TVET (ilimi da horo na fasaha da sana'a)
 TVET (ilimi da horo na fasaha da sana'a) | |
|---|---|
| Bayanai | |
| Ƙaramin ɓangare na |
professional development (en)  da vocational education (en) |
TVE (ilimi na fasaha da sana'a) yana nufin duk nau'o'i da matakan ilimi kuma wanda ke ba da ilimi da ƙwarewa da suka shafi sana'o'a a bangarori daban-daban na rayuwar tattalin arziki da zamantakewa ta hanyar hanyoyin ilmantarwa na al'ada, wadanda ba na al'adu ba a cikin yanayin ilmantarwa da na aiki.[1][2]Don cimma burinta da manufofinta, TVE tana mai da hankali kan ilmantarwa da ƙwarewar dabarun ƙwarewa da ka'idodin kimiyya da ke ƙarƙashin waɗannan dabarun, da kuma ilimi, ƙwarewa le dabi'u.[3]
Manufa
[gyara sashe | gyara masomin]Ilimi da Horarwa na Fasaha da Kwarewa (TVET) yana aiki da dalilai da yawa. Babban manufar ita ce shirya matasa don aiki. Wannan yana ɗaukar nau'in ilmantarwa da haɓaka ƙwarewar da ke da alaƙa da aiki da ƙwarewar ilimin kimiyya da ka'idodin kimiyya. An bayyana aiki sosai sabili da haka yana nufin aiki na yau da kullun da kuma aikin kai. Don tallafawa aikin kai, tsarin karatun TVET sau da yawa ya haɗa da horar da kasuwanci. Da ke da alaƙa da wannan shine haihuwar zamantakewa da sauya ayyukan sana'a da sana'a.[4]
Matsayin da ya danganci shi ne ci gaba da ci gaban sana'a. Canje-canje na fasaha suna buƙatar ma'aikata su ci gaba da sabunta iliminsu da ƙwarewarsu. Ba kamar baya ba inda za a iya gudanar da aiki har abada, wuri ne na yau da kullun don canza sana'a sau da yawa. TVET yana ba da damar wannan sassauci ta hanyoyi biyu. Ɗaya shine samar da ilimi na fasaha mai zurfi da ƙwarewa wanda za'a iya dogara da ayyuka daban-daban. Na biyu shine samar da ci gaba da horar da sana'a ga ma'aikata.[4]Ya bambanta da tsarin masana'antu na tsohuwar tattalin arziki, tattalin arzikin duniya na yau yana da alhakin ma'aikaci ya ci gaba da sake kirkirar kansa ko kanta. A baya, an tabbatar da ma'aikata da aiki na rayuwa, tare da aiki na cikakken lokaci, matsayi na aiki da kuma hanyoyin aiki da aka kafa. Wannan ba haka ba ne. Tattalin arzikin duniya da ke dogara da ilimi yana da sauye-sauye masu sauri a cikin fasaha da hanyoyin aiki masu alaƙa. Sau da yawa, ma'aikata suna samun kansu an bayyana su ba su da amfani kuma ba su da aiki. TVET a yau yana da alhakin sake horar da irin waɗannan ma'aikata don ba su damar samun su kuma su koma aiki Baya ga samar da ilimi da ya shafi aiki, TVET kuma shafin ne na ci gaban mutum da 'yanci. Wadannan sun damu da ci gaban waɗancan iyawar mutum waɗanda ke da alaƙa da fahimtar cikakken damar mutum game da biyan kuɗi ko aikin kai, abubuwan da ke cikin sana'a, da burin rayuwa a waje da aiki. A lokaci guda TVET na neman ba da damar mutum ya shawo kan rashin amfani saboda yanayin haihuwa ko abubuwan da suka faru a baya.[1][2][5][6]
Daga ra'ayi na ci gaba, TVET yana sauƙaƙa samar da ci gaban tattalin arziki ta hanyar kara yawan ma'aikata. Sakamakon daga karuwar fitarwa ya wuce farashin horo, kai tsaye da kai tsaye, wanda ke haifar da ci gaban tattalin arziki.[7] TVET kamar kowane nau'in ilimi kuma yana sauƙaƙa ci gaban zamantakewa da tattalin arziki ta hanyar haɓaka ikon mutane don karɓar ayyukan da suka dace da zamantakewa.[5]A matsayin nau'in ilimi mai kama da sauran, TVET na da niyyar bunkasa manyan iyawar mutum wanda ke nuna mutum mai ilimi. Don haka, samar da ilimi mai zurfi yana neman tabbatar da tunanin mai sukar-halitta. TVET kuma tana da niyyar haɓaka ƙwarewa don ingantaccen sadarwa da ingantaccen dangantaka tsakanin mutane.[4]
Haɗuwa
[gyara sashe | gyara masomin]Saboda warewar TVET tare da sauran kogunan ilimi ba a karɓa sosai ba, musamman a makarantar sakandare. An dauki matakai don rage rarraba ilimi da horo da kuma magance shingen hukumomi wanda ya hana zaɓuɓɓukan masu koyo na TVET ciki har da zaɓuɓɓuka don motsawa tsaye zuwa matakan ilmantarwa mafi girma, ko a kwance zuwa wasu rafi.
