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Rashin daidaito a ilimi

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Rashin daidaito a ilimi
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Taro kan samu ingantacen ilimi

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.

Jinsi

[gyara sashe | gyara masomin]

A duk faɗin duniya, nasarar ilimi ta bambanta da jinsi. Daidaitaccen dangantakar ta bambanta a cikin al'adu da na ƙasa.

Rashin amfani da mata

[gyara sashe | gyara masomin]

Matsalolin da ke hana ikon mata na karɓar ilimi mai inganci sun haɗa da halayen gargajiya game da Matsayin jinsi, talauci, warewar ƙasa, tashin hankali na jinsi, auren farko da ciki.[14] A duk faɗin duniya, an kiyasta cewa akwai 'yan mata miliyan 7 fiye da maza daga makaranta. Wannan "rashin 'yan mata" yana mai da hankali ne a kasashe da yawa ciki har da Somaliya, Afghanistan, Togo, Jamhuriyar Afirka ta Tsakiya, da Jamhuriyar Demokradiyyar Kongo. A Jamhuriyar Demokradiyyar Kongo, 'yan mata sun fi yawa biyu zuwa ɗaya.[15] Tsarin jinsi na kudu maso gabashin Asiya yana da zurfi cikin tarihi kuma yana shafar duk fannoni na rayuwar matasa mata a nan gaba. Matsayin jinsi na gargajiya da aka sanya a kan 'yan mata yana haifar da faduwar mata daga makaranta da kuma yanayin tsofaffin mata marasa ilimi a kudu maso gabashin Asiya. A cikin wata mujallar game da matan al'ummar Devanga a Indiya, Pooja Haridarshan ta ce "70% mata a Kudancin Asiya sun yi aure tun suna ƙanana, wanda ya haɗa da haihuwa da ƙarancin yanke shawara a cikin tsarin iyali na gargajiya, yana kara inganta matsayinsu na "marasa amfani" a cikin al'umma" (Haridarshan).[of][16] Ana sa ran matan su yi aure da matasa, su haifi su kuma su haifi yara, ba su bar wani wuri ba don samun ilimi, suna ƙarfafa 'yan mata su bi sawun su. Amma abin tsoro shi ne cewa mata marasa ilimi na iya zama matalauta saboda rashin albarkatunsu. Wannan yanayi ne mara adalci inda akwai bambanci tsakanin nasarar ilimi na maza da nasarar ilimin mata. A nan ne tunaninmu ya sami mafita. A cikin wata kasida game da lafiyar yara a Kudancin Asiya, marubutan Jativa Ximena da Michelle Mills sun bayyana cewa "a cikin al'ummomi da al'ummomin da aka ƙuntata motsi na 'yan mata, ana buƙatar samar da ƙarin dama ga' yan mata don ci gaba da ilimi da horar da ƙwarewa" (Ximena da Mills).[17]

Matsayin jinsi na zamantakewa yana shafar damar mata zuwa ilimi. Misali, a Najeriya, ana haɗa yara cikin takamaiman matsayin jinsi da zaran iyayensu sun san jinsi. Maza ne jinsi da aka fi so kuma ana ƙarfafa su shiga cikin kwamfuta da ilmantarwa na kimiyya yayin da mata ke koyon ƙwarewar gida. Wadannan matsayi na jinsi suna da tushe mai zurfi a cikin jihar, duk da haka, tare da karuwar ilimin yamma a cikin Najeriya, an sami karuwar ikon mata na samun ilimi daidai. Har yanzu akwai abubuwa da yawa da za a canza, duk da haka. Najeriya har yanzu tana buƙatar manufofi da ke ƙarfafa samun ilimi ga maza da mata bisa ga cancanta, maimakon jinsi.[18]

An nuna mata suna cikin haɗarin kai musu hari a akalla kasashe 15.[19] Hare-haren na iya faruwa saboda mutane a cikin waɗannan ƙasashe ba su yi imani da cewa ya kamata mata su sami ilimi ba. Hare-haren sun hada da satar mutane, bama-bamai, azabtarwa, fyade, da kisan kai. A Somaliya, an sace 'yan mata. A Colombia, Jamhuriyar Demokradiyyar Kongo, da daliban Libya an bayar da rahoton cewa an yi musu fyade kuma an tsananta musu.[1] A Pakistan da Afghanistan, an jefa bam a makarantu da bas kuma kashe su.[1] Aure na farko yana shafar ikon mata na samun ilimi.[20]

