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Ilimi a Gabas ta Tsakiya da Arewacin Afirka

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Sanarwar Universal Declaration of Human Rights ta jaddada muhimmancin ilimi a matsayin muhimmiyar haƙƙin ɗan adam da kuma muhimmiyar mahimmanci na ci gaba. Ilimi ya ƙunshi ikon dabi'un zamantakewa, ɗabi'a, al'ada, addini, siyasa da tarihi. Kungiyar da aka samu ilimi ce da ke ba da ma'aikata masu tasowa tare da ƙwarewar da ake buƙata don tabbatar da sa hannu sosai a ci gaban tattalin arziki. Samun karatu da rubutu, lissafi, da ƙwarewar warware matsaloli yana inganta darajar da ingancin aiki. Yana haifar da ƙwararrun ma'aikata masu sauƙin fahimta ta hanyar horo, ƙwarewa, da takardun shaida na ilimi. Kwararrun ma'aikata suna inganta ingancin yawan tattalin arzikin ƙasa kuma suna tabbatar da cancanta ga gasa ta kasuwa ta duniya.[1] Dangane da rahoton bincike na baya-bayan nan na Asusun Jama'a na Majalisar Dinkin Duniya, ƙasashe kamar Masar, Jordan, da Aljeriya sun saka hannun jari a cikin tsara iyali, kiwon lafiya, da ilimi kuma daga baya sun sami ci gaban tattalin arziki da sauri fiye da ƙasashen da ba su da son saka hannun jari cikin shirye-shiryen ci gaban zamantakewa.

Matsayin ilimi a Gabas ta Tsakiya[gyara sashe | gyara masomin]

Tarihin Gabas ta Tsakiya[gyara sashe | gyara masomin]

Yankin Gabas ta Tsakiya da Arewacin Afirka (MENA) ya ƙunshi ƙasashen Aljeriya, Bahrain, Djibouti, Masar, Iran, Iraki, Jordan, Kuwait, Lebanon, Libya, Malta, Mauritania, Morocco, Oman, Qatar, Saudi Arabia, Somaliya, Sudan, Siriya, Tunisiya, Turkiyya, Hadaddiyar Daular Larabawa (UAE), Yammacin Gaza, Misira'ila da Yemen.[1] Duk da cewa Isra'ila tana cikin yankin MENA (Middle East da North Africa), wannan labarin yana mai da hankali kan ƙasashen da ke da iyaka da yawancin yaren Larabci, sai dai Iran inda Farisa ita ce harshen hukuma da Turkiyya inda Turkiyya ita ce harshen aiki.

Kodayake yawancin ƙasashen MENA suna da siffofi na asali na yau da kullun - Islama a matsayin babban addini da Larabci a matsayin yare na yau da kullum (sai dai Iran da Turkiyya), sun bambanta da kabilanci, al'ada, Tarihi da yarukan Larabci. Shirye-shiryen ci gaban tattalin arziki sun bambanta tsakanin jihohin da ke samar da mai kamar Kuwait da Hadaddiyar Daular Larabawa da kuma kasashen da ba masu samar da mai ba kamar Tunisiya da Jordan.

A cikin ƙarni na goma sha tara da farkon ƙarni na ashirin, yawancin ƙasashen yankin suna ƙarƙashin mulkin mallaka na Turai. Kodayake hukumomin mulkin mallaka sune na farko da suka gabatar da ilimi na tilas, samun damar zuwa ilimi na zamani (na Turai) an ƙuntata ga zaɓaɓɓun ƙwararrun. An tsara ilimin mulkin mallaka a hanyoyi da yawa don tsara ci gaban ilimi na gida da kuma iyakance ikon su na 'yan wasan kwaikwayo na cikin gida wajen kalubalanci ikon siyasa na masu mulkin mallaka, yayin da suke inganta [bayani da ake buƙata] na al'adun Yamma, amma ya haifar da yardar mai mulkin mallaka don inganta al'adun yamma yayin da suke haɗa ƙarin yankuna a yankin MENA da kuma sanya takunkumi ga' yan ƙasa. 

