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Rashin daidaito a ilimi

Rashin daidaito a ilimi
Bayanai
Ƙaramin ɓangare na social issue (en) Fassara da social inequality (en) Fassara
Facet of (en) Fassara educational system (en) Fassara da karantarwa

Rashin daidaito a ilimi shine rarraba albarkatun ilimi, gami da amma ba'a iyakance shi ga kudaden makaranta ba, ƙwararrun malamai, littattafai, da fasaha, ga al'ummomin da aka ware a cikin al'umma. Wadannan al'ummomin suna da karancin tarihi kuma suna da zalunci. Mutanen da ke cikin waɗannan Ƙungiyoyin da aka ware galibi ana hana su shiga makarantu da ke da isasshen albarkatu. Rashin daidaito yana haifar da manyan bambance-bambance a cikin nasarar ilimi ko ingancin waɗannan mutane kuma a ƙarshe yana hana motsi na zamantakewa da tattalin arziki. Rashin daidaito a cikin ilimi ya kasu kashi daban-daban: rashin daidaito na yanki, rashin daidaito ta hanyar jima'i, rashin daidaituwa ta hanyar zamantakewar al'umma, rashin daidaitattun ta hanyar samun kudin shiga na iyaye, rashin daidaiton ta hanyar aikin iyaye, da sauransu da yawa.

Auna ingancin ilimi ya bambanta da ƙasa har ma da larduna / jihohi a cikin ƙasar. Gabaɗaya, ana amfani da maki, ƙididdigar gwajin GPA, wasu ƙididdigas, ƙididdiga na ƙwarewar kwaleji, da ƙididdigan kammala kwaleji don auna nasarar ilimi da abin da mutum zai iya cimma. Waɗannan su ne ma'auni na iyawar aikin ilimi na mutum. Lokacin ƙayyade abin da ya kamata a auna dangane da nasarar ilimi na mutum, malamai da yawa sun ba da shawarar cewa GPA, ƙididdigar gwaji, da sauran matakan ikon yin aiki ba su ne kawai kayan aiki masu amfani wajen ƙayyade inganci ba.[1] Baya ga aikin ilimi, cimma burin ilmantarwa, samun ƙwarewa da ƙwarewa, gamsuwa, juriya, da aikin bayan kwaleji ya kamata a auna su kuma a lissafa su yayin ƙayyade nasarar ilimi na mutane. Masana suna jayayya cewa nasarar ilimi shine kawai sakamakon kai tsaye na cimma burin ilmantarwa da samun ƙwarewa da ƙwarewar da ake so. Don auna ingancin ilimi daidai, yana da mahimmanci a raba nasarorin ilimi saboda yana kama ikon aikin ɗalibi kawai kuma ba lallai ba ne su koyi ko ikon yin amfani da abin da suka koya yadda ya kamata.[2]

Yawancin rashin daidaito na ilimi ana danganta su da bambancin tattalin arziki wanda sau da yawa yakan fada tare da layin launin fata, kuma yawancin tattaunawar zamani game da daidaito na ilmantarwa ya haɗu da su biyu, yana nuna yadda ba za a iya raba su da wurin zama ba kuma, kwanan nan, harshe.[3] A cikin ƙasashe da yawa, akwai matsayi ko babban rukuni na mutane waɗanda ke amfana fiye da ƙungiyoyin 'yan tsiraru ko ƙananan tsarin a wannan yanki, kamar tare da tsarin rarrabe na Indiya misali. A cikin wani binciken game da rashin daidaito na ilimi a Indiya, marubutan, Majumbar, Manadi, da Jos Mooij sun bayyana cewa "ƙwarewar zamantakewa tana shafar tsarin ilimi, hanyoyin ilimi da sakamakon ilimi" (Majumdar, Manabi da Jos Mooyj). [4] Wani lokaci kabilanci, addini da kabilanci na iya yanke shawarar makomar yaro da damar da ke cikin ilimi da ci gaba. Ga 'yan mata da suka riga sun rasa, samun makaranta ne kawai ga manyan ɗalibai ko yawancin mutane a wurare daban-daban kamar Kudancin Asiya na iya rinjayar tsarin zuwa abinci ga wani nau'in mutum, barin kowa a waje. Wannan shi ne yanayin kungiyoyi da yawa a Kudancin Asiya. A cikin wata kasida game da rashin daidaito na ilimi da kungiyoyin mutane ke shafar, kungiyar Action Education ta yi iƙirarin cewa "an haife shi a cikin ƙungiyar ƙabilu ko ƙungiyar ƙabilanci na iya shafar damar yaro na kasancewa a makaranta da abin da suke koya yayin da suke can" (Action Education). Muna ganin karin albarkatun da ake yi ne kawai ga wasu 'yan mata, galibi wadanda ke magana da harshen garin. Sabanin haka, an bar 'yan mata da yawa daga yankunan karkara a Kudancin Asiya don haka ba su da hannu a makaranta. Rashin daidaito na ilimi tsakanin daliban fararen fata da daliban 'yan tsiraru suna ci gaba da ci gaba da rashin daidaito na zamantakewa da tattalin arziki.[1] Wani babban abu shine rashin kwanciyar hankali na gidaje, wanda aka nuna don kara yawan cin zarafi, rauni, magana, da jinkirin ci gaba, wanda ke haifar da raguwar nasarorin ilimi. Tare da rashin kwanciyar hankali na gidaje, rashin tsaro na abinci yana da alaƙa da raguwar nasarorin ilimi, musamman a lissafi da karatu. Rashin aji da iyakantaccen kayan ilmantarwa yana da mummunar tasiri ga tsarin ilmantarwa ga yara. A sassa da yawa na duniya, tsofaffin litattafai da aka yi amfani da su galibi ɗalibai shida ko fiye ne a lokaci guda.[5]