Masu tsara manufofi sun gabatar da nau'ikan haɗuwa tare da wasu tsarin ilimi, ban da wasu bambance-bambance tsakanin TVET da raƙuman ilimi sun ɓace.[8] Wannan haɗin gwiwar an kira shi ′vocationalization na ilimin sakandare′, irin wannan tsari ya faru zuwa ƙarami a cikin ilimi na sakandare.
Faransa da Netherlands
[gyara sashe | gyara masomin]Kwararren baccalauréat a Faransa, da kuma middelbaar beroepsonderwijs (MBO) suna ƙidaya ƙwarewar aiki a yankin da suke ƙwarewa a ciki.
Jamus da Austria
[gyara sashe | gyara masomin]Koyon ya inganta abun ciki a cikin darussan horar da sana'a kuma an ba da fifiko sosai ga ƙwarewar mutum.
Indiya
[gyara sashe | gyara masomin]An haɗa ilimin aiki a cikin ƙa'idodin firamare (digiri 1-8) don sa ɗalibai su san aiki. A matakin sakandare na ƙasa (digiri 9-10) an haɗa ilimin kafin sana'a tare da manufar kara yawan ɗalibai da duniyar aiki.
Iran
[gyara sashe | gyara masomin]Kungiyar Horar da Fasaha da Kwarewar Iran ko a takaice I.R.T.V.T.O tana ɗaya daga cikin ƙungiyoyin da ke da alaƙa da Ma'aikatar Kwadago, Kwadago da Kiwon Lafiyar Jama'a, wanda aka kafa daga haɗakar cibiyoyin ilimi guda uku a cikin 1980 don samar da ilimin fasaha da sana'a.[9] Baya ga hedkwatar tsakiya, wannan kungiyar tana da manyan hukumomi 31 a larduna na Iran, cibiyar horar da malamai, Cibiyar Koyon 552 da kuma sama da makarantun fasaha da sana'a 11700 kyauta. Don cimma sabbin labarai na kimiyya da fasaha da kuma bin ka'idojin kasa da kasa, kungiyar koyaushe tana ƙoƙarin fadada dangantakar kasa da kasa da, gami da Kungiyar Kwadago ta Duniya (ILO) da Kungiyar Koyarwa ta Duniya a wasu ƙasashe. A wannan bangaren, kungiyar, ba tare da la'akari da fassarar tsarin kungiya ba, tana gudanar da ayyukanta ne kawai a fagen ilimi, tare da goyon bayan fagen bincike.[10][11][12]TVET galibi ana gabatar da shi ne ta hanyar TVTO wanda shine mafi yawan horar da ƙwarewa a Iran, wanda ke ƙoƙarin biyan bukatun ƙwarewar kasuwar ma'aikata da kuma sabunta ƙwarewar ma'aikatan tare da sabbin fasahohi.Yana aiki a matsayin mai ba da sabis da mai aiwatar da horo na fasaha da sana'a na yau da kullun a cikin noma, masana'antu, ayyuka, al'adu, da fasaha. TVTO tana da hedkwatar a babban birnin Tehran, cibiyar horar da malamai (ITC) a birnin Karaj, manyan ofisoshin larduna 31, cibiyoyin horar da jama'a 641, bita na jama'a 4710, da kuma sama da cibiyoyin masu zaman kansu 12000 a duk faɗin ƙasar. [13]
Jami'ar Fasaha da Kwarewa (TVU) (Persian) ta haɗa da ilimi mafi girma wanda ke gudanar da dukkan kwalejojin fasaha / sana'a a duk faɗin ƙasar.[14] Babban manufar wannan Jami'ar, horar da masu fasaha a cikin manyan fasaha. 4/5 na majors suna cikin digiri na Associate kuma 1/5 na cikin Digiri na farko.[15]Jami'ar tana da makarantu da kwalejoji sama da 176 a duk faɗin ƙasar, kuma tare da dalibai sama da dubu 180, tana ɗaya daga cikin manyan jami'o'i a Iran. akwai dukkan manyan masu fasaha da sana'a.[16]Don cimma burin, TVTO tana gudanar da darussan horo na watanni 3-18 ga masu neman aiki da ma'aikata a bangarori daban-daban. Tare da shirye-shiryen horo, akwai ayyukan bincike, gini, kayan aiki da ci gaban albarkatun ɗan adam, mafi mahimmanci sun haɗa da: tsara ƙa'idodin horo bisa ga lambobin ƙasa da ƙasa, bincike, sabunta ƙa'idodin horarwa, bincike a cikin shirye-shirye na horo, kayan aikin horo, kayan kallo, kafa sabbin bita, gwajin ƙwarewar guilds, ƙayyade ƙwarewar masu neman cibiyoyin masu zaman kansu, gudanar da tarurruka na musamman, bayar da takaddun shaida na ƙwarewa ga ma'aikatan gini.
