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Ilimi a Afirka

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Ilimi a Afirka
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 21°05′38″N 7°11′17″E / 21.09375°N 7.1881°E / 21.09375; 7.1881

Tarihin ilimi a Afirka za a iya raba shi zuwa lokutan mulkin mallaka da na mulkin mallaka.[1] Tun lokacin da masu mulkin mallaka na Turai suka gabatar da Ilimi na yau da kullun ga Afirka, ilimin Afirka, musamman a Yamma da Afirka ta Tsakiya, ana nuna shi da koyarwar gargajiya ta Afirka da tsarin makaranta na Turai. Yanayin ilimi yana nuna ba kawai tasirin mulkin mallaka ba, amma rashin kwanciyar hankali wanda ya haifar da rikice-rikicen makamai a yankuna da yawa na Afirka da kuma sakamakon rikice-rikice na jin kai kamar yunwa, rashin ruwan sha, da barkewar cututtuka kamar zazzabin cizon sauro da Ebola, da sauransu.[2] Kodayake ingancin ilimi da yawan makarantu da malamai masu kyau sun karu sosai tun farkon mulkin mallaka, har yanzu akwai rashin daidaito da yawa a bayyane a cikin tsarin ilimi na yanzu wanda ya danganci yankin, matsayin tattalin arziki, da jinsi.[3][4]

Jerin ƙasashen Afirka ta matakin karatu da rubutu[gyara sashe | gyara masomin]

Wannan shigarwa ta haɗa da ma'anar karatu da rubutu da ƙididdigar ƙididdigatattun UNESCO ga yawan mutanen da suka kai shekaru 15 da sama, gami da yawan jama'a, maza, da mata.[5]

Kasashe Yawan jama'a Maza Mata Shekara
 Aljeriya 81.4% 87.4% 75.3% 2018
 Angola 71.1% 82% 60.7% 2015
 Benin 45.8% 56.9% 35% 2021
 Botswana 88.5% 88% 88.9% 2015
 Burkina Faso 46% 54.5% 37.8% 2021
 Burundi 74.7% 81.3% 68.4% 2021
 Cape Verde 90.8% 94.2% 87.4% 2021
 Kamaru 77.1% 82.6% 71.6% 2018
 Jamhuriyar Afirka ta Tsakiya 37.4% 49.5% 25.8% 2018
 Chadi 26.8% 35.4% 18.2% 2021
 Comoros 62% 67% 56.9% 2021
 Kongo, Jamhuriyar Demokradiyyar 80% 89.5% 70.8% 2021
 Kongo, Jamhuriyar 80.6% 85.9% 75.4% 2021
 Cote d'Ivoire 89.9% 93.1% 86.7% 2019
 Misira 73.1% 78.8% 67.4% 2021
 Equatorial Guinea 95.3% 97.4% 93% 2015
 Eritrea 76.6% 84.4% 68.9% 2018
 Eswatini 88.4% 88.3% 88.5% 2018
 Habasha 51.8% 57.2% 44.4% 2017
 Gabon 85.5% 86.2% 84.7% 2021
 Gambiya, The 58.1% 65.2% 51.2% 2021
 Ghana 79% 83.5% 74.5% 2018
 Guinea 45.3% 61.2% 31.3% 2021
 Guinea-Bissau 52.9% 67% 39.9% 2021
 Kenya 82.6% 85.5% 79.8% 2021
 Lesotho 81% 72.9% 88.8% 2021
 Laberiya 48.3% 62.7% 34.1% 2017
 Libya 91% 96.7% 85.6% 2015
 Madagascar 77.3% 78.8% 75.8% 2021
 Malawi 67.3% 71.2% 63.7% 2021
 Mali 35.5% 46.2% 25.7% 2018
 Mauritania 67% 71.8% 62.2% 2021
 Mauritius 92.2% 93.5% 90.5% 2021
 Maroko 75.9% 84.8% 67.4% 2021
 Mozambique 63.4% 74.1% 53.8% 2021
 Namibia 92.3% 90.6% 92.3% 2021
 Nijar 35.1% 43.6% 26.7% 2018
 Najeriya 62% 71.3% 52.7% 2018
 Rwanda 75.9% 78.7% 73.3% 2021
 Sao Tome da Principe 94.8% 96.5% 91.1% 2021
 Senegal 56.3% 68.4% 45.4% 2021
 Seychelles 95.9% 95.4% 96.4% 2018
 Saliyo 47.7% 55.3% 39.8% 2021
 Afirka ta Kudu 95% 95.5% 94.5% 2019
 Sudan ta Kudu 34.5% 40.3% 28.9% 2018
 Sudan 60.7% 65.4% 56.1% 2018
 Tanzania 81.8% 85.5% 78.2% 2021
 Togo 66.5% 80% 55.1% 2019
 Tunisiya 82.7% 89.1% 82.7% 2021
 Uganda 79% 84% 74.3% 2021
 Zambia 86.7% 90.6% 83.1% 2018
 Zimbabwe 89.7% 88.3% 89.7% 2021

Tarihi[gyara sashe | gyara masomin]

Ilimi a Afirka ta farko[gyara sashe | gyara masomin]