Ƙungiyoyin mallaka irin su Tunisiya da Masar sun saka hannun jari a cikin ayyukan ilimi waɗanda suka aika da ɗalibai masu daraja zuwa Turai inda za su iya nazarin fasahohi da yanayin rayuwa kuma a ƙarshe su canja ilimin da suka samu zuwa ƙasashensu na asali.[2] Irin waɗannan matakan sun haifar da kirkirar makarantu na zamani a ƙarni na sha tara kamar makarantar polytechnic ta Bardo (est. 1830) kuma ta wakilci Ecole Polytechnique na Faransa a Tunisia.[1]

A ƙarshen ƙarni na goma sha tara, an sami karuwar wayar da kan jama'a game da tasirin al'adun Yamma. Sabon mashahurin mulkin Ottoman, wanda ake kira masu basira, an horar da su a makarantu na musamman a karkashin kulawar kwararru na Turai. Gwamnatocin da ke neman sauye-sauye sun horar da masu basira a matsayin jami'ai, likitoci, injiniyoyi da jami'an 'yan sanda.A Alkahira, an horar da lauyoyi a makarantar shari'a ta Faransa don su iya aiki a kotuna masu gauraye. A Tunisiya, masu mulkin mallaka na Faransa sun mallaki makarantun firamare da sakandare kamar Sadiqiyya, makarantar sakandare da aka kafa a matsayin abin koyi na makarantar sakandare ta Faransa, lycée . [3]

Lokacin mulkin mallaka[gyara sashe | gyara masomin]

Tarihin tarihi[gyara sashe | gyara masomin]

A Gabas ta Tsakiya da Arewacin Afirka, a lokacin mulkin mallaka, ilimi ya bazu sakamakon manyan canje-canje na zamantakewa da haɓakar ƙwararrun 'yan asalin ƙasar a matsayin ikon mulki. Shirye-shiryen gwamnatocin ƙasa don gina ƙasa mai ƙarfi ya sa samun karatu da rubutu ya zama ƙwarewa mai mahimmanci don haɓaka damar ɗan adam.[4] Yawancin malamai da masu tsara manufofi a yankin sun yi jayayya cewa ilimi shine tushe na ci gaban tattalin arziki da fadada al'umma. Sun jaddada muhimmancin saka hannun jari a ilimi don inganta ci gaban tattalin arziki mai ɗorewa, kodayake duk da fadada ilimi da sabis, rashin aikin yi ya kasance mai girma [5][6]

A cikin lokacin mulkin mallaka, tsarin da ya fi dacewa shine ikon gwamnati na ilimi. Shugabannin da yawa sun inganta ilimi kyauta, gami da Gamal Abdel Nasser na Masar, a matsayin wani muhimmin bangare na gina al'umma, kuma sun yi alkawarin cewa kowane mai digiri zai sami matsayi a bangaren jama'a. Yaduwar ilimin firamare, sakandare da sakandare ya yi daidai da saurin karuwar yawan jama'a tun daga shekarun 1960. Tsakanin 1965 da 1990, yawan daliban da suka shiga makarantar firamare ya karu daga 61% zuwa 98% .[7]

Duk da gabatar da mulkin mallaka na ilimi mafi girma, saurin shiga a matakin jami'a ya karu sosai nan da nan bayan samun 'yancin kai. A shekara ta 1939, ba a sami fiye da jami'o'i tara na yanki ba, kuma a shekara ta 1960, ashirin. Jihohin da ke da mafi yawan ɗalibai da suka shiga sun haɗa da Masar, Siriya, Lebanon, da Iraki.[8]

A cikin gwamnatocin masu ra'ayin mazan jiya na Saudi Arabia da Yemen, ilimin salon Turai ya yi jinkirin fitowa. Gwamnatoci sun yi hankali don fallasa ɗalibai ga koyarwar da za ta iya saba wa al'adun Islama, kodayake Kuwait ta kasance banda. Jihohin Gulf na Farisa tun lokacin da suka gabatar da sauye-sauyen ilimi masu zurfi, tare da wayar da kan jama'a cewa ta hanyar saka hannun jari ne kawai za su ga ci gaban tattalin arziki ya ci gaba fiye da shekarun bunkasa mai.[9] Kwanan nan, an nuna Sarki Abdullah na Saudi Arabia a cikin manema labarai na duniya saboda kokarinsa na kafa cibiyoyin ilmantarwa da yawa, tare da tsarin Yammacin Yamma.[10]

Ƙalubalen bayan samun 'yancin kai[gyara sashe | gyara masomin]

Matsalolin fadada damar samun ilimi sun kasance na kowa ga dukkan ƙasashen MENA a cikin shekarun bayan 'yancin kai. Ilimi mai araha bai rage yawan yara marasa ilimi ba sakamakon yawan jama'a. Hakazalika, tsarin ilimi ya tabbatar da cewa bai isa ba yayin da ɗakunan ajiya, waɗanda malamai masu aiki da yawa suka jagoranta, suka cika da yara. Daliban da suka koma cikin tsarin jarrabawar da aka yi amfani da su sun kasance, kuma galibi suna ci gaba da kasancewa, ba su da ƙwarewar da ake buƙata don ilimin jami'a da aiki.[9]

