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Kasancewar matasa

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Kasancewar matasa
Bayanai
Ƙaramin ɓangare na participation (in decisions) (en) Fassara

Kasancewar matasa shine sa hannu na matasa a duk al'ummominsu. Sau da yawa ana amfani dashi azaman taƙaitaccen bayani don shiga matasa a kowane nau'i, gami da yanke shawara, wasanni, makarantu da duk wani aiki inda matasa ba su da tarihi.

Yin amfani da tsabar kudi

[gyara sashe | gyara masomin]

Kasancewar matasa, wanda kuma ake kira sa hannun matasa, hukumomin gwamnati, masu bincike, malamai, da sauransu sun yi amfani da su don bayyanawa da bincika sa hannun matasa a makarantu, wasanni, gwamnati, ci gaban al'umma da Ayyukan tattalin arziki.

A shekara ta 1975, Hukumar Kula da Albarkatun Matasa a Amurka ta bayyana shiga matasa a matsayin:

...Kasancewar Matasa shine shigar da matasa cikin alhakin, kalubale wanda ya cika buƙatu na gaske, tare da damar tsarawa da / ko yanke shawara da ke shafar wasu a cikin aikin da tasirinsa ko sakamakon ya kai ga wasu - watau, waje ko bayan mahalarta matasa da kansu. Sauran fasalulluka masu kyau na shiga matasa sune tanadi don tunani mai mahimmanci game da aikin shiga da kuma damar yin ƙoƙari na rukuni zuwa ga burin ɗaya.

A cikin 1995, Kungiyar Lafiya ta Zuciya ta Kanada (CMHA) ta kafa ma'ana shiga matasa mai ma'ana kamar haka:

Kasancewar matasa masu ma'ana sun haɗa da ganewa da haɓaka ƙarfin, sha'awa, da ƙwarewar matasa ta hanyar samar da dama ta ainihi ga matasa su shiga cikin yanke shawara da ke shafar su a matakin mutum da tsarin.

A shekara ta 2006 Shirin Matasa na Commonwealth da UNICEF sun ce: "Kamar yadda akwai nau'ikan matakai na ci gaba da yawa, al'adu da mutane na musamman a duniya, shiga ba wani abu ne na musamman ba. Akwai ma'anoni daban-daban na shiga. Duk da haka, ainihin ra'ayi na shiga shine cewa mutane suna da 'yanci su shiga cikin tsarin zamantakewa da ci gaba kuma cewa shiga kai yana aiki, da son rai kuma yana da bayanai".[1]

Dandalin da matasa za su shiga ya ci gaba da ƙaruwa a cikin al'umma ta zamani, duk da haka ba za a iya ganin waɗannan damar suna kara muryar matasa a cikin al-umma ba.[2]

Dokar Kasa da Kasa

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Yarjejeniyar Majalisar Dinkin Duniya ta 'Yancin Yara (1989) ta ba da haƙƙin yara da matasa don shiga. Mataki na 12.1 ya ba da: "Sashe na jihohi za su tabbatar wa yaron da zai iya samar da ra'ayoyin kansa damar bayyana waɗannan ra'ayoyi kyauta a duk batutuwan da suka shafi yaro, ana ba da ra'ayi na yaro daidai da shekarun da balaga na yaro. "[3]

Misalai

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Akwai nau'o'i daban-daban na shiga matasa wanda za'a iya bi yayin ƙoƙarin sa matasa su shiga cikin yanke shawara ko yin aiki don canji.

Marc Jans da Kurt De Backer sun gabatar da Triangle of Youth Participation . Wannan yana nuna cewa matasa za su shiga cikin al'umma idan aka gabatar da takamaiman nau'o'i uku; da farko dole ne su sami wani abu da za su kalubalanci. Bayan wannan, dole ne su ji cewa suna da ikon yin bambanci kuma a ƙarshe dole ne su iya haɗi tare da wasu don magance batun yadda ya kamata.[4]

Hart's Ladder of Participation samfurin ne wanda za'a iya amfani dashi yayin haɓaka da aiki a kan ayyukan shiga matasa.[5] Manufarta ita ce ta baiwa matasa damar shiga cikin yanke shawara, da kuma ba su damar samun 'murya' a cikin al'umma.