Afirka ta farko ta kasance ta ƙunshi kabilun da jihohin da suka fara ƙaura dangane da yanayi, kasancewar ƙasa mai kyau, da yanayin siyasa. Sabili da haka, an rarraba iko tsakanin jihohi da yawa a Afirka kafin mulkin mallaka (mutane da yawa suna da wani nau'i na iko kamar yadda irin wannan iko bai mai da hankali ga wani mutum ko ma'aikata ba). Yawancin lokaci, haƙƙin mutum na ƙasa (wanda aka fi ba shi ta hanyar ubanni) yana ba wa mutumin wani nau'i na iko a cikin gidan mutum da ko a cikin kabilanci.[1] Gidaje kuma sun kasance masu zaman kansu ta tattalin arziki ta yadda membobin gida suka samar da nasu abinci, mafaka da tsaro.[1] Saboda haka, babu buƙatar ilimi da aka tsara a hukumance a wasu jihohin Afirka kafin mulkin mallaka, yayin da membobin kowane gida suka koyi ƙwarewarsu, dabi'u, alhakin, zamantakewa da ka'idojin al'ummarsu ko danginsu ta hanyar lura da taimakawa tsofaffin dangin ko membobin al'umma.[2] Makarantu na yau da kullun da aka tsara ta jihohi sun kasance tsakanin Masarautun Sahel a Yammacin Afirka.[6]

Ilimi a yawancin jihohin Afirka na mulkin mallaka ya kasance a cikin hanyar koyo, wanda shine nau'in ilimi na al'ada, inda yara da ko matasa na kowane gida galibi suka koya daga tsofaffin danginsu, da al'umma.[7] A mafi yawan lokuta, kowane memba na gida ya koyi ƙwarewa fiye da ɗaya ban da koyon dabi'u, zamantakewa, da ka'idojin al'umma / ƙabilar / gida.[1] Wasu daga cikin ƙwarewar da mutane a Afirka ta farko suka koya sun haɗa da rawa, noma, yin ruwan inabi, dafa abinci (yawanci mata), kuma a wasu lokuta mutane da aka zaɓa suna koyon yadda za a yi maganin ganye, yadda za a sassaƙa kujerun, yadda za'a sassaƙa abin rufe fuska da sauran kayan gida.[8]

Labarin ya kuma taka muhimmiyar rawa a ilimi a lokacin mulkin mallaka na Afirka.[9] Iyaye, wasu tsofaffin dangin gidaje, da Griots sun yi amfani da Labarin baki don koyar da yara game da tarihi, ka'idoji da dabi'u na jiharsu, gida da al'umma.[1] Yara yawanci suna taruwa a kusa da mai ba da labari wanda ke ba da labari, yawanci, ta amfani da siffofi don ba da labarun da ke ƙarfafa daidaituwa, biyayya da dabi'u kamar jimiri, mutunci, da sauran dabi'u na ɗabi'a waɗanda ke da mahimmanci ga hadin kai a cikin al'umma.[1][9]

Ana amfani da Bukukuwan da al'adu a mafi yawan lokuta a matsayin hanyar koyar da matasa na iyali ko al'umma game da tarihin yankin su ko jihar.[9][8] An yi amfani da bukukuwan ne don koyar da matasa game da nauyin da tsammanin balaga kamar koyar da mata yadda za su dafa abinci da kula da gida da kuma koya wa maza yadda za su farauta, noma, yin abin rufe fuska, da dai sauransu.[2] Misali na al'ada wanda aka yi amfani da shi don koyar da 'yan mata game da mace shine Dipo . An yi amfani da wannan al'ada don koyar da 'yan mata, yawanci, matasa game da dafa abinci, uwaye, da sauran ƙwarewar mata da dabi'u kafin su yi aure (sanya cikin ayyukan da suka shafi jima'i). [3][10]

Ana iya samun asalin ilimin Afirka a Misira a Arewacin Afirka. Ɗaya daga cikin matsakaici na farko don adana bayanai masu kyau, papyrus, an yi amfani da shi don haɓaka tsarin don koyo da haɓaka sababbin ra'ayoyi.[11][12] A zahiri, ɗayan nau'ikan farko na ilimi mafi girma a Afirka shine Makarantar Nassosi Mai Tsarki da aka gina a Habasha da Al-Azhar wanda ke cikin Masar. Wadannan makarantu sun zama cibiyoyin al'adu da ilimi yayin da mutane da yawa suka yi tafiya daga ko'ina cikin duniya don ilimi da koyarwa. Kafin hulɗa da al'adun waje, 'yan Afirka sun haɓaka tafkin fahimta da kayan aikin ilimi.

Bayani game da Ilimi a Afirka mai mulkin mallaka[gyara sashe | gyara masomin]

