar da kowane nau'in azabtarwa na jiki. Ya kamata a ci gaba da ƙwarewar ma'aikata da malamai.[24]
  • Daidaitawa - shirye-shiryen ilimi ya kamata su kasance masu sassauci kuma su iya daidaitawa bisa ga canje-canjen al'umma da bukatun al'umma. Ya kamata makarantu su girmama bukukuwan addini ko al'adu don karɓar ɗalibai, tare da samar da isasshen kulawa ga waɗancan ɗaliban da ke da nakasa.[25]

Yawancin kungiyoyi masu zaman kansu na kasa da kasa da kungiyoyin agaji suna aiki don fahimtar haƙƙin ilimi ta amfani da tsarin haƙƙin ci gaba.[26]

Ci gaban tarihi

[gyara sashe | gyara masomin]

A Turai, kafin Haskakawa na karni na goma sha takwas da na goma sha tara, ilimi alhakin iyaye ne da coci. Tare da juyin juya halin Faransa da Amurka, an kafa ilimi a matsayin aikin jama'a. An yi tunanin cewa jihar, ta hanyar ɗaukar rawar da ta fi dacewa a fannin ilimi, na iya taimakawa wajen samar da ilimi ga kowa. Ilimi ya zuwa yanzu ya kasance da farko ga manyan ɗalibai na zamantakewa kuma an fahimci ilimin jama'a a matsayin hanyar fahimtar manufofin daidaito da ke nuna juyin juya halin biyu.

Koyaya, ba Sanarwar 'Yancin Kai ta Amurka (1776) ko kuma Sanarwar 'Yancin Mutum da na' Yan kasa ta Faransa (1789) ba ta kare haƙƙin ilimi ba, kamar yadda ra'ayoyin' 'Yancin ɗan adam a ƙarni na sha tara suka yi la'akari da cewa iyaye sun riƙe aikin farko don samar da ilimi ga yaransu. Wajibi ne ga jihar ta tabbatar da cewa iyaye sun bi wannan aikin, kuma jihohi da yawa sun kafa dokoki da ke tilasta halartar makaranta. Bugu da ƙari, an kafa dokokin aikin yara don iyakance yawan sa'o'i a kowace rana da yara za a iya amfani da su, don tabbatar da cewa yara za su halarci makaranta. Jihohi kuma sun shiga cikin ka'idojin doka na tsarin karatun kuma sun kafa mafi ƙarancin ka'idoji na ilimi.

A cikin On Liberty, John Stuart Mill ya rubuta cewa " ilimantarwa da Gwamnati ta kafa kuma tana sarrafawa ya kamata ya kasance kawai, idan ya wanzu kwata-kwata, a matsayin daya daga cikin gwaje-gwaje masu yawa, waɗanda aka gudanar don manufar misali da ƙarfafawa don kiyaye wasu zuwa wani matsayi na ƙwarewa". Masu tunani na Liberal na ƙarni na goma sha tara sun nuna haɗarin shiga cikin jihar da yawa a fannin ilimi, amma sun dogara da sa hannun gwamnati don rage rinjayar coci, da kuma kare haƙƙin ilimi na yara daga iyayensu. A ƙarshen rabin karni na sha tara, an haɗa haƙƙin ilimi a cikin takardun haƙƙin gida. 1849 Paulskirchenverfassung, kundin tsarin mulkin Daular Jamus, ya yi tasiri sosai ga kundin tsarin mulkin Turai na gaba kuma ya ba da Mataki na 152 zuwa 158 na lissafin haƙƙin ilimi. Kundin Tsarin Mulki ya amince da ilimi a matsayin aikin jihar, mai zaman kanta daga coci. Abin mamaki a lokacin, kundin tsarin mulki ya ayyana haƙƙin ilimi kyauta ga matalauta, amma kundin tsarin mulki bai buƙaci jihar ta kafa cibiyoyin ilimi ba. Maimakon haka kundin tsarin mulki ya kare haƙƙin 'yan ƙasa don kafawa da gudanar da makarantu da kuma samar da ilimin gida. Kundin Tsarin Mulki ya kuma ba da 'yancin kimiyya da koyarwa, kuma ya tabbatar da haƙƙin kowa da kowa ya zaɓi sana'a kuma ya horar da shi.