"Rashin da ke raba maza da mata a kasuwar aiki ya kasance mai yawa a kasashe da yawa, ko a Arewa ko Kudu. Tare da ƙananan canji tsakanin yawancin ƙasashe, mata suna da ƙarancin aiki, ba su da aiki, ana biyan su ƙasa, kuma suna da ƙananan ayyuka. " [21] suna fama da nuna bambanci sau biyu. Na farko don kasancewa matasa, a cikin mawuyacin lokaci na canji tsakanin horo da rayuwa, a cikin rukunin shekaru wanda ke da yawa suna da alhakin su zama marasa aiki ko tsofaffi suna da yawa don nuna musu 'ƙarin' yankanci sosai don nuna musu' yankan mata masu ƙwarewa ga masu ƙwarewar suna da yawa' yanci, suna da yawa, suna da ƙwarewa a ƙarƙashin aikin ƙwarewa da yawa don samun ƙwarewa, suna da ake buƙata don nuna musu.

A farkon maki, yara maza da mata suna yin daidai a lissafi da kimiyya, amma yara maza suna samun mafi girma a kan ƙididdigar lissafi mai zurfi kamar jarrabawar shiga kwalejin SAT. Har ila yau, 'yan mata ba su da damar shiga cikin tattaunawar aji kuma suna iya yin shiru a cikin aji.[1] Wasu sun yi imanin cewa mata suna da hanyar tunani da koyo daban daga maza. Belenky da abokan aiki (1986) sun gudanar da bincike wanda ya sami rashin daidaituwa tsakanin irin ilimin da ke jan hankalin mata da irin ilimin da ake koyarwa a yawancin cibiyoyin ilimi.[1] Wani mai bincike, Gilligan (1982), ya gano cewa ilimin da ke jan hankalin mata yana kula, haɗin kai, da kuma kula da bukatun wasu, yayin da maza suka sami rabuwa da son kai.[1] Mata sun fi dogara da filin, ko kuma rukuni fiye da maza, wanda zai iya bayyana dalilin da ya sa za su iya fuskantar matsaloli a makarantun da ke koyarwa da farko ta amfani da yanayin ilmantarwa na mutum.[1] Kamar yadda Teresa Rees ta gano, bambancin mata a fannonin lissafi da kimiyya za a iya bayyana shi ta hanyar rashin kulawa da aka ba da batun jinsi a kimiyya.[22]

Game da bambance-bambance na jinsi a cikin aikin ilimi, Buchmann, DiPrete, da McDaniel sun yi iƙirarin cewa nasarorin da aka samu a kan jinsi a kan Gwaje-gwaje masu daidaituwa sun nuna ci gaba da "ƙaruwar namiji a cikin ƙididdigar lissafi da ƙaruwar mace a cikin ƙimar karatu yayin da suke tafiya ta makaranta".[23] Ceci, Williams da Barnett binciken game da ƙarancin wakilcin mata a kimiyya ya ƙarfafa wannan da'awar ta hanyar cewa mata suna fuskantar "tsarin barazanar aiki [wanda] ke hana ƙwaƙwalwar ajiya" kuma a sakamakon haka suna karɓar ƙananan maki a cikin daidaitattun ko gwajin lissafi.[24] Duk da haka, Buchmann, DiPrete da McDaniel sun yi iƙirarin cewa raguwar matsayi na jinsi na gargajiya, tare da canje-canje masu kyau a kasuwar ma'aikata waɗanda yanzu ke ba mata damar samun "mafi kyawun matsayi a bangarorin sana'a" na iya zama dalilin karuwar ilimi na mata.

Rashin amfani na maza

[gyara sashe | gyara masomin]
'Yan mata a makaranta a Guinea

A cikin ƙasashe 51, 'yan mata suna yin rajista a mafi girma fiye da maza. Musamman a Latin Amurka, bambancin an danganta shi da shahararren ƙungiyoyi da tashin hankali da ke jan hankalin matasa maza. Kungiyoyin suna jan hankalin maza, suna janye hankalinsu daga makaranta kuma suna sa su fita.[19]