Farawar zamanin mulkin mallaka a karni na 19 ya nuna farkon ƙarshen ilimin gargajiya na Afirka a matsayin hanyar farko ta koyarwa. Sojojin Turai, masu wa'azi a ƙasashen waje, da masu mulkin mallaka duk sun kasance a shirye kuma suna shirye su canza al'adun da ke akwai don biyan bukatunsu da burinsu. Ƙarfin mulkin mallaka kamar Spain, Portugal, Belgium da Faransa sun mallaki nahiyar ba tare da sanya tsarin ilimi ba. Saboda babban abin da aka mayar da hankali ga mulkin mallaka shine samun fa'idodi daga tattalin arzikin mulkin mallaka na kasuwanci, samar da amfanin gona, cire albarkatun kasa, an ba da fifiko ga wasu ayyukan da ke da wahala a jiki. Wadannan tattalin arzikin ba su fadada ba don buƙatar ayyukan ƙwarewa mafi girma ko ƙarin aiki, saboda haka aiki mai zurfi wanda ke buƙatar ƙwarewa kaɗan yana da yawa a cikin buƙata. Saboda irin wannan yanayi, akwai karancin bukatar ilimantarwa ko horar da mutanen da aka mallaka. Bugu da ƙari, ikon mulkin mallaka ba su da niyyar ba da ilimi ga waɗanda suka mallaka sai dai idan ya amfana da su. Ko dai ikon mulkin mallaka ba su kalli saka hannun jari a ilimin Afirka a matsayin amfani da kudaden shiga ba ko kuma sun guji ilimantar da 'yan Afirka don kauce wa kowane tashin hankali. Wadanda ke cikin matsayi na iko suna jin tsoron samun dama ga ilimi mafi girma musamman. Masu mulkin mallaka sau da yawa sun sami kansu a cikin muhawara ko su ilimantar da al'ummar da suka mallaka kuma idan haka ne, har zuwa wane mataki. Musamman, Kwamitin Ilimi na Burtaniya na Majalisar Privy ya ba da shawarar ilimi da horo na sana'a maimakon wanda ya mayar da hankali kan ilimi. Wannan horo na sana'a duk da haka ya yi watsi da sana'o'i kamar injiniya, fasaha, ko makamancin batutuwa. Maimakon haka, horar da sana'a yana da mahimmancin launin fata wanda ya jaddada horar da Afirka don ƙwarewar da ta dace da rashin isasshen zamantakewa da tunani. Musamman, 'yan Belgium a karkashin Leopold II sun haramta samun damar samun ilimi mafi girma a yankunansu, yayin da wasu ikon mulkin mallaka suka sanya shingen a cikin ababen more rayuwa ko samun dama kamar iyakance harshe na koyarwa ga harshen mai mulkin mallaka, iyakokin koyarwa, da kuma tabbatar da tsarin karatun bai nuna wani kabilanci na Afirka ba. Ta hanyar buƙatar al'ummomi su kirkiro makarantun jiki tare da tsarin karatun mai tsauri, ikon kasashen waje sun sami damar tsara abin da mutane suka koya, suna daidaita shi don ci gaba da ajanda. Wannan ba wai kawai ya tilasta sabon tsari da abun ciki ga ilimi ba, amma ya watsar da ilimin da aka samu daga ilimi na yau da kullun. Tare da ƙarancin wayar da kan jama'a, inganci a cikin ƙwarewar ilmantarwa, kuma musamman fahimtar abubuwan da suka gabata, al'ummomin Afirka sun fara raguwa a cikin ilimi da wadata. Abubuwan mulkin mallaka da tasirinsa na rikice-rikice a kan tsarin ilimi har yanzu suna da yawa a cikin ƙasashen Afirka waɗanda har yanzu suna gwagwarmaya don tserewa daga tasirin mulkin mallaka a yau.

Koyaya, binciken da aka yi a 2021 ya gano cewa tsarin ilimin mulkin mallaka na iya samun sakamako mai kyau a kan matakan ilimi a Afirka, wato akan lissafi. Karin lissafi a Afirka ya kasance yana hanzarta tun daga shekarun 1830, amma ya karu da sauri a ƙarshen 19th da farkon shekaru ashirin na karni na 20. Wannan yana nuna cewa ilimin mulkin mallaka ya kasance mai mahimmanci don inganta ilimi. Wannan kyakkyawar dangantaka na iya kasancewa saboda kokarin yada karatun Turai tsakanin 'yan asalin ƙasar don halatta ikon mulkin mallaka, tunda wannan ya hanzarta shirya makarantu. A lokaci guda, buƙatar ilimi da Turai ta haifar yana ƙaruwa saboda tattalin arzikin mulkin mallaka ya kawo sabbin damar fitarwa, wanda manoman Afirka suka amsa.  [13]

Tsakanin shekarun 1950 zuwa 1990, ƙasashen Afirka a ƙarshe sun sake samun 'yancin kansu. Tare da wannan 'yanci da aka dawo da shi, sun fara sake gina al'adunsu na ilimi. Abin da ba za a iya gujewa ba, duk da haka, shine haɗin gwiwar samfuran biyu. Tare da hadin gwiwar hukumomin bayar da gudummawa da buƙatun Yamma, turawa don ci gaban ilimin Afirka da gina babban birnin ɗan adam ya mamaye tattaunawar duniya. Wato, shekarun 1960 an san su da Shekaru goma na Ci Gaban Majalisar Dinkin Duniya. Masu tsara manufofi sun ba da fifiko ga ilimin sakandare da sakandare kafin su sa ido ga ilimin firamare na duniya a kusa da 1980. Wannan ya kafa misali don tsara ilimi. Kodayake yara da manya na iya koyo daga iyalansu da al'umma, ma'anar mutum ta haɓaka cewa a yau duka suna motsa basira kuma suna haifar da rabuwa tsakanin kungiyoyi da al'adun al'adu. Shirye-shiryen ilimi na Afirka sun haɓaka waɗanda suka haɗa da ƙungiyoyi biyu; shirin wayar da kan jama'a game da HIV / AIDS, alal misali, na iya haɗawa da membobin da ke shigowa cikin al'ummomi da raba iliminsu. Kodayake wannan hanya ce ta kai tsaye, ta fahimta, suna kuma ƙoƙarin shigar da dukkan membobin al'umma, suna ba da damar ƙirƙirar mallaka da karɓar al'adu.[tone]

Afirka ta mulkin mallaka ta Faransa[gyara sashe | gyara masomin]

Amfani da ilimi a matsayin kayan aiki na mulkin mallaka ya bazu a duk faɗin Daular mulkin mallaka ta Faransa. Hubert Lyautey, Janar Janar na farko na Faransa Morocco, ya ba da shawara don sauƙaƙe mulki da cin nasara ta hanyar hadin gwiwa tare da 'yan asalin ƙasar. Don sauƙaƙe dangantakar da wannan rukunin "bourgeois" na 'yan Afirka masu magana da harshen Faransanci, an kafa cibiyoyin ilimi a duk faɗin Daular Faransa.