Sauran matsaloli sun fito ne yayin da jihar ta yi ƙoƙari ta haɗa tsarin da yawa a ƙarƙashin jihar: salon Turai da Islama, jama'a da masu zaman kansu, koyarwa a Larabci da sauransu a cikin harshen waje, yawanci Faransanci ko Ingilishi. A sakamakon haka, yayin da aka rufe wasu makarantun Islama, wasu sun zama wani ɓangare na manyan jami'o'i. A matsayin misali, an kafa Zaytuna, makarantar gargajiya ta Islama a Tunis, a makarantar Shari'a ta Jami'ar Tunis.[11]

Wani tsari da aka gani a karkashin ikon mulkin mallaka na gwamnati shine Arabization na cibiyoyin ilimi. Makarantu da a lokacin mulkin mallaka suka koyar ta hanyar harshen waje, sun fara koyarwa da Larabci. A sakamakon haka, damar dalibai na iya sanin yaren waje ya ragu a ƙasashe kamar Siriya inda gabatarwa ga yaren Turai na biyu ya faru ne kawai a makarantun sakandare, ba a lokacin karatun firamare ba.[11]

PlDaliban da ke son ci gaba da karatunsu a kasashen waje dole ne su dogara da dukiyar iyali ko tallafin gwamnati. Wadanda ba su iya sanin yaren waje ba sun fuskanci matsaloli masu tsanani. Koyaya, kamar yadda za'a iya samun ilimi mafi inganci ne kawai a makarantun masu zaman kansu, masu ilimi masu arziki sun kasance. Masu basira sun ci gaba da sanin harsunan kasashen waje da jin daɗin fa'idodin aiki. Sabanin haka, yawancin al'umma dole ne su dogara da wuraren ilimi na gwamnati da kuma raguwar damar da ke cikin mukaman gwamnati.[12]

Mata a cikin al'ummomin da suka gabata[gyara sashe | gyara masomin]

Yaduwar ilimi a yankin ya haifar da sauye-sauye da yawa na zamantakewa wanda ya rinjayi matsayin mata a cikin ƙasashen MENA. Mafi mahimmanci, har ma a cikin gwamnatocin masu ra'ayin mazan jiya, mata suna da damar samun ilimi.A ko'ina cikin yankin, yayin da kashi na 'yan mata a makarantun firamare ya kasance da mahimmanci kamar na yara maza, samun damar mata zuwa ilimi mafi girma yana ci gaba da ƙaruwa. Hakazalika, saboda ingantaccen matakin karatu da rubutu, mata masu ilimi na iya aiki a matsayin lauyoyi, likitoci, da ma'aikata a ayyukan zamantakewa. A cikin ƙasashe kamar Tunisia da Iraki inda gwamnatocin jihohi suke shirye su hanzarta sabunta al'ummominsu, mata

Rikici da Ilimi a Gabas ta Tsakiya[gyara sashe | gyara masomin]

Wani rahoto daga Strategic Foresight Group ya ambaci farashin ilimi na rikici a Gabas ta Tsakiya. Bayan yakin Amurka na 2003 a Iraki, an yi niyya da gangan ga cibiyoyin ilimi da 'yan ta'adda suka yi. A shekara ta 2007, an kashe malamai 353. Kusan yara 800,000 a halin yanzu ba su da makaranta, kuma sama da malamai 3,000 sun tsere daga kasar. Fiye da kashi 30% na yara da kashi 40% na daliban jami'a suna zaune a gida saboda tsoro, da ƙarancin makarantu kusa da su.  

A cikin yakin Lebanon na 2006, yaran Lebanon sun kasance wasu daga cikin wadanda suka fi shafa, inda kashi 33% na mutuwar fararen hula yara ne kuma yara 390,000 suka rasa muhallinsu. Yara 40,000 sun katse karatunsu a lokacin yakin, tare da fiye da makarantu 300 da suka lalace.

Fiye da makarantu 1,300 na Palasdinawa sun rushe ta hanyar dokar hana fita, da rufewa.

Yawan karatun[gyara sashe | gyara masomin]

A sakamakon saka hannun jari na gwamnati a ilimi, matsakaicin samun ilimi na ma'aikata ya karu. Kodayake galibi ana ɗaukar su a matsayin alama ce ta nasarar ƙasa maimakon burin kuɗi, ƙimar ƙwarewa ta ninka fiye da ninki biyu a ƙasashen Gabas ta Tsakiya da Arewacin Afirka a cikin lokacin daga 1960 zuwa 1995. Duk da inganta matakan karatu da rubutu a yankin, akwai bambanci tsakanin ƙasashe masu yawan jama'a a cikin birane waɗanda ƙimar karatu da rubutu ta nuna karuwa mai ɗorewa da ƙasashen ƙauyuka inda yawan jahilci ya kasance mai girma sosai.[1]