A wasu ƙasashe, makarantar sakandare ta mata da karatun digiri sun fi na maza. A Amurka, alal misali, an ba da digiri na digiri na 33% ga mata fiye da maza a cikin 2010-2011.[25] Wannan rata an yi hasashen zai karu zuwa 37% daga 2021-2022 kuma ya fi 50% ga masters da digiri na tarayya. Yawan barin maza ya karu a cikin shekaru a duk kabilun, musamman a cikin 'Yan Afirka na Afirka. Sun wuce yawan mutanen da suka bar makarantar sakandare da kwaleji fiye da kowane kabilanci na launin fata a cikin shekaru 30 da suka gabata. Yawancin binciken sun gano cewa maza ne da farko "sun kasance a baya" a cikin ilimi saboda yawan karatun digiri, ƙananan gwajin gwaji, da kuma rashin nasara. Sun gano cewa yayin da maza ke tsufa, da farko daga shekaru 9 zuwa 17, ba za a iya lakafta su "masu ƙwarewa" a karatu da lissafi fiye da 'yan mata.

Gabaɗaya, maza sun isa makarantar sakandare da ba su da shiri kuma sun shirya don makaranta fiye da mata. Wannan yana haifar da rata wanda ke ci gaba da ƙaruwa a tsawon lokaci zuwa makarantar sakandare da sakandare. A cikin ƙasa, akwai yara maza 113 a aji na 9 ga kowane 'yan mata 100, kuma daga cikin mazajen Afirka na Amurka, akwai yara yara maza 123 ga kowane' yan mata 100. Jihohi sun gano cewa aji na 9 ya zama daya daga cikin manyan shekarun da aka sauke.[26] Whitmire da Bailey sun ci gaba da binciken su kuma sun kalli yiwuwar duk wani canjin bambancin jinsi lokacin da maza da mata suka fuskanci shawarar yiwuwar zuwa kwaleji. Mata sun fi dacewa su je kwaleji kuma su sami digiri na farko fiye da maza. Daga 1971 zuwa kimanin 1981, mata sun kasance marasa sa'a kuma suna da ƙananan rahotanni na digiri na farko. Koyaya, tun daga shekara ta 1981, maza sun kasance cikin matsala mafi girma, kuma rata tsakanin maza da mata tana ci gaba da ƙaruwa.[1][26]

Yara maza suna iya zama masu horo fiye da 'yan mata, kuma suna iya rarraba su a matsayin masu nakasa. Maza masu launin fata, musamman mazajen Afirka na Amurka, suna fuskantar manyan ayyukan horo da dakatarwa. A cikin shekara ta 2012, daya daga cikin maza biyar na Afirka ya sami dakatarwar makaranta.[27]

A Asiya, ana sa ran maza su zama babban mai ba da gudummawar kuɗi ga iyali. Da yawa daga cikinsu suna zuwa aiki bayan sun zama manya a jiki, wanda ke nufin a cikin shekaru 15 zuwa 17. Wannan shine shekarun da ya kamata su sami karatun sakandare.

Maza suna samun maki mafi muni fiye da mata ba tare da la'akari da shekara ko ƙasar da aka bincika a yawancin batutuwa ba.[28] A cikin Amurka mata sun fi samun digiri na farko fiye da maza da shekaru 29.[29] Daliban mata sun kammala karatun sakandare a mafi girma fiye da daliban maza. A Amurka a shekara ta 2003, kashi 72 cikin dari na daliban mata sun kammala karatu, idan aka kwatanta da kashi 65 cikin dari na ɗaliban maza. Rashin jinsi a cikin karatun digiri yana da girma musamman ga ɗaliban 'yan tsiraru.[30] Maza ba su da wakilci a tsakanin ɗaliban digiri da waɗanda suka sami nasarar kammala digiri da digiri na digiri a Amurka.[31] Dalilan da aka gabatar sun haɗa da yara maza da ke da ƙwarewar sarrafa kansu fiye da 'yan mata kuma suna da hankali ga ingancin makaranta da yanayin gida fiye da' yan mata.[32][33] Yara maza da ke ganin ilimi a matsayin mata kuma ba su da alamun maza masu ilimi na iya ba da gudummawa ga maza da ba za su iya kammala kwaleji ba.[34] An ba da shawarar cewa ɗaliban maza a Amurka sun yi mummunar gwaji a kan karatun karatu kuma suna karanta ƙasa da takwarorinsu na mata a wani ɓangare saboda maza sun fi aiki a jiki, sun fi tsattsauran ra'ayi, ba su da bin doka, kuma saboda karatun makaranta ba su dace da bukatun su ba.[35] An kuma ba da shawarar cewa nuna bambanci ga malami a cikin digiri na iya kaiwa har zuwa 21% na rashi na maza a cikin maki.[36] Wani binciken ya gano cewa rashin daidaito na maza a ilimi ya kasance mai zaman kansa daga rashin daidaito a cikin zamantakewa da tattalin arziki.[37]