A duk faɗin duniya, an ci gaba da ƙoƙari na sake fasalin ilimi a kowane mataki.[6] Tare da dalilai daban-daban waɗanda ke da tushe mai zurfi a cikin tarihi, al'umma, da al'adu, wannan rashin daidaito yana da wuyar kawarwa. Kodayake yana da wahala, ilimi yana da mahimmanci ga ci gaban al'umma. Yana inganta "yan ƙasa, ainihi, daidaito na dama da haɗin zamantakewa, haɗin zamantakewa. "[7] Rashin daidaito na ilimi na duniya a bayyane yake a cikin rikice-rikicen ilmantarwa mai gudana, inda sama da kashi 91% na yara a duk faɗin duniya suka shiga makarantar firamare; duk da haka, yawancin su ba sa koyo. Binciken Bankin Duniya ya gano cewa "kashi 53 cikin dari na yara a cikin ƙasashe masu karamin karfi da matsakaicin kuɗi ba za su iya karantawa da fahimtar labarin mai sauƙi ba a ƙarshen makarantar firamare. " Sanar da rashin daidaito na ilimi na duniya ya haifar da karɓar Manufar Ci Gaban Ci Gaban Majalisar Dinkin Duniya 4 wanda ke inganta ilimi mai ɗorewa da daidaito ga kowa.[8]

A cikin "Civil Rights Project" na Harvard, Lee da Orfield sun gano asalin iyali a matsayin mafi mahimmancin tasiri a cikin nasarar ɗalibai.[3] Akwai alaƙa tsakanin nasarar ilimi na iyaye tare da nasarar ilimi na yaransu. Kashi 11% ne kawai na yara daga kasa na biyar ke samun digiri na kwaleji, yayin da kashi 80% na saman na biyar ke sami daya.[9] Haɗe da albarkatu, ɗaliban fararen suna da iyaye masu ilimi fiye da ɗalibai daga iyalai marasa rinjaye.[10] Wannan yana fassara zuwa rayuwar gida wacce ta fi tallafawa nasarar ilimi. Wannan sau da yawa yana haifar da su karɓar ƙarin taimako a gida, samun ƙarin littattafai a gidansu, halartar ƙarin ɗakunan karatu, da shiga cikin tattaunawa mai zurfi.[3] Yara, sa'an nan, suna shiga makaranta a matakai daban-daban. Dalibai matalauta suna baya a cikin ƙwaƙwalwar magana, ƙamus, lissafi, da nasarar karatu kuma suna da ƙarin matsalolin halayyar.[11] Wannan yana haifar da sanya su a cikin nau'o'i daban-daban waɗanda ke bin diddigin su.[12] Wadannan darussan kusan koyaushe suna buƙatar ƙasa daga ɗaliban su, suna ƙirƙirar ƙungiyar da ke da yanayin rashin motsawar ilimi.[6] Wadannan darussan galibi ba a ɗaure su ba kuma malaman da ba su da ƙwarewa.[1]

Har ila yau, asalin iyali yana rinjayar ilimin al'adu da fahimta. Ilimin aji na tsakiya game da ka'idoji da al'adu yana bawa ɗalibai da wannan asalin damar kewaya tsarin makaranta da kyau.[10] Iyaye daga wannan aji da sama suma suna da hanyoyin sadarwar jama'a waɗanda suka fi amfani fiye da waɗanda ke cikin ƙananan aji. Wadannan haɗi na iya taimaka wa ɗalibai su sami damar shiga makarantu masu kyau, ayyuka, da sauransu.[1] Bugu da ƙari, yara daga iyalai masu talauci, waɗanda galibi 'yan tsiraru ne, sun fito ne daga iyalai waɗanda ba su amince da cibiyoyin ba.[1] Tarihin Amurka na wariyar launin fata da nuna bambanci ya haifar da abin da aka fahimta da / ko kuma akwai a kan damar da yawancin matalauta da 'yan tsiraru suka samu. Wannan rufin yana lalata wahayi na ilimi da ci gaban.[1][10]

Kwanan nan </link> da ƙaruwar baƙin haure na Latino ya haifar da wani babban al'amari na rashin daidaiton ilimi. Kamar yadda ƙarin ɗalibai ke fitowa daga iyalai waɗanda ba a jin Ingilishi a gida, galibi suna kokawa don shawo kan shingen harshe kuma suna koyon darussa kawai. [3] Yawancin lokaci suna rashin taimako a gida saboda yawanci iyaye ba su fahimci aikin da ke cikin Turanci ba. [12]