Saboda karuwar yawan matasa dalibai, musamman a yankunan karkara, kasashe kamar Yemen, Masar da Morocco suna fuskantar babbar matsala wajen samun ilimi na duniya. A Misira, tabbatar da ilimi ga waɗanda ke ƙasa da shekaru 15 babban ƙalubale ne kamar yadda fiye da kashi ɗaya bisa uku na yawan jama'arta ke tsakanin 6 zuwa 14 tare da maida hankali a yankunan karkara.[13] A cikin tsaunuka na Yemen, duk da kokarin da aka yi na gina sabbin makarantu ko gyara wadanda ke akwai, azuzuwan na iya haduwa a waje.[14]

Ana ci gaba da yin ƙoƙari na haɓaka ƙimar karatu da rubutu a yankin MENA tare da mai da hankali kan ilimantar da mata a yankunan karkara inda matakin jahilci gabaɗaya yake da girma musamman tsakanin mata. A cewar rahoton Bankin Duniya a 1999, a yankunan karkara na Maroko, mace daya ne kawai daga cikin goma za ta iya karatu da rubutu.[14] Kungiyar Ilimi, Kimiyya da Al'adu ta Majalisar Dinkin Duniya ta ba da rahoton cewa mata sama da miliyan saba'in da biyar da maza miliyan arba'in da ise a duk fadin Gabas ta Tsakiya da yankin Arewacin Afirka ba su iya karatu da rubutu ba.[15]

Ingancin ilimi muhimmiyar matsala ce a ci gaban tattalin arziki. Don kimanta ingancin ilimi, yana da mahimmanci a fahimci da kimanta tasirinsa. Irin wannan tsari na iya zama ta hanyar nazarin kwatankwacin duka a cikin yankin MENA da kuma duniya. Koyaya, kamar yadda Iran da Jordan kawai suka shiga cikin binciken kimantawa na kasa da kasa na baya-bayan nan, bayanan da ke akwai game da ingancin ilimi a yankin MENA ba su da yawa. Dukansu Jordan, wanda ya shiga cikin 1991 International Assessment of Educational Progress, da Iran, wanda ya yi haka aIran 1995 Third International Mathematics and Sciences Study, ya nuna matakin ƙasa sosai a lissafi da kimiyyJordan tare da karuwa mafi girma daga 1995 zuwa 2011.

Mafi mahimmanci, tsarin ilimi a cikin MENA ba ya dogara sosai da ƙwarewar warware matsalar fahimta. Ana ƙarfafa su da haddace amsoshin ƙayyadaddun matsaloli don su wuce jarrabawar ɗaya bayan ɗaya. A sakamakon haka, ana ba su lada don kasancewa marasa aiki maimakon masu koyo masu aiki, kuma a ƙarshe sun kammala karatu a cikin kasuwar aiki wanda ke darajar kerawa da warware matsaloli, a wani bangare yana bayyana yawan rashin aikin matasa 25% a Gabas ta Tsakiya, mafi girma a kowane yanki a duniya.[16][17] Kudin ware matasa, gami da rashin aikin yi na matasa, an kiyasta ya kai dala biliyan 53 a Masar (17% na GDP) da dala biliyan 1.5 a Jordan (7% na GDP). [18]

Wasu alamomi, kamar tushen bayanai game da kowane ɗalibi ko alamu na kashewa a makarantun firamare, na iya taimakawa wajen tantance ingancin ilimi a cikin MENA. A yawancin makarantun firamare na MENA, ɗalibai suna da damar yin amfani da littafi guda ɗaya a kowane batun a kowace shekara. Wannan yana nuna cewa littafin da kansa shine kawai tushen bayanai. Hakazalika, ci gaban ƙwarewar fahimta yana da jinkiri kuma ya dogara da ƙoƙarin ɗalibin don karɓar sabbin bayanai, saboda haka ci gaba. Bugu da kari, irin wannan tsari na iya zama mai jinkiri saboda rashin wasu kayan karatu da shirye-shiryen bidiyo waɗanda zasu iya samar da ƙarin zane-zane da kuma sanya batun da aka yi nazari a bayyane kuma mai fahimta.[16]

Daga hangen nesa daban, kasashe a cikin jihohin Gulf na Farisa sun kashe sau hudu a kan dalibai a ilimi mafi girma fiye da dalibai a makarantar asali. Tunisia, Jordan, da Morocco sun kashe kusan sau 8, 14, da 15 a kan dalibi a jami'a fiye da dalibi a cikin ilimi na tilas. Kodayake ana iya jayayya cewa wannan saboda farashin ilimi mafi girma ne, gwamnatocin da ke ciyar da fiye da sau goma ga kowane dalibi a ilimi mafi girma suna watsi da muhimmancin ilimin tilas a ci gaban mutum da na ilimi.[19]