Koyar da harshen Faransanci a cibiyoyin ilimi na Maroko, kamar Jami'ar Fez, an yi niyya ne don " inganta ci gaban tattalin arziki da bin siyasa ba tare da daidaitawa ko lalata ɗalibai ba ko shirya su don hukuma ta siyasa. "[14] Wannan tsarin ya ba da damar hukumomin mulkin mallaka su ilimantar da wani aji na 'yan asalin Maroko waɗanda zasu iya aiwatar da matsayi da ayyuka na gudanarwa. A cikin littafinsa, Ilimi na mulkin mallaka na Faransa da Yin Faransanci na Afirka, Shugaban Shirin Nazarin Afirka a Jami'ar Washington da Lee, Mohamed Kamara ya rubuta, "Ga irin al'umma da mai mulkin mallaka ke da shi, dole ne ya kirkiro da kuma kula da ƙwararrun da za su taimaka har tsawon lokacin da zai yiwu a cikin gudanarwa da amfani da manyan yankunan kasashen waje".[15]

A cikin aji, an ba wa ɗalibai tsarin karatun da aka ƙaddara. Babban burin wannan aikin aji shine samar da iyakantaccen zaɓi na bayanai ga ɗalibai, yana barin ƙananan gefe don yin tambayoyi ko tunani mai mahimmanci. Iyalan da aka ƙayyade kawai aka ba su izinin aika yaransu zuwa makaranta, wanda ya dace da ainihin burin ƙirƙirar aji na musamman na 'yan asalin ƙasar Maroko, waɗanda za su zama wani nau'i na hulɗa tsakanin jami'an mulkin mallaka da talakawa.[14]

Birnin Burtaniya na mulkin mallaka[gyara sashe | gyara masomin]

Ilimi a cikin mulkin mallaka na Burtaniya na Afirka za a iya nuna shi ta matakai uku na farko. Na farko daga cikin wadannan ya kasance daga ƙarshen karni na 19 har zuwa barkewar Yaƙin Duniya na farko, sannan kuma Lokacin Interwar, kuma a ƙarshe, ƙarshen Yaƙin Duniya na Biyu har zuwa 'yancin kai.

Daga ƙarshen ƙarni na 19 har zuwa Yaƙin Duniya na farko, ilimin mulkin mallaka na Burtaniya a Afirka ya fi gudana ne ta hanyar mishaneri a makarantun mishan. Kodayake an kafa waɗannan makarantu da niyyar addini, sun taka muhimmiyar rawa a farkon na'urar mulkin mallaka. Kamar yadda yake a Afirka ta mulkin mallaka ta Faransa, masu mulkin mallaka na Burtaniya sun nemi 'yan asalin Ingilishi waɗanda za su iya zama 'haɗin kai' tsakanin su da' yan asalin ƙasar, duk da haka, an yi wannan ne daga motsawar tattalin arziki fiye da siyasa.[16] Yayinda ake buƙatar 'yan Afirka masu magana da Ingilishi, makarantun mishan sun ba da horo ta hanyar koyar da Littafi Mai-Tsarki. Yayin da lokaci ya ci gaba, duk da haka, masana'antun Burtaniya sun fara gunaguni game da rashin ƙwararrun ma'aikata, kuma saboda haka, Gwamnatin Burtaniya ta ba da tallafi don horar da 'yan Afirka a cikin sana'o'i daban-daban masu mahimmanci ga kokarin masana'antu na Burtaniya.

Ilimi na mulkin mallaka na Burtaniya a Afirka a lokacin Interwar Period za a iya nuna shi ta hanyar turawa don daidaito, duk da cewa hukumomin mulkin mallaka suna nuna kyakkyawar fahimtar su game da bambance-bambance tsakanin yankuna daban-daban na Daular. Abu mai mahimmanci ga wannan, shi ne amincewar duniya game da kasa a matsayin hakki na ɗan adam na asali a ƙarƙashin Alkawarin Ƙungiyar Al'ummai. An ba da mulkin mallaka, kamar yadda Ƙungiyar Al'ummai ta tsara, don a ba su 'yancin kai, tare da ikon Turai da aka ba su a matsayin masu kula da "civilization" ga yankunansu. Za a ba da izinin 'yancin kai ga yankuna ne kawai da zarar sun iya nuna ikon su na mulkin kai. A cikin tsohon Gwamna Janar na Najeriya (1914-1919), littafin Ubangiji Lugard, 1922, The Dual Mandate in British Tropical Africa ya rubuta,

"...kada ku shiga wurare masu zafi a kan wahala, ko amfani da ƙwarewarsu ta fasaha, kuzari, da babban birninsu a matsayin 'masu shiga tsakani' ko kuma a matsayin 'mai son kai', amma a cikin cika Dokar wayewa". [16]

Dangane da wannan, a cikin 1923 Gwamnatin Burtaniya ta kafa Kwamitin Ba da Shawara kan Ilimi a cikin Afirka ta Tropical ta Burtaniya (tare da kalmar 'tropical' da aka cire don fadada ikonta). Tare da kafa shi, a karo na farko, ikon mulkin mallaka zai gudanar da manufofin iliminsa a duk yankunan mulkin mallaka na Burtaniya. Shirye-shiryen da aka fara a karkashin sabon kwamitin an yi niyyar kara yawan "karfafa kai" na tattalin arzikin ƙauyuka da kuma samar da karfafa gwiwar al'umma don hana tashi zuwa manyan birane. Ayyukan ilimi a ƙarƙashin CEBA sun zama sanannun 'daidaitawa', yayin da aka nemi daidaita ilimin yamma zuwa fahimtar Turai ta zamani game da 'Tunanin Afirka' kamar yadda ya bambanta; ana gudanar da ilimi ta hanyar mahallin gida da ayyuka, duk yayin da yake koyar da tsarin karatun yamma. A cikin rubutunsa Ilimi na mulkin mallaka na Burtaniya a Afirka: Manufofin da Ayyuka a Zamanin Amincewa, Aaron Windel na Kwalejin Bowdoin ya bayyana shi kamar haka,