Karni na goma sha tara ya kuma ga ci gaban ka'idar gurguzu, wanda ya tabbatar da cewa babban aikin jihar shine tabbatar da tattalin arziki da zamantakewar al'umma ta hanyar shiga tsakani da tsari. Ka'idar zamantakewar al'umma ta fahimci cewa mutane suna da'awar ayyukan jin dadin jama'a na asali game da jihar kuma ana kallon ilimi a matsayin daya daga cikin wadannan hakkoki na jin dadin jamaʼa. Wannan ya bambanta da ka'idar sassaucin ra'ayi a lokacin, wanda ke ɗaukar 'yan wasan da ba na gwamnati ba a matsayin manyan masu ba da ilimi. A shekara ta 1917 kundin tsarin mulkin Mexico shine na farko da ya tabbatar da ilimi kyauta da na duniya. Daga baya, an tsarkake manufofin gurguzu a cikin Kundin Tsarin Mulki na Soviet na 1936, wanda ya amince da haƙƙin ilimi tare da wajibin da ya dace na jihar don samar da irin wannan ilimi. Kundin Tsarin Mulki ya tabbatar da ilimi kyauta da tilas a kowane mataki, tsarin tallafin karatu na jihar da horo na sana'a a cikin kamfanonin jihar. Daga baya, haƙƙin ilimi ya nuna sosai a cikin kundin tsarin mulki na jihohin gurguzu. A matsayin burin siyasa, an ayyana haƙƙin ilimi a cikin jawabin F. D. Roosevelt na 1944 game da Dokar 'Yancin Biyu.

Dokar kasa da kasa ta fara tsara haƙƙin ilimi bayan Yaƙin Duniya na I.[27]

Matsayin ilimi ga mutane, al'umma da jihar

[gyara sashe | gyara masomin]

Ilimi a duk siffofinsa (na al'ada, ba na al'ada ba, da kuma na al'umma) yana da mahimmanci don tabbatar da mutuncin dukkan mutane. Manufofin ilimi, kamar yadda aka tsara a cikin dokar kare hakkin dan adam ta kasa da kasa (IHRL), duk an tsara su ne don cimma hakkokin mutum da mutunci.[28] Wadannan sun hada da, a tsakanin wasu, tabbatar da mutuncin ɗan adam da cikakken ci gaban mutum; inganta ci gaban jiki da fahimta; ba da damar samun ilimi, ƙwarewa, da basira; ba da gudummawa ga cikar cikakken damar mutum; inganta girman kai da haɓaka amincewa; ƙarfafa girmamawa ga haƙƙin ɗan adam; tsara ma'anar mutum da haɗin kai tare da wasu; ba da ba da damar zamantakewa da ma'ana da ma'amala da wasu; yana ba da damar mutum ya tsara duniya da ke kewaye da su damar samun cikakken rayuwarsu.

Fa'idodin ilimi da yawa

Ilimi kuma yana da canji ga jihar da al'umma. A matsayin daya daga cikin mahimman hanyoyin da ake kiyaye kungiyoyin zamantakewa, musamman 'yan asalin ƙasar da' 'yan tsiraru daga tsara zuwa tsara, suna ba da harshe, al'adu, ainihi, dabi'u, da al'adu. Ilimi kuma yana daya daga cikin manyan hanyoyin da jihohi zasu iya tabbatar da bukatun tattalin arziki, zamantakewa, siyasa, da al-adu.