A cikin duniyar Larabawa, ƙarancin tsarin ilimi ba saboda rashin kudade ba ne amma sakamakon rashin isasshen gudanar da albarkatun kuɗi da aka samu don inganta ilimi a yankin.[20] Ilimi Performance Index wanda ke auna ingancin ilimi a cikin kasashe masu tasowa ya nuna bambanci tsakanin kasashe daban-daban a yankin. Sun bambanta a hanyoyin amfani da fa'idodin damar tattalin arziki don amfanin mutanensu. Kasashe irin su Tunisia sun yi nasarar saka hannun jari sama da kashi shida cikin dari na GNP a cikin ilimin jama'a kyauta. A sakamakon haka, sama da dalibai miliyan 1.4 na iya jin daɗin ilimi kyauta da tilas a shekarar 1991.[21]A wasu ƙasashe kamar Kuwait, Saudi Arabia da Qatar, duk da albarkatun kuɗi da ke akwai, ba a inganta ilimin asali ba. Ana iya fassara wannan a matsayin sakamakon ƙarancin rajista. Bugu da ƙari, yayin da bambancin jinsi a cikin ilimin tilas a Saudi Arabia da Kuwait ba shi da yawa, Qatar tana fama da bambancin jima'i na kashi 20 cikin dari a cikin ɗalibai da ke shiga cikin ilimi na asali.

Matsalolin ingancin ilimi a yankin MENA[gyara sashe | gyara masomin]

A cewar Rahoton Ci gaban Dan Adam na Larabawa na 2002, "mafi damuwa game da rikicin ilimi shine rashin iya samar da bukatun ci gaban al'ummomin Larabawa". Duk da cewa ana ɗaukar sakandare da ilimi mafi girma a matsayin tushen da ya fi dacewa waɗanda ke ba da horo da ƙwarewa ga ma'aikata na gaba, damar zuwa kwalejoji ko jami'o'i har yanzu yana da iyakance. A lokuta lokacin da ilimi yake, yana fama da ƙarancin tsarin iliminsa, rashin kayan ilimi ko ƙwararrun malamai.[16]

Matsalar kudi ta fito ne daga yankin kanta: sa hannun gwamnati don samar da ilimi kyauta ya fara zama mai nauyi sakamakon karuwar yawan dalibai da suka kammala karatunsu na asali kuma suna neman ci gaba da karatunsu. A sakamakon haka, gwamnatin tsakiya tana fuskantar ƙalubalen sarrafa farashin da ba za a iya jurewa ba na samar da ilimi kyauta ga yawan ɗalibai da ke ƙaruwa da yin hakan a matakai daban-daban na ilimi.[1]

Daga wani hangen nesa daban, a yankin MENA, duk da zuba jari mai zurfi na gwamnati a ilimi don inganta ingancin ilimi da haɓaka matakin nasarorin ilimi, ingancin ilimi ya kasance matsala.[22] Dangane da Rahoton Ilimi na Duniya na 1995, kodayake samun damar mata zuwa ilimi a cikin MENA ba ta da yawa idan aka kwatanta da yawan shiga maza, ƙarancin tsarin ilimi a yankin yana shafar maza da mata. "Har yanzu akwai matsala mai mahimmanci dangane da sakamakon ilimi a yankin, tare da hanyoyin koyarwa da suka rage galibi suna mai da hankali kan haddace hanya maimakon amfani da hanyoyin warware matsalar da kuma kimantawa. "[23]

Ɗaya daga cikin hanyoyin da za a bayyana irin wannan abu na iya zama jayayya cewa gudanar da ilimi ba su ga canje-canje da gyare-gyare ba tun bayan lokacin samun 'yancin kai. A zahiri, a cikin shekarun 1950 da 1960, an tsara tsarin ilimi kuma an tsara shi daidai da bukatun masana'antun jihar, noma da ayyuka. Gwamnatin tsakiya ta yi amfani da ita don tsammanin ƙwarewar da ake buƙata ga ma'aikatan nan gaba kafin yanke shawara da tsara ƙwarewar ilimi daban-daban. Ba abin da ya fi muhimmanci ba, an kuma ƙayyade yawan sabbin ma'aikata. Hasashen ma'aikata dole ne ya hango hasashen yawan ma'aikata da ake buƙata a kowane fagen kafin kammala karatun dalibai da kammala karatun sakandare ko mafi girma.[24]