Hart ya bayyana cewa akwai matakai 8 a kan 'Shugaban Kasancewa' Matakai uku na farko, magudi, kayan ado da alamomi, ana ɗaukar su ba sa sa matasa su shiga cikin sa hannun matasa, amma a maimakon haka suna ba da hanyar da za su matsa zuwa wasu matakai na sa hannun matasa. [6] Matakai biyar masu zuwa bayan wannan kallon yadda za su haɗa matasa cikin tsarin yanke shawara da kuma yadda za su sami damar shiga cikin cewa mataki na gaba manya za su shirya taron don su ba da gudummawa ba da gudana ba su ba da dama a ba (matasa damar yin hakan). Mataki na gaba ya haɗa da manya da ke zuwa da ra'ayin farko, kuma matasa suna ɗaukar matakai masu mahimmanci don aiwatar da shi tare da ra'ayoyinsu da ƙungiya (Manya da aka fara, raba iko tare da matasa). Mataki na ƙarshe yana kallon matasa da ke da cikakken iko da lasisi mai ban sha'awa akan ra'ayoyinsu da ayyukan su (Matasa suna jagorantar kuma sun fara aiki). Mataki na ƙarshe yana kallon haɗuwa da wasu daga cikin matakai na ƙarshe, inda matasa suka fara ra'ayin kuma suka gayyaci manya su shiga, don haka ya haifar da daidaito. (Matasa da manya suna raba yanke shawara.) [6]

Misalan

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A cikin waɗannan siffofin, ayyukan shiga matasa na iya haɗawa da:

  • Majalisar matasa
  • Binciken aiki na shiga tsakani
  • Kafofin yada labarai na matasa
  • Kungiyoyin siyasa da aka yi niyya da matasa

Kasancewar matasa sau da yawa yana buƙatar ma'auni na muryar dalibi ko muryar matasa, da kuma Haɗin gwiwar matasa / manya. Sau da yawa ana auna sakamakon ta hanyar burin Ci gaban matasa, sakamakon ilimi ko dawowa akan Babban birnin jama'a. Za su iya ɗaukar nau'in haɗin kai, haƙƙin matasa ko daidaito tsakanin tsararraki.

Ayyuka masu yawa

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Yin aiki a madadin UNICEF, a cikin 1992 masanin zamantakewa Roger Hart ya kirkiro abin koyi don tunani game da shiga matasa a matsayin ci gaba da ayyukan. An kira shi "Shugaban Kasancewa," wannan bakan yana nuna nau'ikan matasa guda takwas daga alamomi da magudi zuwa shiga matasa a matsayin abokan tarayya. Adam Fletcher na Freechild Project ya gano wani kewayon shiga matasa a cikin canjin zamantakewa ta hanyar "Cycle of Engagement".[7] David Driskell, wani mai bincike mai alaƙa da Majalisar Dinkin Duniya, ya gano "matakai" da yawa game da shiga matasa, yayin da Daniel Ho-Sang ya bincika samfuran bisa ga ci gaba a kwance.[8]

Hanyar ilmantarwa ta al'ummomin 'yan asalin Amurka

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A wasu al'ummomin 'yan asalin Amurka, ana ganin yara a matsayin mahalarta halatta kuma suna da damar koyo don yin muhimmiyar tasiri a cikin al'umma.[9] Babban sa hannunsu a cikin ayyukan iyali yana ba su damar lura da ƙwarewar da za su buƙaci a matsayin membobin al'umma. Yara suna iya koyo saboda suna da damar yin aiki tare da kowa a cikin al'umma. Har ila yau, suna da sha'awar shiga da kuma daukar mataki don shiga cikin al'amuran iyali da na al'umma [10]

A shekaru daban-daban, yara suna yin ayyuka daban-daban a cikin al'ummarsu. A cikin al'ummar Yucatec Mayan na Mexico, ba tare da la'akari da shekaru ba, ana iya ganin kowane memba yana shiga cikin ayyukan yau da kullun na iyalansu a wani nau'i. A lokacin da take da watanni 18, Mari ita ce ƙarama a cikin iyalinta. Mari tana kwaikwayon mahaifiyarta ta hanyar amfani da ganye don share toal kamar mahaifiyarta. Mahaifiyar Mari tana kallon ta da kyau yayin da take ci gaba da tsaftace kayan. Ko da yake tana ƙarama sosai, mahaifiyarta ta maraba da sha'awarta ta shiga cikin ayyukan yau da kullun na iyali.[11]

Yaran 'yan asalin San Pedro suna shiga cikin ayyukan kamar wasa, darussan, aiki da tattaunawa mai zaman kanta, tare da dangi da membobin al'umma na shekaru daban-daban. Yara daga shekaru biyu zuwa uku ana haɗa su cikin ayyukan tare da dattawan su. Misali, Mutane da yawa masu shekaru biyu zuwa uku suna yin ayyuka a cikin al'umma kuma suna sayar da 'ya'yan itace ko wasu kayayyaki.[12] Wannan yana ba yara damar samun dama ga kokarin dattawa da kuma damar da za su koyi ƙwarewa mai amfani.