Iraki
[gyara sashe | gyara masomin]Sabon gwaji ne a Iraki game da TVET, akwai ma'aikatu uku da suka shafi TVET a Iraki, Ma'aikatar Ilimi mafi girma da bincike na kimiyya wanda jami'o'in fasaha ke wakilta, Ma'aikatan Ilimi wanda tushe na ilimi na sana'a ke wakilta shi, da Ma'aikalin Ayyuka da Social Guaranty wanda cibiyoyin horar da sana'a suka wakilta. UNESCO ce ke horar da waɗannan ƙungiyoyi a cikin shekaru uku da suka gabata a kan manyan batutuwa da fannoni na TVET, don haka yanzu suna jiran Perelman na Iraqi don sanya doka mai dacewa ga Majalisar TVET a Iraki don fara tsarin ta da sarrafa waɗannan ƙungiyoyi tare da abubuwan da ake buƙata na TVET.
Tarayyar Rasha
[gyara sashe | gyara masomin]An gabatar da sabon tsarin ƙwarewar makarantar sakandare a cikin tsarin sake fasalin ilimi gaba ɗaya. Wannan ya jagoranci dabarun Ma'aikatar Ilimi na zamani. Vocationalization a cikin Tarayyar Rasha yana nufin gabatar da ilimin bayanan martaba a matakin sakandare (shekaru biyu na ƙarshe na makaranta, maki 10 da 11) da kuma tsarin shirye-shiryen zaɓin bayanan martaba. Ilimi na bayanan ya ba wa ɗalibai damar yin nazarin yankin da aka zaɓa a zurfi, yawanci wanda zai kasance da alaƙa da ci gaba da karatun su (TVET ko ilimi). Makarantu na iya tsara nasu bayanan martaba, misali kimiyya, zamantakewar al'umma, bil'adama, da fasaha, ko ci gaba da tsarin karatun gaba ɗaya. A shirye-shiryen ƙwarewar sakandare, an gabatar da shirin 'pre-profiling' a aji na 9 don taimakawa ɗalibai su yi zaɓin su a aji na 10.
Bayanan da aka ambata
[gyara sashe | gyara masomin]- ↑ "What is TVET?". UNESCO-UNEVOC. UNESCO. 28 August 2017. Retrieved 23 December 2017.
- ↑ "Skills for work and life". UNESCO. Retrieved 3 May 2018.
- ↑ (Szokoly Mária ed.). Missing or empty
|title=(help) - ↑ 4.0 4.1 4.2 (Dennis R ed.). Missing or empty
|title=(help) - ↑ 5.0 5.1 McGrath, Simon (2011). "Where to Now for Vocational Education and Training in Africa". International Journal of Training and Research. 9 (1): 35–48. doi:10.5172/ijtr.9.1-2.35. S2CID 145050191.
- ↑ Porres, Gisselle Tur; Wildemeersch, Danny; Simons, Maarten (2014). "Reflections on the Emancipatory Potential of Vocational Education and Training Practices: Freire and Rancière in Dialogue". Studies in Continuing Education. 36 (3): 275–289. doi:10.1080/0158037X.2014.904783. S2CID 143863632.
- ↑ Hoeckel, Kathrin (2008). "Costs and Benefits of Vocational Education and Training" (PDF). OECD. 17.
- ↑ Maclean, R. and Pavlova, M. 2011. Vocationalisation of secondary and higher education: pathways to the world of work. UNESCO-UNEVOC, Revisiting Global Trends in TVET: Reflections on Theory and Practice. Bonn, Germany, UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, pp. 40–85.
- ↑ "سازمان فنی و حرفه ای کشور - رشد" (in Farisa). Retrieved 19 October 2020.
- ↑ "معرفی سازمان آموزش فنی و حرفه ای - تبیان" (in Farisa). 27 September 2018. Retrieved 19 October 2020.
- ↑ "مرجبی مدیر مرکز فنی حرفه ای لوشان_ آموزش های مهارتی حلقه مفقوده اشتغال و کارآفرینی در کشور ماست _ شکوفه های زیتون" (in Farisa). Archived from the original on 22 October 2020. Retrieved 19 October 2020.
- ↑ "نیازسنجی آموزش_های فنی و حرفه_ای مرتبط با زیست_فناوری در سازمان آموزش فنی و حرفه_ای ایران". مطالعات برنامه ریزی آموزشی (in Farisa). 1 (1): 161–180. 20 January 2013. Retrieved 19 October 2020.
- ↑ "Iran Tchnical & Vocational Training Organization". Iran TVTO Online. 23 January 2023. Retrieved 23 January 2023.
- ↑ "آشنایی با دانشگاه فنی و حرفهای". Hamshahri Online. 30 May 2012. Retrieved 2015-09-29.
- ↑ "تکنسین ماهر بیشتر از دکتر بیکار برای جامعه ارزش دارد/طرح تبادل دانشجو با دانشگاه فنی برلین". Tasnim News Online. 2 November 2015. Retrieved 2 November 2015.
- ↑ "رشته های دانشگاهی فنی و حرفه ای" [Academic courses and vocational] (in Farisa). Daneshnameh.roshd.ir. Retrieved 2014-06-08.