"Kwarewar al'ada a makarantar ƙauye da ke aiki a kan ka'idojin da suka dace da tsabta, ginin kalma, hako, da kuma yanayin ƙasa na asali. Da kyau, za a koyar da darussan a kan ka-idar 'koyarwa ta hanyar yin' kuma za su haɗa da abubuwa daga rayuwar ƙauyen. Ɗaya daga cikin darussan ƙasa ya yi amfani da famfo na keke, kwalba na ruwa, da ƙaramin gourd don kwaikwayon jirgin da ke ɗauke da sukari daga Indiya kuma kamawa a cikin ruwan sama. "Kwarewa mai da aka daidaita koyarwa na Afirka". [16]

Yawancin jami'an Burtaniya (ciki har da Lord Lugard) sun yi imanin cewa amincin zai ci gaba har tsawon tsararraki masu zuwa, kuma burin 'civilizing' yawan jama'ar sun fara zama na farko. Kula da batutuwan mulkin mallaka ya ci gaba da bambanta sosai kamar yadda aka ƙaddara ta hanyar tseren, kuma ana ci gaba da ba wa fararen mazauna kulawa ta fifiko a cikin rarraba ƙasa da damar yin aiki, da sauran fa'idodi.

Tsarin ilimin Burtaniya ya kasance mai tasiri sosai. Wani binciken da aka yi a shekarar 2021 ya lura da tasirin mulkin mallaka na Burtaniya a matakin ilimi. Yankunan da tsarin ilimin Burtaniya ya rinjayi sun nuna karuwar ƙididdiga da sauri. Misali, a Afirka ta Kudu - inda ilimin mulkin mallaka da tsarin siyasa suka sauya daga Dutch zuwa Birtaniya a cikin 1806 - karuwar lissafi ya kasance da sauri tun farkon karni na 19. Dogaro da albarkatun gida da harsuna a cikin ilimi da kuma mishan da 'yan Afirka ke gudanarwa da alama sun yi tasiri mai kyau.[13]

Yayinda makarantun da ke karkashin jagorancin Burtaniya ke samun tsari a lokacin Interwar Period, yawancin makarantu masu zaman kansu da ke mai da hankali kan karatu da rubutu da kuma ba da madadin darussan sun fara fitowa. Irin waɗannan makarantu an yi la'akari da su a matsayin barazana ga tsarin mulkin mallaka kuma gwamnatocin mulkin mallaka sun damu da cewa waɗannan makarantun da ake kira 'ba bisa ka'ida ba' za su ba da tunani game da juyin mulki da adawa da mulkin mallaka a cikin al'ummomin ƙasar. An kafa ɗayan irin wannan makarantar mai zaman kanta a Kenya tsakanin Kikuyu, kuma ya sanya Turanci a matsayin harshen koyarwa, tare da babban burin ba Kikuyu damar yin gwagwarmaya don haƙƙin mallakar ƙasa a cikin hukumomin shari'a da na gudanarwa. A tsawon lokaci, yayin da ra'ayi na adawa da mulkin mallaka ya sami ƙarfi, makarantun masu zaman kansu sun kara kallon su a matsayin wuraren kiwo ga masu fafutukar 'yanci da masu ba da shawara kan' yancin kai, wanda ya ƙare da haramta su a 1952 a matsayin wani ɓangare na Mau Mau Emergency. [16]

Ilimi a cikin mulkin mallaka na Afirka[gyara sashe | gyara masomin]

A shekara ta 2000, Majalisar Dinkin Duniya ta karɓi Manufofin Ci Gaban Millennium, saiti na manufofin ci gaba na shekara ta 2015, musamman, "don tabbatar da cewa nan da shekara ta 2015, yara a ko'ina, yara maza da mata iri ɗaya za su iya kammala cikakken karatun firamare. " [17] A wannan shekarar, Taron Ilimi na Duniya ya haɗu a Dakar, Senegal, kuma ya karɓi Tsarin Dakar don Aiki wanda ya sake tabbatar da jajircewar cimma Ilimi ga Dukkanin ta shekara ta 2015.[18]

A lokacin, a cewar UNESCO, kashi 57% ne kawai na yara na Afirka suka shiga makarantun firamare, mafi ƙarancin shiga kowane yanki da aka bincika.[19] Rahoton ya kuma nuna alamar rashin daidaito tsakanin jinsi: a kusan dukkanin ƙasashe rajistar yara maza sun fi na 'yan mata. Koyaya, a wasu ƙasashe, ilimi yana da ƙarfi sosai. A Zimbabwe, ilimin karatu da rubutu ya kai kashi 92.[20]

Matakai irin su kawar da kudaden makaranta, saka hannun jari a cikin kayan aikin koyarwa da albarkatu, da abinci na makaranta daga Shirin Abinci na Duniya sun taimaka wajen fitar da rajista da miliyoyin mutane. Duk da haka duk da gagarumin ci gaban kasashe da yawa, duniya ba ta cika burinta na Ilimi na Firamare na Duniya (UPE). A yankin Saharar Afirka tun daga shekara ta 2013, kusan kashi 79% na yara masu zuwa makarantar firamare ne kawai suka shiga makaranta. Yara miliyan 59 na makarantar firamare ba su da makaranta, kuma rajistar 'yan mata sun ci gaba da raguwa a bayan na maza.[21] Bambanci tsakanin jinsi ya kasance saboda an cire mata daga makaranta saboda suna da ciki.[22]

Bayan cikar MDGs a cikin 2015, Majalisar Dinkin Duniya ta amince da saiti na Manufofin Ci Gaban Ci Gaban na shekara ta 2030. Manufar ta huɗu ta shafi ilimi, tare da manufar da aka bayyana don "tabbatar da ilimi mai inganci da kuma inganta damar ilmantarwa ta rayuwa ga kowa". [21] Taron Ilimi na Duniya ya taru a Incheon, Koriya don tattauna aiwatar da wannan burin, kuma ya karɓi Incheon Declaration for Education 2030. Bayanan da ke nuna tasirin sabbin matakan da ke da shi a kan yanayin shiga ilimi a kasashen Afirka ba su da sauƙi. Akwai dalilai da yawa da ke hana ci gaba zuwa ga daidaito na ilimi, kamar yawan ɗalibai, ƙarancin malamai, kayan aiki da kayan aiki marasa kyau, samun damar ilimi ga yankunan karkara da yankuna masu nisa, da kuma zargi da ke kewaye da kungiyoyin da aka ware, da sauransu da yawa.