  • Bayar da izinin watsa al'adu, dabi'u, ainihi, harsuna, da al'adu daga ƙarni ɗaya zuwa na gaba;
  • Inganta ci gaban tattalin arziki mai ɗorewa;
  • Kula da dimokuradiyya da al'ummomin zaman lafiya;
  • Karfafa shiga da hadawa a cikin hanyoyin yanke shawara;
  • Karfafa rayuwar al'adu mai arziki;
  • Taimaka gina asalin ƙasa;
  • Inganta Adalci na zamantakewa;
  • Kashe ƙalubalen da ke ci gaba da ƙuntata;
  • Karfafa Ci gaba mai ɗorewa, gami da girmama muhalli.

Aiwatarwa

[gyara sashe | gyara masomin]
Makarantar Kimiyya ta Manila a Manila, Philippines

Dokar kasa da kasa ba ta kare haƙƙin ilimin firamare kuma takardun kasa da kasa gabaɗaya suna watsar da nassoshi game da ilimi a wannan matakin. Sanarwar Universal Declaration of Human Rights ta bayyana cewa kowa yana da 'yancin ilimi, saboda haka haƙƙin ya shafi dukkan mutane, kodayake ana ɗaukar yara a matsayin manyan masu cin gajiyar.

Hakkin ilimi an raba shi zuwa matakai uku:

  • Ilimi na Firamare (Fabatarwa ko Tushen). Wannan zai zama tilas kuma kyauta ga kowane yaro ba tare da la'akari da asalinsa ba, jinsi, wurin haihuwa, ko wani nuna bambanci. Bayan tabbatar da Yarjejeniyar Kasa da Kasa kan Harkokin Tattalin Arziki, Jama'a da Al'adu Kasashe dole ne su samar da ilimin firamare kyauta a cikin shekaru biyu.
  • Sakandare (ko Firamare, Fasaha da Kwararru a cikin UDHR) Ilimi dole ne ya kasance gaba ɗaya kuma yana da sauƙin isa.
  • A matakin jami'a, ya kamata a samar da Ilimi bisa ga iyawa. Wato, duk wanda ya cika ka'idodin ilimi da ake bukata ya kamata ya iya zuwa jami'a.

Dukkanin sakandare da ilimi mafi girma za a iya samun dama "ta kowace hanya da ta dace, kuma musamman ta hanyar ci gaba da gabatar da ilimi kyauta".

Ilimi na tilas

[gyara sashe | gyara masomin]

Ana iya cimma nasarar samun 'yancin ilimi a matakin kasa ta hanyar Ilimi na tilas, ko kuma musamman ilimi na firamare na tilas kyauta, kamar yadda aka bayyana a cikin Universal Declaration of Human Rights da International Covenant on Economic, Social and Cultural Rights.[6][29]

Hakkin ilimi ga yara, matasa da manya

[gyara sashe | gyara masomin]
Yanayi a cikin Montessori Farkon yaro a QAIS
Sojojin Amurka da yara masu zuwa makaranta a Cibiyar Nazarin Yankin da ke Bahrain

Hakkin dukkan yara daga ƙuruciya ya samo asali ne daga Sanarwar Universal ta 1948 ta ''Yancin ɗan adam . Sanarwar da aka ayyana a cikin Mataki na 1: 'Dukan 'yan adam an haife su da 'yanci kuma suna da daidaito da' yanci.' Sanarwar ta bayyana cewa haƙƙin ɗan adam yana farawa daga haihuwa kuma cewa ƙuruciya lokaci ne da ke buƙatar kulawa da taimako na musamman [mataki na 25 (2) ]. Sanarwar 'Yancin Yara ta 1959 ta tabbatar da cewa: 'mutumin yana da bashin yaro mafi kyawun abin da ya kamata ya bayar', gami da ilimi. Wannan ya karu da Yarjejeniyar Kasa da Kasa kan 'Yancin Tattalin Arziki, Jama'a da Al'adu ta 1966 wanda ya bayyana cewa: 'za a ba da ilimi ga cikakken ci gaban mutum da kuma girman mutuntakarsa, kuma zai karfafa girmamawa ga' yancin ɗan adam da' yanci na asali. [mataki na 13 (1) ]