Hakazalika, gwamnati ta sa ido kan samun damar samun ilimi mafi girma. Sau da yawa shirye-shiryen suna buɗewa da rufewa bisa ga tsarin gwamnati kuma daidai da bukatun kasuwa. Har ila yau, shirin tsakiya ya taimaka wajen tantance ayyukan fasaha, na hannu ko na sana'a waɗanda ke haifar da ci gaban tattalin arzikin ƙasar. Saboda haka, motsi a fadin ƙwarewa ba mai sassauci ba ne. Bugu da kari, kamar yadda aka kara jaddadawa kan ƙwararrun sana'o'i da fasaha, an dauki horo na ilimi ba shi da mahimmanci.[24]Bugu da ƙari, shigar da jami'o'i na musamman na magani ya buƙaci samun takamaiman abubuwan da suka faru na ilimi da aka koyar a makarantun sakandare na musamman da ke cikin biranen. Sakamakon haka, ɗaliban da ke zaune a cikin birane na iya halartar cibiyoyin ilimi masu daraja. Koyaya, ɗalibai daga yankunan karkara sau da yawa ba za su iya jin daɗin fa'idodin ilimi iri ɗaya ba.[25] Yawancin waɗanda ke son ci gaba da karatunsu a matakin da ya fi girma suna mai da hankali ne a makarantun fasaha masu yawa ko jami'o'in ilimin ɗan adam da kimiyyar zamantakewa. "Sakamako na ilimi bai bai baiwa matasa ƙwarewar da masu ba da aiki masu zaman kansu ke nema a yankin ba. "[23]

Hakkin ilimi ana ɗaukarsa ya zama dole ga mata a Gabas ta Tsakiya da Arewacin Afirka. Muhimmancin ilimi ga mata shine don ba su damar zama uwaye masu kyau ga masu zuwa da membobin da ke aiki a cikin al'umma. Duk da yake wasu mata suna ganin cewa ilimi shine ƙofarsu zuwa rayuwa mafi kyau inda suke iya fahimtar hakkinsu na ɗan adam kuma daga baya su kare kansu daga nuna bambancin jinsi, wasu sun yi imanin cewa mata masu ilimi sun fi samun nasara wajen tayar da sabuwar tsara.[26][27]

A farkon rabin shekarun 1990s jihohin Musulmai sun kara yawan 'yan mata da ke shiga makarantun firamare da kashi biyu cikin dari, sau hudu fiye da matsakaicin' yan mata masu shiga makaranta a kasashe masu tasowa. Haɓakar shiga 'yan mata a makarantun firamare da nufin share da'awar da aka yadu cewa dokokin Islama sun hana mata samun ilimi.[28]

A cikin Jamhuriyar Musulunci ta Iran, yawan shiga makarantar firamare ga 'yan mata ya karu daga kashi 80 zuwa 96 cikin dari a shekarar 1986. Hakazalika, a yankunan karkara, 'yan mata da ke shiga makarantun firamare sun hau daga kashi 60 zuwa 80 cikin dari a ƙarshen shekarun 1990.[29] Game da Iran, sadaukarwar siyasa don cimma ilimi na tilas a duniya a Iran ya rinjayi ingancin ilimi. Hakazalika, bambancin jinsi a cikin shiga makaranta ya ragu sosai.

Bugu da kari, gwamnatoci da yawa a duniyar Larabawa sun jaddada muhimmancin inganta damar mata zuwa ilimi kuma sun yi ƙoƙari su rage gibin jinsi a matakai daban-daban na ilimi. Lalle ne, an yi hasashen cewa a shekara ta 2010, ƙasashen Larabawa na iya kaiwa kashi 70 cikin 100 na ƙwarewa sakamakon ci gaba da ilimi musamman game da mata. Tunisiya tana tsaye a matsayin misali mai kyau na manufofin da suka fara a shekarar 1956. An yi niyyar rage bambancin jinsi. Manufofin gwamnati masu sassaucin ra'ayi game da mata sun rinjayi matsayin mata a kasar kuma sun rage rashin daidaito tsakanin maza da mata wajen samun ilimi.[30]

Babban sauye-sauye a cikin yawan 'yan mata masu shiga makarantun tilas sun fuskanci wasu ƙasashe a yankin MENA. Daga 1960 zuwa 1988, yawan 'yan mata masu shiga a Siriya, Libya da Iraki sun hau daidai daga kashi 44 zuwa kashi 94 (Syria), daga kashi 26 zuwa 90 (Libya) kuma daga kashi 39 zuwa 88 (Irak). [31]A cewar Bankin Duniya, ana samun bambancin jinsi a duk yankin MENA a Yemen, Morocco da Masar.[1] A Misira, sama da 'yan mata 600,000 masu shekaru tsakanin 6 zuwa 10 ba sa zuwa makaranta. Yawancin waɗannan 'yan mata marasa ilimi suna mai da hankali ne a yankunan karkara, musamman a Upper Egypt.[32] Irin wannan sabon abu ya samo asali ne daga ƙarancin tsarin ilimi na ƙasa da ayyukan da aka bayar a yankunan karkara. Wannan kuma ya goyi bayan matsalolin zamantakewa da tattalin arziki a yankunan karkara na Masar inda yake da matukar wahala a samar da kayan ilimi na asali.