A Amurka

[gyara sashe | gyara masomin]

A farkon karni na 18, an hana daliban Afirka da na Mexico zuwa makarantun da ke da fararen dalibai a yawancin jihohi. Wannan ya faru ne saboda shari'ar kotu Plessy v. Ferguson (1896), inda aka yanke shawarar cewa an ba da izinin wuraren ilimi su raba ɗaliban fararen fata daga ɗaliban launi muddin an ɗauki wuraren ilimi daidai. Cibiyoyin ilimi ba su bi umarnin tarayya ba: wani binciken da ya shafi lokacin 1890 zuwa 1950 na kudaden da aka kashe a kowace dalibi a kan koyarwa ya gano cewa, a matsakaita, daliban fari sun sami kashi 17 zuwa 70 cikin dari na kudaden ilimi fiye da takwarorinsu na baki. Kalubale na farko na shari'ar tarayya na waɗannan tsarin ilimi marasa daidaito ya faru a California - Mendez v. Westminster a cikin 1947, sannan Brown v. Hukumar Ilimi a cikin 1954. Shawarwarin da aka yanke a cikin Brown v. Hukumar Ilimi ta haifar da rarrabe makarantu ta hanyar dokar tarayya, amma shekarun da suka gabata na ilimi mara kyau, rarrabe albashi na gida tsakanin fararen fata da mutane masu launin fata, da gibin dukiyar launin fata sun bar mutane masu launin rawaya a cikin rashin amfani. A cewar rahoton EdBuild daga 2019, gundumomin makarantar da ba fararen fata ba suna karɓar dala biliyan 23 ƙasa da gundumomin makaranta na fararen fata, duk da cewa suna ba da ɗalibai iri ɗaya. Gundumomin makaranta sun dogara sosai ga haraji na gida, don haka gundumomi a cikin al'ummomin fari, waɗanda ke da wadata, suna karɓar kuɗi da yawa ga kowane ɗalibi fiye da gundumomin da ba fararen ba: $ 13,908 ga kowane ɗalibai, idan aka kwatanta da $ 11,682 ga kowane ɗaliba, bi da bi.[38]

Bambance-bambancen basirar ilimi a cikin yara na jinsi daban-daban suna farawa tun suna kanana. A cewar kididdigar ci gaban ilimi na kasa, akwai sauran gibi </link> yana nuna yara baƙi da Latino suna iya nuna ƙwarewar fahimi idan aka kwatanta da takwarorinsu na Asiya da Fari. A cikin bayanan, kashi 89 cikin 100 na yaran Asiya da farar fata sun gabatar da ikon fahimtar rubutattu da kalmomi yayin da kashi 79 da 78 cikin ɗari na yaran Baƙar fata da Latino ne kawai suka iya fahimtar rubuce-rubuce da kalmomin magana yanayin zai ci gaba har zuwa shekaru 4-6. [39]

Masana [waɗanda?] sun yi imanin cewa bambancin launin fata a cikin nasarorin ilimi sun fada ƙarƙashin manyan rukunoni uku: kwayar halitta, al'adu, da tsarin. Misali, a cikin shekarun 1980 'yan tsiraru sun fuskanci wani al'adun al'adu da ake kira "tsoron yin White"; 'yan tsirarun da ba na Asiya ba za su guji kuma su yi wa waɗanda ke cikin ƙungiyoyin zamantakewarsu ba waɗanda suka nuna basira fiye da wasu. An nuna shi a cikin jadawalin da ke kwatanta shahararrun mutane da matsakaicin maki tsakanin baƙi, Latinos, Whites, da Asians da aka gina bisa ga bayanai daga Nazarin Longitudinal na Lafiya na Matasa shahararren ɗaliban Asiya da White ya karu yayin da maki suka karu, don shahararren ɗalibin Black da Latino zai sauka yayin da maki za su tashi. Tseren da kabilanci za su ci gaba da taka muhimmiyar rawa wajen rarraba ilimi ta hanyar tsarin makarantar jama'a ta Amurka, ta hanyar shirye-shiryen sanya bambancin kamar SEO da MLT, tallafi da canje-canje na zamantakewa da al'adu gibin ilimi ya rufe a hankali tsakanin Whites da wadanda ba 'yan tsiraru na Asiya ba a cikin 'yan shekarun nan.