Sanarwar Duniya kan Ilimi Ga Dukkanin (EFA) da aka karɓa a cikin 1990 a Jomtien, Thailand, ta bayyana a cikin labarin 5 cewa: 'Yaryon ya fara ne daga haihuwa [...] Wannan yana kira ga kula da yara da ilimi na farko. " Shekaru goma bayan haka, Tsarin Dakar don Aiki akan EFA ya kafa manufofi shida, na farko daga cikinsu shine: ' fadadawa da inganta Kula da yara da farko da ilimi, musamman ga yara mafi rauni da marasa galihu. 'Kariya ga Ayyuka na Duniya. Majalisar Dinkin Duniya ta ba da gudummawa ga irin wannan kokarin ta hanyar sanarwar 'Yancin Yara da Majalisar Dinkinobho ta amince da ita a shekarar 1959. Paparoma Leo XIV ya tsara haƙƙin ilimi a matsayin "dama ga ilimi": "yara suna da haƙƙin ilimi (Ius habent sciendi) a matsayin muhimmiyar buƙata don amincewa da mutuncin ɗan adam".

Akwai kungiyoyi masu zaman kansu daban-daban da ke aiki don kare hakkin ilimi. EClickKart yana daya daga cikin irin wadannan dandamali da Rohit N Shetty ya fara [30] wanda ya bayyana cewa Ilimi shine ainihin dama kuma EClickKard yana aiki zuwa gare shi. [31]

Ilimi mafi girma

[gyara sashe | gyara masomin]

  Ana iya bayyana ilimi mafi girma a matsayin kwaleji ko wasu ilimi (kamar horo) wanda ake ɗauka bayan makarantar sakandare. The Oxford Dictionary ya bayyana ilimi mafi girma a matsayin "illimi bayan matakin sakandare". Ɗaya daga cikin manyan abubuwan da ke shafar ko ɗalibai sun yanke shawarar neman ilimi na sakandare bayan makarantar sakandare shine farashi, wanda ke tasiri sosai ga abin da ɗalibai suka zaɓa su yi da iliminsu kuma wani lokacin ana ɗaukarsa nuna bambanci ga iyalai masu karamin kuɗi. A kasashe da yawa, ana ba da taimakon kuɗi na ɗalibai don taimakawa ɗalibai da iliminsu.

Shingen kudi

[gyara sashe | gyara masomin]

A cikin 1965, Gwamnatin tarayya ta Amurka ta kafa Shirin Kudin Ilimi na Iyali na Tarayya don ba da damar ɗalibai su sami rancen ɗalibai don taimakawa su shiga kwaleji. Kudin lamuni na dalibai shine kuɗin da ake bayarwa ta hanyar kasafin kudin tarayya - ma'anar Ma'aikatar Ilimi ta Amurka; ko masu zaman kansu ta bankunan, ko Kungiyoyin bashi. Iyalai da yawa a Amurka a halin yanzu suna amfani da rancen dalibai don sanya yaransu ta kwaleji. Abin takaici, wannan da sauri ya zama matsala; sakamakon rance na dalibai, yawan bashin rance na ɗalibai ya fara tasowa, wanda mutane suka ƙare su biya sauran rayuwarsu. Daga baya, a ranar 30 ga Yuni, 2010, Amurka ta maye gurbin Shirin Kudin Ilimi na Tarayya tare da Shirin Kudin dalibai na Tarayya don gwamnati ta samar da ƙarin taimako kai tsaye ga ɗalibai.[32]

Tare da wannan, a cikin 1965, Amurka ta kafa Dokar Ilimi Mafi Girma (HEA), wanda shine dokar tarayya da ke bawa dalibai damar samun taimakon kudi da sauran albarkatu. Wannan shirin ya haifar da kirkirar wasu shirye-shiryen taimakon dalibai da yawa waɗanda ke da niyyar taimaka wa dalibai su sami hanyar fita daga bashin rancen dalibai.[33] Wasu shirye-shiryen taimako masu mahimmanci sun haɗa da Pell Grants, waɗanda Ma'aikatar Ilimi ke bayarwa don taimakawa ɗalibai su biya kuɗin kwaleji, da kuma rance na Stafford, "rashin Stafford na Tarayya wanda aka ba da tallafi ko wanda ba a ba da tallafin ba wanda aka yi wa ɗaliban da ke halartar makarantun da suka halarci Shirin Ilimi na Tarayya (FFEL) ".[34][35]