Harshe[gyara sashe | gyara masomin]

Saboda bambancin harsuna, gadon mulkin mallaka, da kuma buƙatar ilimin harsunan duniya kamar Ingilishi da Faransanci a cikin aiki da ilimi mafi girma, yawancin makaranta a Afirka suna ɗaukar wurare a cikin harsunan da malamai da ɗalibai ba sa magana da asali, kuma a wasu lokuta kawai ba sa fahimta. Akwai shaidu masu yawa cewa ɗaliban da suka yi karatu a cikin harshe na biyu sun sami sakamako mafi muni fiye da waɗanda suka yi karatu da yarensu, saboda rashin ƙwarewa a cikin harsuna na biyu yana lalata fahimta kuma yana ƙarfafa ilmantarwa mara inganci.[23][24] Kodayake UNESCO ta ba da shawarar tun daga shekarun 1950 cewa a koya wa yara karatu da rubutu da wuri a cikin yarensu, daga baya zuwa wasu harsuna, ba duk ƙasashen Afirka ba ne ke aiwatar da wannan yadda ya kamata. Ko da inda ake koyar da maki na farko a cikin yaren uwa, ana tilasta wa ɗalibai sauyawa zuwa harsuna kamar Turanci da Faransanci kafin su sami ƙwarewa a cikin waɗannan harsuna.[25]

Rashin kayan aiki da malamai masu dacewa[gyara sashe | gyara masomin]

Wani dalili na ƙarancin ilimi a Afirka shine rashin wuraren makaranta masu kyau da kuma rashin daidaito don ilimi a duk ƙasashe. Makarantu da yawa a duk faɗin Afirka suna da wahalar daukar malamai aiki saboda karancin albashi da rashin mutanen da suka dace. Wannan gaskiya ne musamman ga makarantu a yankuna masu nisa. Yawancin mutanen da ke gudanar da samun ilimi za su fi son ƙaura zuwa manyan birane ko ma ƙasashen waje inda ƙarin dama da albashi mafi girma ke jiran. Don haka, za a sami girman aji mai yawa da kuma yawan ɗalibai ga kowane malami a makaranta. Bugu da ƙari, malamai yawanci waɗanda ba su cancanta ba tare da taimakon koyarwa kaɗan da / ko tanadin littafi. Saboda haka, yara da ke halartar makarantu a yankunan karkara yawanci suna samun sakamako mafi muni a cikin gwaje-gwaje masu daidaituwa idan aka kwatanta da takwarorinsu na birane. Ana iya ganin wannan a cikin rahotanni da kungiyar Arewa da Gabashin Afirka ta bayar don Kula da Ingancin Ilimi (SACMEQ). [26] Wadanda ke yin gwaje-gwaje a yankunan karkara suna samun karami fiye da waɗanda ke cikin ƙananan garuruwa da manyan birane. Wannan yana nuna rashin daidaitattun damar ilimi da aka ba yara daga sassa daban-daban na ƙasar.

Tare da malamai da ba su da ƙwarewa fiye da wasu a cikin birane koyarwa ga yanayin ilmantarwa yana da tasiri tsakanin ɗalibai. A wani misali malamai sun dauki irin gwajin da daliban su suka yi kuma kashi uku cikin hudu daga cikinsu sun kasa.[27] Bugu da kari, wadanda ba sa samun ilimi iri ɗaya ga waɗanda ke cikin manyan biranen suna da matsala har ma bayan kammala karatun tare da karatu, rubutu, da yin lissafi.[28] Dalibai waɗanda ba su sami daidaitattun ilimi ga waɗanda ke cikin birane ba sa samun sakamako iri ɗaya wajen kafa nasara tare da aiki. Tare da ilimi ya zama babban damuwa game da cimma aiki da kafa makomar, Afirka tana buƙatar sanin cewa ana buƙatar kafa ilimi daidai a cikin dukkan makarantu a duk faɗin ƙasashe.

Shige da fice[gyara sashe | gyara masomin]

Shige da fice ya haifar da asarar mutane masu ilimi sosai da asarar kudi. Rashin ƙwararrun mutane za a iya maye gurbin su ne kawai da wani babban farashi wanda ke nuna asarar kuɗin da aka kashe wajen ilimantar da mutanen da suka bar da sababbin mutane don maye gurbinsu. Kodayake kusan kashi 5.5% na saka hannun jari na GDP a ilimi, [29] asarar ta sa ya zama da wahala ga gwamnati ta ba da wani adadin a ilimi saboda za su buƙaci ba da fifiko ga wasu bukatun kamar kasafin kudin soja da biyan bashin. [30]

Al'adu[gyara sashe | gyara masomin]

Misalai da ka'idoji na Yamma har yanzu suna ci gaba da mamaye ilimin Afirka. Saboda mulkin mallaka cibiyoyin Afirka, musamman jami'o'i, har yanzu suna ba da umarni ta amfani da tsarin karatun Euro-centric ba tare da kusan babu alaƙa da rayuwa a Afirka ba. Wannan ya kara ci gaba ta hanyar amfani da litattafan da aka shigo da su a Turai da Amurka. Mutane da yawa suna kallon wannan rashin isasshen kai a matsayin ci gaba da tasirin mulkin mallaka wanda masu cin hanci da rashawa na Afirka suka goyi bayan. Wannan halin ya dogara ne akan cewa a lokacin mulkin mallaka masu mulkin Afirka sun yi amfani da mutanensu don amfanin kansu maimakon yin kira ga bukatun mutanensu.