Canje-canje da aka ba da shawarar da sake fasalin nan gaba[gyara sashe | gyara masomin]

Ɗalibin jami'ar Iran

Stephan P.Heyneman ya gano manyan wurare shida don canji:

Ilimi na tilas mai ma'ana 1:

Ilimi mai ma'ana ya nuna cewa akwai bukatar bi da 'ilimi na asali' da 'ilimin tilas' daidai. Wannan yana nufin cewa ilimi ya kamata ya zama na duniya a lokacin tilastawa na ilimi. Ilimi na tilas yana buƙatar zama na duniya ga dukan yara ba tare da la'akari da matsayinsu na zamantakewa ba, jinsi, ko kabilanci.[16] Irin wannan tsari yana buƙatar sake fasalin burin jarrabawa. Wannan yana nuna cewa ana buƙatar amfani da jarrabawa a matsayin kayan aiki na kimantawa maimakon hanyar da ake zaɓar ɗalibai bisa ga ƙwarewar ƙwaƙwalwar ajiyar su.

Hanyoyin tabbatar da inganci guda biyu:

Akwai hanyoyi huɗu da ke ba da damar kimanta ingancin ilimi. Sun hada da "ma'aunin darussan, jarrabawa da sauran kimantawa, kayan koyarwa da koyarwar aji".[33] Koyaya, a yankin MENA, makarantu ba su da albarkatu don sauƙaƙe cika burin ilimi. Misali, litattafan karatu ba a tsara su yadda ya kamata ba a hanyoyin da ba su la'akari da iyawar ilimi daban-daban na ɗalibai ba. Sakamakon haka, daidaitawa tsakanin manufofi na darussan, hanyoyin da malamai ke amfani da su, da zaɓin jarrabawa masu dacewa na iya zama masu inganci wajen isar da tsarin ilimi mai aiki da daidaituwa.[1][33]

3-ƙwarewar malamai:

A yankin MENA, ba a zaba malamai ba saboda ƙwarewarsu, kerawa, da aikin koyarwa. Maimakon haka, ana gano su ne ta hanyar samun ilimi. Koyaya, ma'aunin albashi ba ya bambanta tsakanin malamai a matakai daban-daban na gogewa. Wannan gaskiyar ta hana ingantaccen koyarwa kuma daga baya ta rage ingancin koyarwa gabaɗaya.Hanyar da ta dace da irin wannan ƙalubalen ita ce gabatar da ci gaba da kimantawa da jarrabawa don tantance aikin malamai a cikin aji. Masu koyarwa da suka yi nasara a cikin waɗannan jarrabawar kimantawa na iya matsawa zuwa sikelin albashi mafi girma. Wannan tsari ba kawai zai motsa malamai su yi ba amma zai yi tasiri ga ingancin ilimi gabaɗaya.

4-Kayan ilimi:

A cikin ƙasashen Gabas ta Tsakiya da Arewacin Afirka, akwai yarjejeniya ta gaba ɗaya cewa wuraren ilimi ba su da yawa kuma ba a yi amfani da su yadda ya kamata ba. Koyaya, saboda sauye-sauyen yanayin buƙatun kasuwa, akwai buƙatar buƙata don samar da ɗalibai ƙwarewar ƙwarewa da fasaha. Lalle ne, ya kamata a karfafa shirye-shiryen ilimi na software na kwamfuta, a shirya kuma a aiwatar da su. An ba da shawarar cewa irin wannan tsari zai samar da tsarin ilimi na zamani wanda ke samar da ma'aikata masu gasa a duniya. Sakamakon haka, wannan ba wai kawai yana inganta ingancin ilimi ba har ma yana haifar da ma'aikata masu mahimmanci da inganci.[34]

5-mafi girma ilimi:

Yawancin ƙasashen MENA ba su canza manufofin da suke gudanar da karatunsu mafi girma ba tun lokacin shiga tsakani na gwamnatocin tsakiya a cikin shekarun 1960 da 1970. A wasu kalmomi, hanyoyin samar da kuɗi da isar da su sun kasance iri ɗaya sama da shekaru talatin. Wannan ya bayyana dalilin da ya sa ingancin ilimi mafi girma ya ragu. Duk da haka, don kauce wa irin wannan yanayin a cibiyoyin ilimi mafi girma, akwai buƙatar inganta kayan isar da ilimi ta hanyar amfani da dabarun koyarwa na zamani, haɓaka damar samun ilimi mafi girma yayin samar da sauye-sauye masu inganci da tsarin.[34]