Kimanin shekaru uku, 'yan asalin Mayan daga San Pedro, Guatemala suna da hannu a cikin aikin balaga kamar noma, dafa abinci, da kulawa. A wannan shekarun suna lura da abin da wasu ke yi a kusa da su, amma a kusa da shekaru biyar suna fara taimakawa kai tsaye kamar gudanar da ayyuka da kansu.[13] Yaran Mayan suna iya koyo ta hanyar shiga cikin aikin manya.

A cikin al'ummar Chillihuani a cikin tsaunukan Andes na Peru, tun suna ƙanana, yara masu shekaru huɗu suna ba da gudummawa ga iyalansu ta hanyar gudanar da ayyuka da taimakawa kula da ƙananan 'yan uwa.[14] Victor mai shekaru hudu yana ba da gudummawa ga iyalinsa ta hanyar gudanar da ayyuka da taimakawa wajen kula da 'yan uwansa mata biyu ta hanyar kawo takalma na mahaifiyarsa, zuwa waje don ƙura ƙananan bargo, da riƙe kwalabe yayin da' yan uwansa ke shan madara. Wannan yana bawa yara damar lura, sauraro da koyo don su iya ba da gudummawa ga waɗannan ƙoƙarin yayin da suke tsufa.

Yayin da yara suka tsufa, suna iya ɗaukar ƙarin nauyi. Har ila yau, yayin da ƙwarewarsu ta zama mafi ci gaba, yara suna iya ɗaukar mataki a cikin ayyuka daban-daban. A Guadalajara, Mexico, an ruwaito yara masu shekaru tara zuwa goma a kai a kai don ɗaukar matakin da kuma ba da gudummawa ga ayyukan gida da ayyukan kamar tsaftace gidan.[15] Wannan farawa yana bawa yara damar shiga cikin al'ummarsu. Misali, A Yucatan, Mexico, yara masu shekaru goma sha biyar za su mallaki gonar mahaifinsa don noma wanda ke taimaka wa iyalansu sosai.[11] Yara suna daukar mataki saboda sha'awa kuma suna shiga yadda za su iya.

A cikin gwaji, an gayyaci 'yan uwan al'adun Mexico tare da tarihin' yan asalin ƙasar don gina kayan wasa tare.[16] Sun sami damar koyon yadda za a gina kayan wasa ta hanyar aiki tare, la'akari da wasu ra'ayoyi, da haɗa hanyoyin su. Wannan binciken ya nuna cewa kasancewa wani ɓangare na al'umma tun suna ƙanana yana ba su damar koyon muhimman dabi'u kamar shiga da gudummawa waɗanda suke gudanarwa a cikin ayyukansu.

A cikin al'ummomin 'yan asalin Amurka da yawa, ana ɗaukar yara a matsayin masu ba da gudummawa. Ana haɗa yara a cikin ayyukan yau da kullun na iyali da al'umma. Suna da damar samun dama daban-daban don lura da koyo don su iya yin tasiri mai ma'ana a cikin iyalinsu da al'umma.

Kasancewar masu kula

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Matasa da yawa da suka bar tsarin kulawa galibi an ware su a cikin al'umma. Ba su da wataƙila suna cikin aiki ko ilimi mafi girma kuma suna cikin haɗarin fataucin mutane, cin zarafi da kashe kansu.[17][18][19] A cikin 'yan shekarun nan, kungiyoyi da yawa na masu kula da kulawa sun kafa a duk faɗin duniya. Wasu suna da niyyar tallafa wa juna; wasu don tabbatar da cewa za su iya shiga cikin yanke shawara da aka yi game da su.[20][21][22][23] Suna da murya musamman a kokarin duniya na canza tsarin kulawa ko deinstitulization.[24]