Rikicin Ruwa na Duniya[gyara sashe | gyara masomin]

Rikicin ruwa na duniya yana da mummunar tasiri ga ilimi a yankunan karkara a Afirka. Ƙayyadadden damar samun ilimi da matsalolin kiwon lafiya na iya kara tsanantawa ta hanyar rashin isasshen tsarin ruwa ko cututtukan da zasu iya biyo baya. Malaria, wanda aka ambata a matsayin babban dalilin mutuwa a Afirka, cuta ce da ke yaduwar sauro wacce za'a iya samun ta a cikin tafkunan ruwa da ba a sarrafa su ba. Sauro suna haifuwa a cikin irin waɗannan tafkuna kuma saboda haka, yara da ke shan giya daga waɗannan tafkuna na iya mutuwa ko rashin lafiya mai tsanani. Bugu da ƙari, irin wannan cuta mai tsanani na iya shafar ikon fahimta na yara da suka yi rashin lafiya tun suna ƙanana. Wannan ba wai kawai ya dace da ilimin halitta ba har ma a matsayin tasirin rashin lafiya: yara da suka rasa adadi mai yawa na makaranta ba su iya inganta iliminsu ba saboda darussan da suka ɓace.

Shawarwari don sake fasalin[gyara sashe | gyara masomin]

  • Binciken gwamnati da kuma tsara rikodin kudi na makaranta da gundumar.
  • Ƙarin horo na manyan malamai da masu gudanarwa a cikin gudanar da tattalin arziki.
  • Binciken gwamnati na yau da kullun na makarantu.
  • Karfafa iyaye su yi korafi ko yaki da kudaden makaranta kuma su taimaka wa iyaye su san hakkinsu.
  • Karfafawa da tattara kungiyoyin tsaro na gida kamar kungiyoyin iyaye da kwamitocin gudanar da makaranta.
  • Inganta diyya na malami.[31]
  • Kasuwancin gwamnati a ci gaban yara da matasa ta hanyar ilimi da manufofi da shirye-shiryen kiwon lafiya.
  • Ƙara damar yin amfani da shirye-shiryen ci gaban yara na farko.
  • Ƙara samun damar zuwa makarantu.
  • Inganta kayan aikin sufuri a yankunan karkara.
  • Tsarin ilimi daban-daban da fadada ƙwarewar da aka koyar don yin ilimi ya fi dacewa da bukatun tattalin arziki.

Ƙalubalen.[gyara sashe | gyara masomin]

A duk faɗin Afirka ta Kudu, yawancin matasa sun ɓace a makaranta. Bayanai daga Majalisar Dinkin Duniya sun nuna cewa kusan 6 cikin matasa 10 tsakanin 15 zuwa 17 ba su shiga ilimi ba. Wannan game da halin da ake ciki yana motsa masu gwagwarmaya a nahiyar don turawa don ingantawa.[32]

Gaskiyar ilimi a Afirka ba ta da kyau. A yankuna da yawa, ana ganin yara suna aiki a gonaki ko wasa a waje maimakon kasancewa a cikin aji. Wannan wani bangare ne saboda rashin kayan aikin makaranta masu kyau. Wasu ƙasashe suna gwagwarmaya don samar da abubuwan da ake bukata kamar bayan gida, tebur, da kujeru. Umaru Harisa, dalibi ne na makarantar firamare ta Najeriya, ya ba da misalin waɗannan ƙalubalen. Ya bayyana makarantarsa a matsayin mai nisa kuma ba ta da kayan aiki masu mahimmanci, duk da sadaukarwar malamansa. Wadannan iyakoki suna sa ilmantarwa da wuya ga ɗalibai kamar Umaru.

Shawarwari don sake fasalin ilimi mafi girma[gyara sashe | gyara masomin]

  • Canjin Tsarin karatu da aka tsara don ƙwarewar Kasuwanci da ayyukan yi a cikin kamfanoni masu zaman kansu.
  • Ƙarin jaddadawa kan difloma da shirye-shiryen takardar shaidar da suka dace a cikin gida, maimakon samar da masu karatun jami'a da yawa.
  • Amincewa da tsarin sauƙin ganewa da kuma kwatankwacin digiri.
  • Amincewa da tsarin da ya danganci karatun digiri da digiri.
  • Inganta ɗalibai da motsi na baiwa.
    • Horarwa da damar dalibai ya kamata su kasance masu sauƙi ga ɗalibai.
    • Dukkanin bangarorin ilimi kamar ma'aikatan gudanarwa, farfesa, da masu bincike ya kamata su sami damar yin amfani da ayyukan da suka dace da fannonin karatun su.