A zamanin yau har yanzu ana fama da matsalar karatun ƴan asalin Afirka da ke fama da matsalar rashin kuɗi a yankunan makarantun baƙar fata. A cikin wani bincike da Gidauniyar Century ta yi, an gano cewa kashi takwas ne kawai na ɗaliban da ke makarantar da ke samun kuɗi mai kyau baƙar fata ne ko Latino amma sama da kashi 20 cikin ɗari na ɗalibai a gundumomin da ba su da kuɗi da kuma rashin aikin yi baƙar fata ne ko Latino. [40]

Matsayin ƙaura

[gyara sashe | gyara masomin]

Rashin jituwa na baƙi ya bayyana cewa "baƙi, waɗanda ba su da daidaito, na iya amfani da rashin amfaninsu a matsayin tushen motsawa". Wani binciken da aka yi a New York ya nuna cewa yara na zuriyar baƙi sun fi takwarorinsu na asali. Rashin jituwa ya bayyana cewa godiya ga yara baƙi yana ba su damar jin daɗin fa'idodin ilimi waɗanda ƙila ba a samu a wani lokaci ba. Wannan kuma, yana ba da damar ƙarin ƙoƙari da kyakkyawan sakamako daga waɗannan ɗalibai. Wannan kuma ya bayyana a cikin Nazarin Longitudinal na Ilimi na Kasa wanda ya nuna cewa yara baƙi galibi suna samun maki mafi girma a kan lissafi da gwajin kimiyya. An ruwaito cewa "shaidar fa'idar baƙi ta fi karfi daga iyalai na baƙi na Asiya fiye da matasa daga Latin Amurka", wanda zai iya haifar da rashin daidaito a cikin kansa. Wannan na iya bambanta dangane da bambance-bambance tsakanin yanayin kafin da bayan ƙaura.[41]

A cikin 2010, masu bincike daga Jami'ar Brown sun buga sakamakon su kan yadda yara baƙi ke bunƙasa a makaranta. Wasu daga cikin kammalawa sun kasance cewa yara baƙi na ƙarni na farko suna nuna ƙananan matakan aikata laifuka da mummunar hali fiye da ƙarni da suka wuce. Wannan yana nuna cewa yara Baƙo na ƙarni na farko galibi suna farawa a bayan yara da aka haifa a Amurka a makaranta, amma suna ci gaba da sauri kuma suna da ƙimar haɓaka ilmantarwa. A cikin Amurka, samun ƙarin takwarorinsu na baƙi ya bayyana don ƙara damar ɗaliban da aka haifa a Amurka na kammala makarantar sakandare. Ƙananan ƙwarewar ƙaura, musamman, yana da alaƙa da ƙarin shekaru na makaranta da ingantaccen aikin ilimi ta ɗalibai na ƙarni na uku.[42]

Mutane da yawa [kalmomin weasel] suna zaton cewa za a gabatar da isasshen ƙwarewar rayuwa ga yara baƙi don samun nasara.  Wannan ba koyaushe gaskiya ba ne saboda akwai abubuwa da yawa a rayuwa fiye da kawai shiga makarantar sakandare. Ƙungiyar Ayyukan Dalibai ta Duniya (ISSA) tana da burin taimaka wa ɗaliban da aka haifa a ƙasashen waje don samun nasara. Hanyar da suke yin hakan ta hanyar samar da shirye-shirye daban-daban guda biyu a cikin lokutan makaranta, wanda za'a iya daidaita shi don karɓar kowane makaranta da mutum. Ana kiran shirye-shiryen rubutun The Career Readiness Program da The College Readiness Programme. Marubucin Haowen Ge ya ambaci, "Tun lokacin da suka fara a cikin 2019, shirye-shiryen biyu sun ci nasara sosai tare da kashi 90% na ɗaliban ISSA suna ci gaba da shirye-shirye na takaddun shaida, kwaleji da / ko horo. "[43]