Daidaitawar launin fata da jinsi

[gyara sashe | gyara masomin]

Akwai shirye-shirye da yawa a duk faɗin Amurka waɗanda suka fara aiwatar da kawar da bambancin launin fata da jinsi a cikin ilimi mafi girma. An shigar da mata cikin ɗaliban ilimi mafi girma a cikin 1837. Wannan yanayin ya ci gaba a 1964 lokacin da aka sanya hannu kan Dokar 'Yancin Bil'adama, wanda ya kawo karshen rarrabewar kabilu daban-daban a fadin Amurka.[36] A cikin 'yan shekarun nan, shirye-shirye da yawa da aka kafa don magance wariyar launin fata da sauran nau'ikan nuna bambanci. Ma'aikatar Ilimi ta mayar da hankali ga samar da karin kudade ga kabilun da ba su da wakilci a tarihi don taimaka musu su biya kwaleji, kuma sun ci gaba da ba da shawara ga waɗannan kungiyoyi gaba ɗaya. Tare da wannan, Majalisar Amurka kan Ilimi ta mayar da hankali musamman kan tabbatar da cewa mata suna ci gaba da samun daidaitattun hakkoki ga ilimi da karɓar iko.[37]

Kwatanta Duniya

[gyara sashe | gyara masomin]

A cikin ƙasashe kamar Jamus, Faransa, Norway, Austria, Finland, Iceland, da Denmark, akwai tseren ilimi mafi girma waɗanda ba ya buƙatar karatu, wanda ke ba da damar ƙarin ilimi da ƙarin ilimi gaba ɗaya.[38] An yi imanin cewa ilimi mafi girma yana da mahimmanci ga shirin rayuwar dalibi, yana da tasiri sosai ga Ci gaban tattalin arziki, kuma yana kawar da nuna bambanci ga iyalai masu karamin karfi a cikin waɗannan takamaiman ƙasashe. A wasu ƙasashe, akwai shirye-shiryen da suka zaɓi kada su kawo ƙarshen nuna bambanci na launin fata da na jinsi, amma a maimakon haka suna da makarantu na musamman ga mutanen da ke da wani kabila ko jima'i kuma / ko ba sa samun ci gaba zuwa ga kawar da wariyar launin fata.[39]

Tasirin mallakar kai a kan haƙƙin ilimi

[gyara sashe | gyara masomin]

Kasuwanci ilimi na iya haifar da mummunar sakamako sakamakon rashin isasshen ko rashin isaswar saka idanu da kuma tsarawa ta hukumomin gwamnati (makarantu ba tare da lasisi ba, hayar malamai marasa horo da rashin tabbacin inganci), tare da yiwuwar haɗari ga haɗin kai da hadin kai. Daga damuwa ta musamman: "Ƙungiyoyin da aka ware sun kasa jin daɗin yawancin tasirin da suka dace kuma suna ɗaukar nauyin da ba daidai ba na tasirin masu zaman kansu. " Bugu da ƙari, kudaden da ba a sarrafa su ba waɗanda masu samar da masu zaman kansu suka buƙaci na iya lalata damar samun ilimi ta duniya. Gabaɗaya, wannan na iya haifar da mummunar tasiri a kan jin daɗin haƙƙin ilimi mai inganci da kuma cimma daidaitattun damar ilimi. Koyaya, yana iya samun tasiri mai kyau ga wasu ƙungiyoyin zamantakewa, ta hanyar haɓaka damar ilmantarwa, zaɓin iyaye mafi girma da kuma tsarin karatun da ya fi yawa.