Dubi kuma[gyara sashe | gyara masomin]

Bayanan da aka ambata[gyara sashe | gyara masomin]

  1. ↑ 1.0 1.1 Lord, Jack (Winter 2011). "Child Labor in the Gold Coast: The Economics of Work, Education, and the Family in Late-Colonial African Childhoods, c. 1940-57". The Journal of the History of Childhood and Youth. 4: 88–115. doi:10.1353/hcy.2011.0005. S2CID 143683964 – via Project Muse. Cite error: Invalid <ref> tag; name ":14" defined multiple times with different content
  2. ↑ "Help Children in Africa". Save The Children. Retrieved 3 April 2021.
  3. ↑ "Education". unicef.org. Retrieved 2 April 2021.
  4. ↑ Moyo, Bhekinkosi (6 September 2016). "A new era for African philanthropy". Alliance Magazine. Retrieved 2 April 2021.
  5. ↑ "Literacy - the World Factbook".
  6. ↑ Michael A. Kwamena-Poh (1975). "The Traditional Informal System of Education In Pre-colonial Ghana". Présence Africaine. 95 (3): 269–283. doi:10.3917/PRESA.095.0269. JSTOR 24349566.
  7. ↑ Hymer, Stephen (1970). "Economic Forms in Pre-Colonial Ghana" (PDF). The Journal of Economic History. 30 (1): 33–50. doi:10.1017/S0022050700078578. JSTOR 2116722. S2CID 154689928. |hdl-access= requires |hdl= (help)
  8. ↑ 8.0 8.1 Bentor, Eli (2019). "Warrior Masking, Youth Culture, and Gender Roles: Masks and History in Aro Ikeji Festival". African Arts. 52: 34–45. doi:10.1162/afar_a_00445. S2CID 59413429. Cite error: Invalid <ref> tag; name ":42" defined multiple times with different content
  9. ↑ 9.0 9.1 9.2 Kaschula, Russell H (1999). "Imbongi And Griot: Toward A Comparative Analysis Of Oral Poetics In Southern And West Africa". Journal of African Cultural Studies. 12: 55–76. doi:10.1080/13696819908717840. Cite error: Invalid <ref> tag; name ":32" defined multiple times with different content
  10. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named :5
  11. ↑ Karel, Van Der Toorn (July–August 2018). "Egyptian Papyrus shed light on Jewish History". Biblical Archaeology Review. 44 (4): 32–39, 66, 68.
  12. ↑ Hartnett, Koepfle, Dana, Lauren (Fall 2011). "Exploring the Rhind Papyrus". Ohio Journal of School Mathematics. 64: 31–35, 5 – via Education Source.
  13. ↑ 13.0 13.1 Baten, Joerg; Cappelli, Gabriele (2021). "Numeracy development in Africa: new evidence from a long-term perspective (1730-1970)". Journal of Development Economics. 150: 102630. doi:10.1016/j.jdeveco.2021.102630. ISSN 0304-3878. S2CID 233564174 Check |s2cid= value (help) – via Elsevier Science Direct. Cite error: Invalid <ref> tag; name ":8" defined multiple times with different content
  14. ↑ 14.0 14.1 Segalla, Spencer D. (2003-05-09). "Georges Hardy and Educational Ethnology in French Morocco, 1920-26". French Colonial History. 4 (1): 171–190. doi:10.1353/fch.2003.0026. ISSN 1543-7787. S2CID 145432128. Cite error: Invalid <ref> tag; name ":6" defined multiple times with different content
  15. ↑ Kamara, Mohamed (2005). "French Colonial Education and the Making of the Francophone African Bourgeoisie". Dalhousie French Studies. 72: 105–114. ISSN 0711-8813. JSTOR 40837624.
  16. ↑ 16.0 16.1 16.2 16.3 Windel, Aaron (2009). "British Colonial Education in Africa: Policy and Practice in the Era of Trusteeship". History Compass. 7 (1): 1–21. doi:10.1111/j.1478-0542.2008.00560.x. ISSN 1478-0542. Cite error: Invalid <ref> tag; name ":7" defined multiple times with different content
  17. ↑ "Millennium Development Goals Goal 2 Fact Sheet" (PDF). un.org. September 2010. Retrieved 2017-03-16.
  18. ↑ "Education for All | Education | United Nations Educational, Scientific and Cultural Organization". www.unesco.org. Retrieved 2017-03-16.
  19. ↑ "Regional overview: sub-Saharan Africa" (PDF). unesco.org. 2008. Retrieved 2017-03-16.
  20. ↑ "SA can learn a thing or two from Zimbabwe's education system".
  21. ↑ 21.0 21.1 "Goal 4 .:. Sustainable Development Knowledge Platform". sustainabledevelopment.un.org. Retrieved 2017-03-16. Cite error: Invalid <ref> tag; name ":0" defined multiple times with different content
  22. ↑ "Africa: Make Girls' Access to Education a Reality". Human Rights Watch. 16 June 2017.
  23. ↑ Walter, S. L. (2015). Mother Tongue-based Education in Developing Countries: Some emerging insights. Researchgate.net.
  24. ↑ Dutcher, N. in collaboration with Tucker, G. R. (1997). The Use of First and Second Languages in Education: A Review of Educational Experience, Washington D.C., World Bank, Country Department III.
  25. ↑ Mehrotra, S. (1998). Education for All: Policy Lessons From High-Achieving Countries. UNICEF Staff Working Papers, New York, Unicef.
  26. ↑ SACMEQ III. "SACMEQ III Project Results: Pupil achievement levels in reading and mathematics Working Document Number 1" (PDF). Archived from the original (PDF) on 27 July 2011. Retrieved 11 March 2011.
  27. ↑ "End It, Don't Mend It - Our Falling Education Standards." Africa News Service 15 Dec. 2011. Opposing Viewpoints In Context. Web. 19 July. 2013
  28. ↑ "Sub-Saharan Africa Strengthens Advocacy for Quality Education." Africa News Service 10 June 2011. Opposing Viewpoints In Context. Web. 19 July. 2013.
  29. ↑ "South Africa: fast facts". Archived from the original on 2008-07-19.
  30. ↑ Watkins, Kevin. "Basic education for all Africans". Retrieved 11 March 2011.
  31. ↑ "Corruption Stifles Learning in Africa, Report Finds". Retrieved 27 April 2011.
  32. ↑ "Why education remains a challenge in Africa – DW – 01/24/2022". dw.com (in Turanci). Retrieved 2024-05-27.
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