Saboda kawai waɗannan ɗalibai sun fara yin rajista a cikin tsarin ilimi ba yana nufin za su kasance a can ba. A cewar SOS Children's Villages, "mutane miliyan 68 a duk duniya sun tsere daga gidajensu saboda rikici, tashin hankali ko bala'i. Yara suna da fiye da rabin wannan jimlar. Yara 'yan gudun hijira suna fuskantar haɗari da haɗari masu ban mamaki - gami da cututtuka, rashin abinci mai gina jiki, tashin hankali, cin zarafin ma'aikata da fataucin mutane sun tsere gidajensu ne saboda manufofin adawa da baƙi, waɗanda ke karɓar haraji a tsarin makarantar ƙasa ta Amurka.[44] Sakamakon binciken kasa ya nuna cewa "kashi casa'in cikin dari na masu gudanarwa a cikin wannan binciken sun lura da matsalolin halayyar ko motsin rai a cikin ɗaliban baƙi. Kuma 1 cikin 4 ya ce yana da yawa. " Wannan ya tabbatar da cewa manufofin shige da fice a cikin Amurka suna da tasiri ga waɗannan yara baƙi a cikin tsarin iliminmu. [45][46]

Daliban Latino da shirye-shiryen koleji

[gyara sashe | gyara masomin]

Shige da fice na Latino

[gyara sashe | gyara masomin]

A Amurka, Latinos sune mafi yawan jama'a. Ya zuwa 1 ga Yulin 2016, Latinos sun kai kashi 17.8 cikin dari na yawan jama'ar Amurka, suna mai da su mafi yawan 'yan tsiraru. Mutanen daga Latin Amurka suna ƙaura zuwa Amurka saboda rashin iya samun kwanciyar hankali, ko kwanciyar hankali ne ko kuma 'yan gudun hijira. Ƙasarsu ko dai tana fama da matsalar tattalin arziki ko kuma tana cikin yaki. Amurka ta yi amfani da ƙaurawar baƙi na Latin Amurka. Tare da rashin amfani da matsayinsu na shari'a, kamfanonin Amurka suna daukar su aiki kuma suna biyan su albashi mai ƙarancin gaske. Ya zuwa shekara ta 2013, kashi 87% na maza marasa takardar shaidar da kashi 57% na mata marasa takardar sun kasance wani ɓangare na tattalin arzikin Amurka. Diaspora tana taka rawa a cikin Latinos da ke ƙaura zuwa Amurka. Diaspora shine warwatsewar kowane rukuni daga asalin ƙasarsu.

Birnin New York yana da adadi mai yawa na yawan Latino. Fiye da Latinos miliyan 2.4 suna zaune a Birnin New York, [47] yawan Latino yawan su ne Puerto Ricans sannan Dominicans. Yawancin Latinos suna ba da gudummawa ga ƙididdigar akalla yara miliyan huɗu da aka haifa a Amurka da ke da iyaye ɗaya.[48]Yaran asalin baƙi sune mafi saurin girma a Amurka. Ɗaya daga cikin yara huɗu ya fito ne daga iyalai baƙi.[49] Yawancin al'ummomin Latino an gina su ne a kan asalin baƙi wanda ke taka muhimmiyar rawa a cikin al'umma. Girman yara na iyaye baƙi ba ya ɓoyewa, a hanyar da al'umma da gwamnati ta yarda da shi. Misali, yawancin baƙi / baƙi ba za su iya shigar da haraji, yara da ke halartar kwaleji na iya ba da bayanan iyaye don samun taimakon kuɗi, iyaye (s) na iya cancanci taimakon gwamnati ta hanyar yaro, da dai sauransu. Duk da haka, rashin ilimi game da taimakon kudi na karatun sakandare yana ƙara rata ga yara Latino don hana samun ilimi mafi girma.