Ƙarin koyarwa mai zaman kansa, ko 'ilimi na inuwa', wanda ke wakiltar wani takamaiman bangare na keɓance ilimi, yana girma a duk duniya. Sau da yawa alama ce ta tsarin makaranta mara kyau, [40] koyarwa mai zaman kansa, kamar sauran bayyanar ilimi mai zaman kansa. A gefe guda, ana iya daidaita koyarwa don bukatun masu saurin koyo kuma malamai na iya kara albashin makarantarsu. A gefe guda, kudade don koyarwa mai zaman kansa na iya wakiltar babban rabo na Kudin shiga na gida, musamman tsakanin matalauta, sabili da haka na iya haifar da rashin daidaito a cikin damar ilmantarwa. Kuma gaskiyar cewa wasu malamai na iya yin ƙoƙari sosai a cikin koyarwa mai zaman kansa kuma su yi watsi da ayyukansu na yau da kullun na iya shafar ingancin koyarwa da ilmantarwa a makaranta.[41] Ci gaban ilimin inuwa, albarkatun kudi da mutane da iyalai suka tattara, da damuwa game da yiwuwar mummunar hali da cin hanci da rashawa suna jagorantar wasu ma'aikatun ilimi don ƙoƙarin tsara lamarin. [41]

Rashin daidaito na zamantakewa

[gyara sashe | gyara masomin]
Makarantar 'yan mata a Khyber Pakhtunkhwa, Pakistan, 2015

A cikin shekara ta 2019, kimanin yara miliyan 260 ba su da damar zuwa makaranta a duniya.

Ilimi na mata

[gyara sashe | gyara masomin]

A cikin karni na 21, Rashin daidaito tsakanin jinsi har yanzu cikas ne ga samun ilimi a duniya. Halin masu ra'ayin mazan jiya game da rawar da mata ke takawa ya kalubalanci ikon mata da 'yan mata na yin amfani da haƙƙinsu na ilimi.[42]

Malala Yousafzai, mai fafutukar ilimin mata

Daga cikin manya miliyan 750 marasa karatu a duniya, an kiyasta kashi biyu bisa uku mata ne. Wannan ya faru ne saboda rashin daidaito tsakanin maza da mata, tashin hankali na mata, da auren farko da ciki, sau da yawa yana da alaƙa da talauci da warewar ƙasa.[42] A cikin shekaru goma na biyu na karni na 21, fafutukar 'yancin mata na samun ilimi ya zama yunkuri na duniya ta hanyar fafutukar Malala Yousafzai, Wanda ya lashe kyautar Nobel ta Pakistan.

COVID-19

[gyara sashe | gyara masomin]

Cutar COVID-19 ta shafi sama da kashi 90% na daliban duniya kuma tana da alhakin haɓaka rashin daidaito na zamantakewa a samun ilimi. Rashin tattalin arziki na duniya nan da nan ga annobar ya yi hasashen mummunar sakamako a kan kudaden ilimi, wanda ya haifar da tasiri na dogon lokaci akan daidaito ga ilimi. A duniya, a lokacin annobar, alamun jinsi, aji, da kabilanci sun gabatar da kansu a matsayin abubuwan da ke haifar da rauni a samun dama ga hakkoki na asali kamar ilimi da kiwon lafiya.

Rarraba litattafan kyauta ga yara a makaranta a Assam

Duk da E-learning, burin tarihi yana tafiya zuwa ga dimokuradiyya na samun ilimi, dangane da ingancinsa, yana iya zama matsala wajen cimma wannan dama. Dalibai da ba su da babban birnin al'adu, tallafin iyali, da yanayin kayan aiki (ciki har da samun damar samun kayan aikin lantarki da intanet) sun sami damar samun ilimi da aka hana su ta wannan hanyar ilimi. Komawa ga koyarwar aji a lokacin annobar COVID-19 ta haifar da rikici tsakanin haƙƙin kiwon lafiya da haƙƙin ilimi. Ta hanyar komawa makaranta kafin annobar ta kasance a karkashin cikakken iko, ɗalibai sun fallasa SARS-CoV-2. Wani bangare da cutar ta haɗa, wanda kuma ya danganta da haƙƙin kiwon lafiya, shine lalacewar lafiyar kwakwalwa ta ɗalibai.