Bugu da ƙari, bincike ya nuna watanni na rani a matsayin lokaci mai mahimmanci ga ci gaban ilimi na yara. Dalibai daga iyalai marasa galihu suna fuskantar asarar ƙwarewa a lokacin hutun bazara.[11] Dalibai daga ƙananan zamantakewar al'umma sun zo ba tare da daidaituwa ba daga gidajen iyaye guda da unguwanni masu haɗari.[6] 15% na yara fararen fata suna girma a gidajen iyaye guda kuma 10% na yara na Asiya ne. Kashi 27% na Latinos sun girma ne a cikin gidajen iyaye guda kuma kashi 54% na yara 'yan Afirka ne.[12] Ƙananan albarkatu, ƙarancin kulawar iyaye, da ƙarin damuwa duk suna tasiri ga aikin yara a makaranta.

Misali na ka'idoji na hanyoyin sulhu tsakanin asalin zamantakewa da sakamakon ilmantarwa [13]

Abubuwa masu yawa suna ba da gudummawa ga fitowar gibin nasarorin zamantakewa da tattalin arziki. Hadin gwiwar bangarori daban-daban na zamantakewa an tsara su a cikin tsarin matsakaici tsakanin asalin zamantakewa da sakamakon ilmantarwa.[13] Misali ya bayyana tsarin matsakaici na matakai da yawa. Iyalan da ke da fa'ida a cikin al'umma suna da wadataccen tattalin arziki, na sirri, da kuma albarkatun zamantakewa fiye da iyalai marasa galihu. Bambance-bambance a cikin albarkatun iyali suna haifar da bambance-bambancen yanayin ilmantarwa da yara ke fuskanta. Yara da ke da al'amuran zamantakewa daban-daban suna fuskantar yanayin ilmantarwa na gida daban-daban, suna halartar wurare daban-daban na yara, makarantu, wuraren da suka shafi makaranta, da wuraren shakatawa, kuma suna da ƙungiyoyin tsara daban-daban. Saboda wadannan bambance-bambance a cikin yanayin ilmantarwa, yara da ke da al'amuran zamantakewa daban-daban suna gudanar da ayyukan ilmantarwa daban-ара kuma suna haɓaka buƙatun ilmantarwa iri-iri.

  1. ↑ 1.0 1.1 1.2 Williams, Belinda, ed. Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2003.
  2. ↑ York, Rankin, & Gibson, Travis T., Susan & Charles (2015). "Defining and Measuring Academic Success". Practical Assessment, Research & Evaluation. 20 (5, March 2015).CS1 maint: multiple names: authors list (link)
  3. ↑ 3.0 3.1 3.2 Lee, Chungmei; Gary Orfield (2005). "Why Segregation Matters: Poverty and Educational Inequality". The Civil Rights Project. Harvard University: 1–47.
  4. ↑ Majumdar, Manabi, and Jos Mooij. "Education and Inequality in India: A Classroom View. Routledge Contemporary South Asia Series." Routledge, Taylor & Francis Group, Routledge, Taylor & Francis Group, 1 Jan. 2011. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED523241&site=ehost-live&scope=site
  5. ↑ Rueckert, Phineas (August 13, 2019). "10 Barriers to Education That Children Living in Poverty Face". Global Citizen. Retrieved March 4, 2024.
  6. ↑ 6.0 6.1 6.2 Haycock, Kafi (2001). "Closing the Achievement Gap". Helping All Students Achieve. 58: 6–11.
  7. ↑ Shrivastava, Meenal; Shrivastava, Sanjiv (June 2014). "Political economy of higher education: comparing South Africa to trends in the world". Higher Education. 67 (6): 809–822. doi:10.1007/s10734-013-9709-6. S2CID 143772365.
  8. ↑ "Learning Poverty". World Bank (in Turanci). Retrieved 15 July 2021.
  9. ↑ Haskins, Ron; James Kemple (2009). "A New Goal for America's High Schools: College Preparation for All". The Future of Children. 19: 1–7.
  10. ↑ 10.0 10.1 10.2 Gamoran, Adam (2001). "American Schooling and Educational Inequality: A Forecast for the 21st Century". Sociology of Education. 74: 135–153. doi:10.2307/2673258. JSTOR 2673258. S2CID 55336675.
  11. ↑ 11.0 11.1 Greenstone, Michael; et al. (2011). "Improving Student Outcomes: Restoring America's Education Potential". The Hamilton Project. Strategy Paper: 1–30.
  12. ↑ 12.0 12.1 12.2 Farkas, George (2006). "How Educational Inequality Develops". National Poverty Center. Working Paper Series: 1–50.
  13. ↑ 13.0 13.1 Nachbauer, Max (2024). "How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps". Studies in Educational Evaluation. 82: 2. doi:10.1016/j.stueduc.2024.101367.

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