Bayanan ilimi 6:

Bayani game da ingancin ilimi a cikin MENA ba shi da yawa kuma bayanan da ake da su sau da yawa ba su isa ba kuma ba abin dogaro ba ne. Duk da haka, don samun damar daidaitawa da kasuwar budewa ta duniya, gwamnatoci a yankin suna buƙatar ƙarfafa amfani da kididdiga da kayan aikin bincike daban-daban waɗanda ke da niyyar gano matsayin ilimi ga hukumomin da ke da alhakin gida da hukumomin duniya. Irin wannan tsari yana ba da damar ingantaccen kimantawa da kimantawa game da ƙarfin da raunin ilimi a yankin. Sabanin haka, sakamakon karancin bayanai game da waɗannan bayanan kimantawa, yana da matukar wahala a tantance dalilan gazawar tsarin ilimi a cikin MENA.[35]  

Bayani da nassoshi[gyara sashe | gyara masomin]

  1. ↑ 1.0 1.1 1.2 1.3 1.4 World Bank 1999
  2. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Akkari Abdeljalil 2004
  3. ↑ Hourani 2002
  4. ↑ Hourani 2002
  5. ↑ World Bank, Claiming the Future: Choosing Prosperity in the Middle East and North Africa, (Washington, DC: The World Bank, October 1995).
  6. ↑ The Brookings Institution, Middle East Youth Initiative, "Inclusion: Meeting the 100 Million Youth Challenge, 2007".
  7. ↑ World Bank 1995
  8. ↑ Hourani 2002
  9. ↑ 9.0 9.1 Hourani 2002
  10. ↑ Saudi King Tries to Grow Modern Ideas in Desert, The New York Times, 2007-10-26
  11. ↑ 11.0 11.1 Hourani 2002
  12. ↑ Hourani 2002
  13. ↑ Zibani, N. Le travail des enfants en Egypte et ses rapports avec la scolarisation: esquisse d'évolution . Egypte/Monde Arabe. Cairo: Cedej, 1994.
  14. ↑ 14.0 14.1 UNICEF (2000). State of World's Children 2000. New York:UNICEF.
  15. ↑ United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics, Financing Education-Investments and Returns, Analysis of the World Education Indicators,2002.
  16. ↑ 16.0 16.1 16.2 16.3 Heyneman 1997
  17. ↑ The Middle East Youth Initiative, "Inclusion: Meeting the 100 Million Youth Challenge, 2007"
  18. ↑ The Middle East Youth Initiative, "The Costs of Exclusion in the Middle East"
  19. ↑ Heyneman 1997
  20. ↑ Heyneman 1997
  21. ↑ Institut national d'études statistiques (1999). Recensement de la population et de l'habitat. Tunis:INES.
  22. ↑ Heyneman, S.P. (1993) 'Human development in the Middle East and North Africa Region.'In Economic Development of the Arab Countries: Selected Issues, ed. S.El-Naggar, pp.204-226.International Monetary Fund, Washington D.C.
  23. ↑ 23.0 23.1 Hassan, Islam; Dyer, Paul (2017). "The State of Middle Eastern Youth". The Muslim World. 107 (1): 3–12. doi:10.1111/muwo.12175. Cite error: Invalid <ref> tag; name "Hassan and Dyer" defined multiple times with different content
  24. ↑ 24.0 24.1 Heyneman 1997
  25. ↑ Heyneman 1997
  26. ↑ Farzaneh Roudi-Fahimi and Valentine M. Moghadam, Empowering Women, Developing Society: Female Education in the Middle East and North Africa, Population Reference Bureau, October 2003.
  27. ↑ Valentine M. Moghadam, Modernizing Women: Gender and Social Change in the Middle East, 2nd ed. (Boulder, CO: Lynne Rienner Publishers, 2003).
  28. ↑ Walkins, K. (1999). Education now:Break the cycle of poverty. London: Oxfam.
  29. ↑ UNICEF 2000. State of World's Children 2000. New York:UNICEF.
  30. ↑ Zaimeche, S.E. (1994).Algeria, Morocco and Tunisia: Recent social change and future prospects.Middle Eastern Studies, 33 (4), 944-955.
  31. ↑ Gould, W.T.S. (1993). People and Education in the Third World. London: Longman.
  32. ↑ Fergany, N. (1995) Summary of Research: Enrolment in Primary Education and Acquainting Basic Skills in Reading, Writing and Mathematics. Cairo: Al-Mishkat Center for Research and Training.
  33. ↑ 33.0 33.1 Heyneman 1997
  34. ↑ 34.0 34.1 Heyneman 1997
  35. ↑ Heyneman 1997
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