Dubi kuma

[gyara sashe | gyara masomin]

 

Shari'a

[gyara sashe | gyara masomin]
  • Mohini Jain v. Jihar Karnataka (1992 AIR 1858) ko (AIR 1992 SC 2100), a Indiya.

Bayanan da aka ambata

[gyara sashe | gyara masomin]

Page Samfuri:Reflist/styles.css has no content.

  1. ↑ United Nations Treaty Collections (2021). "International Covenant on Economic, Social and Cultural Rights".
  2. ↑ United Nations (2023-09-21). "250 million children out-of-school: What you need to know about UNESCO's latest education data". Retrieved 2025-03-07.
  3. ↑ "Human Rights Measurement Initiative – The first global initiative to track the human rights performance of countries". humanrightsmeasurement.org. Retrieved 2022-03-09.
  4. ↑ "Right to education - HRMI Rights Tracker". rightstracker.org (in Turanci). Archived from the original on 29 March 2023. Retrieved 2022-03-09.
  5. ↑ "Article 26". claiminghumanrights.org. Retrieved 2016-10-05.
  6. 1 2 "Article 26, Universal Declaration of Human Rights".
  7. ↑ "Article 13, International Covenant on Economic, Social and Cultural Rights". Archived from the original on March 3, 2012.
  8. ↑ "Article 14, International Covenant on Economic, Social and Cultural Rights". Archived from the original on March 3, 2012.
  9. ↑ "Convention on the Rights of the Child". OHCHR.
  10. ↑ "African Charter on Human and Peoples' Rights / Legal Instruments". achpr.org. Retrieved 2016-01-12.
  11. ↑ "African Charter on the Rights and Welfare of the Child | African Union". au.int. Archived from the original on 23 April 2021. Retrieved 2021-04-23.
  12. ↑ "Convention on the Elimination of All Forms of Discrimination against Women" (PDF). Retrieved 27 August 2023.
  13. ↑ "International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families". OHCHR (in Turanci).
  14. ↑ "Convention on the Rights of Persons with Disabilities – Articles | United Nations Enable". www.un.org.
  15. ↑ Office of the High Commissioner for Human Rights (9 July 2019). "The right to education: follow-up to Human Rights Council resolution 8/4". ap.ohchr.org. Retrieved 2024-04-09.
  16. ↑ European Committee of Social Rights (March 2020). "European Social Charter".
  17. ↑ "Resolution on States' Obligation to Regulate Private Actors Involved in the Provision of Health and Education Services - ACHPR / Res. 420 (LXIV) 2019". African Commission on Human and Peoples' Rights. 14 May 2019.
  18. ↑ Inter-American Commission on Human Rights (2021). "Declaration of Inter-American Principles on Academic Freedom and University Autonomy" (PDF).
  19. ↑ "A/HRC/56/L.8/Rev.1". undocs.org. Retrieved 2025-01-03.
  20. 1 2 "Right to education – What is it? Education and the 4 As". Right to Education project. Retrieved 2009-02-21.
  21. ↑ "Right to education – What is it? Primer on the right to education". Right to Education project. Archived from the original on 2009-03-02. Retrieved 2009-02-21.
  22. ↑ "Right to education – What is it? Availability". Right to Education project. Retrieved 2010-09-11.
  23. ↑ "Right to education – What is it? Accessibility". Right to Education project. Retrieved 2010-09-11.
  24. ↑ "Right to education – What is it? Acceptability". Right to Education project. Retrieved 2010-09-11.
  25. ↑ "Right to education – What is it? Adaptability". Right to Education project. Retrieved 2010-09-11.
  26. ↑ "What is HRBAP? | Human Rights-based Approach to Programming | UNICEF". UNICEF. Retrieved 2016-09-28.
  27. ↑ Sheppard, Bede (30 May 2022). "It's Time to Expand the Right to Education". Nordic Journal of Human Rights. 40 (1): 98. doi:10.1080/18918131.2022.2071401.
  28. ↑ Refugees, United Nations High Commissioner for. "Refworld | General comment No. 1 (2001), Article 29 (1), The aims of education". Refworld.
  29. ↑ "unhchr Resources and Information". ww1.unhchr.ch. Archived from the original on 2025-07-03. Retrieved 2026-06-29.
  30. ↑ "Philanthropist". Rohit N Shetty (in Turanci). Retrieved 2020-12-31.
  31. ↑ "BBC Record London". bbcrecordlondon.com. Retrieved 2020-12-31.
  32. ↑ "Student Loan History". New America (in Turanci). Archived from the original on 2025-04-22. Retrieved 2025-04-17.
  33. ↑ "Higher Education Act". www.aacrao.org. Retrieved 2025-04-17.
  34. ↑ https://studentaid.gov/understand-aid/types/grants/pell. Missing or empty |title= (help)
  35. ↑ https://studentaid.gov/help-center/answers/article/stafford-loan. Missing or empty |title= (help)
  36. ↑ "A Brief History of Affirmative Action and the Assault on Race-Conscious Admissions". EdTrust (in Turanci). Retrieved 2025-04-17.
  37. ↑ "Moving the Needle: Advancing Women in Higher Education Leadership". www.acenet.edu (in Turanci). Retrieved 2025-04-17.
  38. ↑ "Countries With Free College". www.accreditedschoolsonline.org. Retrieved 2025-04-18.
  39. ↑ (PDF) https://www.eurostudent.eu/download_files/documents/TM_Discrimination.pdf. Missing or empty |title= (help)
  40. ↑ UNESCO (2014). "Teaching and Learning: Achieving quality for all". EFA Global Monitoring Report 2013-2014. Paris, UNESCO.
  41. 1 2 Bray, M.; Kuo, O. (2014). "Regulating Private Tutoring for Public Good. Policy options for supplementary education in Asia". CERC Monograph Series in Comparative and International Education and Development. Hong Kong, Comparative Education Research Center and UNESCO Bangkok Office. 10 (2): 239. Bibcode:2016IREdu..62..239M. doi:10.1007/s11159-016-9531-3. S2CID 155685837.
  42. 1 2 UNESCO (2013-04-25). "Education and gender equality".