Dubi kuma

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  • Yarjejeniyar kan 'Yancin Yara, musamman Mataki na 5 da 12
  • Ci gaban matasa na al'umma
  • Shirin Matasa na Duniya
  • Ƙarfafawa matasa
  • ƙungiyoyin matasa
  • Muryar matasa
  • Hukumar Kula da Albarkatun Matasa ta Kasa
  • Shirin Matasa na UNICEF / Commonwealth, dukansu biyu suna mai da hankali kan shiga matasa
  • Hakkin matasa
  • Tarihin aikin matasa
  • Jerin kungiyoyin matasa

manazarta

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  1. ↑ UNICEF/Commonwealth Youth Programme Participation Toolkits (2006) Book One p7
  2. ↑ Forbrig, Joerg (ed.) (2005) Revisiting Youth Political Participation. Strasbourg: Council of Europe.
  3. ↑ "OHCHR | Convention on the Rights of the Child". www.ohchr.org. Retrieved 2021-09-27.
  4. ↑ De Backer, Kurt and Jans, Marc (2002) Youth (-work) and Social Participation: Elements for a Practical Theory. Brussels: Flemish Youth Council.
  5. ↑ "Youth Participation models - MYD".
  6. ↑ 6.0 6.1 "Hart's Ladder" (PDF). Retrieved 2023-08-28.
  7. ↑ Fletcher, A. and Vavrus, J. (2007) Guide to Social Change Led By and With Young People Archived 2011-09-29 at the Wayback Machine. Olympia, WA: CommonAction Consulting. Retrieved 8/9/11.
  8. ↑ Checkoway, B. and Gutierrez, L. (2006) "An introduction," in Checkoway and Gutierrez (eds) Youth Participation and Community Change. New York: Hawthorne Press. p 3.
  9. ↑ Rogoff, B. (2003). The cultural nature of human development Oxford University Press, New York, NY.
  10. ↑ Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57(2-3), 69-81.
  11. ↑ 11.0 11.1 Gaskins, S. (1999). Children's daily lives in a mayan village: A case study of culturally constructed roles and activities. In A. Goncu (Ed.), Children's engagement in the world: Sociocultural perspectives; children's engagement in the world: Sociocultural perspectives (pp. 25-60, Chapter x, 269 Pages) Cambridge University Press, New York, NY.
  12. ↑ Rogoff, B. Morelli, G. & Chavajay, P. (2010). Children’s integration in communities and segregation from people of differing ages. Perspectives on Psychology Science, 5 (4), 431-440.
  13. ↑ Morelli, G., Rogoff, B., & Angelillo, C. (2003). Cultural variation in young children’s access to work or involvement in specialized child-focused activities. International Journal of Behavioral Development, 27 (3), 264-274.
  14. ↑ Bolin, I. (2006). Growing up in a culture of respect: Childrearing in highland Peru. Austin: University of Texas.
  15. ↑ Coppens, A. D., Alcalá, L., Mejía-Arauz, R., & Rogoff, B. (2014). Children’s initiative in family household work in Mexico. Human Development, 57(2-3), 116-130. DOI[permanent dead link]
  16. ↑ López, A., Najafi B., Rogoff, B., Mejia-Arauz, R., (2012). Collaboration and Helping as Cultural Practices. The Oxford Handbook of Culture and Psychology, 869-884.
  17. ↑ Slavtcheva-Petkova, Vera (2014). "Keeping Children Safe Online: An Online Learning Course for Anyone Working with Children". Child Abuse Review. NSPCC and CEOP, London. 25 (5): 399–400. doi:10.1002/car.2374. ISSN 0952-9136.
  18. ↑ "Exploitation of Missing Looked-after Children - Wednesday 23 October 2019 - Hansard - UK Parliament". hansard.parliament.uk (in Turanci). Retrieved 2021-09-27.
  19. ↑ "PUBLICATIONS". Georgette Mulheir (in Turanci). Archived from the original on 2021-09-27. Retrieved 2021-09-27.
  20. ↑ "About". www.kesca.org. Retrieved 2021-09-27.
  21. ↑ "Social Care Network | Social-care-network". The Guardian (in Turanci). Retrieved 2021-09-27.
  22. ↑ "The Care Leavers Association". The Care Leavers Association (in Turanci). Retrieved 2021-09-27.
  23. ↑ "Care Leavers Reunited". Iriss (in Turanci). 2010-01-04. Retrieved 2021-09-27.
  24. ↑ "Declaration On Responding To The Transnational Needs Of Care Leavers Amidst COVID-19 & Beyond | Better Care Network". bettercarenetwork.org. Retrieved 2021-09-27.
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