Tushen

[gyara sashe | gyara masomin]
  •  Wannan labarin ya ƙunshi rubutu dagaabun ciki kyautaaiki. An ba da lasisi a ƙarƙashin CC BY-SA 3.0 IGO (Abin da ya fi dacewa da shi) Sanarwar lasisi / iziniRashin amfani da shi Rubutun da aka karɓa dagaSake tunani game da Ilimi: Zuwa ga amfanin duniya? __hau____hau____hau__, 74-75, UNESCO. UNESCO.
  •  Wannan labarin ya ƙunshi rubutu dagaabun ciki kyautaaiki. An ba da lasisi a ƙarƙashin CC BY-SA 3.0 IGO (Abin da ya fi dacewa da shi) Sanarwar lasisi / iziniRashin amfani da shi Rubutun da aka karɓa dagaZuba jari game da Shaida: Yanayin Duniya na Kula da Yara da Ilimi__hau____hau____hau__, 38-39, [Hasiya] UNESCO. UNESCO.
  •  Wannan labarin ya ƙunshi rubutu dagaabun ciki kyautaaiki. An ba da lasisi a ƙarƙashin CC BY-SA 3.0 IGO . Rubutun da aka karɓa dagaHakkin ilimi littafin__hau____hau____hau__, 277, UNESCO, UNESCO. UNESCO.

Haɗin waje

[gyara sashe | gyara masomin]
Daga "https://ha.wikipedia.org/w/index.php?title=Haƙƙin_Ilimi&oldid=891633"