Ilimi

[gyara sashe | gyara masomin]

A Birnin New York, Magajin garin De Balsio ya aiwatar da 3-K for All, wanda kowane yaro zai iya halartar makarantar sakandare yana da shekaru uku, kyauta. Kodayake ilimin yara kyauta ne daga aji na K-12, yara da yawa tare da iyaye baƙi ba sa amfani da duk fa'idodin ilimin firamare. Yara da suka fito daga gidan da ke dauke da akalla iyaye baƙi guda ɗaya, ba su da damar halartar shirye-shiryen yara ko shirye-shirye.[48]

Shirye-shiryen kwaleji

[gyara sashe | gyara masomin]

Shirye-shiryen samun damar kwaleji ga yara da aka haifa a Amurka daga iyaye baƙi waɗanda suka shafi al'ummomin Latino tsari ne mai rikitarwa. Farawar ƙaramin shekara ta hanyar babban shekara a makarantar sakandare ya ƙunshi shirye-shiryen bincike na kwaleji da tsarin aikace-aikace. Don taimakon gwamnati game da karatun koleji kamar Taimako na Kudi da Taps, iyaye ko bayanan sirri na mai kula suna buƙatar, wannan shine inda shakku da tsammanin ke ɓace. Yawancin iyaye / masu kula da baƙi ba su da mafi yawan cancantar da ake buƙata don aikace-aikacen. Manufar ita ce ta nuna yadda baƙi da 'ya'yansu da aka haifa a Amurka ke aiki a tsarin ilimi don samun ilimin koleji. Saboda yawan mutanen Latino, yawan ɗaliban makarantar sakandare na Latino ya karu.[50] Daliban Latino galibi ana wakiltar su a cikin shekaru biyu maimakon cibiyoyin shekaru huɗu.[1] Wannan na iya faruwa ne saboda dalilai biyu: rage farashin halartar ma'aikata na shekaru biyu ko kusanci da gida.[51]Matasa matasa da ke da sha'awar samun rikici na ilimi mafi girma tare da wasu iyakoki saboda bayanan iyaye / mai kula.[48]

Yara da yawa ba su da taimakon jama'a saboda rashin ƙwarewar Turanci na iyaye wanda ke da wuyar cika fom ko aikace-aikace ko kuma kawai saboda tsoron iyaye na ba da bayanan sirri wanda zai iya gano matsayinsu, wannan ra'ayi ya shafi Taimako na Dalibai na Tarayya. Taimako na Dalibai na Tarayya ya fito ne daga gwamnatin tarayya wanda ke taimaka wa dalibi ya biya kuɗin ilimi na kwaleji a cikin nau'o'i uku masu yuwuwa, tallafi, aiki-bincike, da rance. Ɗaya daga cikin matakai na aikace-aikacen Taimako na Tarayya yana buƙatar ɗaya ko duka iyaye / mai kula da bayanan sirri da kuma bayanan kuɗi. Wannan na iya iyakance ci gaba da aikace-aikacen saboda tsoron samar da bayanan sirri. Hanyoyin matasa da ke shiga kwaleji suna raguwa lokacin da ba a ba da bayanan sirri daga iyaye ba. Matasa da yawa tare da iyaye baƙi suna cikin ƙungiyar 'yan tsiraru inda samun kudin shiga bai isa ba don biyan kuɗin karatun koleji ko biyan rance tare da riba. Ma'anar kwaleji kamar yadda yake da tsada sosai ya sa ɗaliban Latino ba za su iya halartar makarantar shekaru huɗu ba ko ma halartar karatun sakandare. Kimanin kashi 50% na Latinos sun sami tallafin kuɗi a cikin 2003-2004, amma har yanzu su ne 'yan tsiraru waɗanda suka sami matsakaicin matsakaicin lambobin yabo na tarayya.[52] Bugu da kari, ba a ba su rance ba.[1][52]

Gwaje-gwaje masu daidaituwa

[gyara sashe | gyara masomin]

Baya ga karancin kudi, ana buƙatar gwaje-gwaje masu daidaituwa yayin neman zuwa cibiyar ilimi ta shekaru huɗu. A Amurka, gwaje-gwaje guda biyu da ake yawan ɗauka sune SATs da ACTs. Daliban Latino gabaɗaya suna ɗaukar jarrabawar, amma daga 2011 zuwa 2015, an sami karuwar kashi 50% a cikin yawan ɗaliban Latino da ke ɗaukar ACTs.[53] Amma ga SATs, a cikin 2017, an gano kashi 24% na masu karɓar gwajin tare da Latino / Hispanic. Daga cikin wannan kashi, kashi 31 ne kawai suka hadu da ma'auni na shirye-shiryen kwaleji don ɓangarorin biyu na gwajin (ERW da Math).

Daliban 'yan asalin Amurka da ilimi mafi girma

[gyara sashe | gyara masomin]

Rashin daidaito na tattalin arziki da wakilci

[gyara sashe | gyara masomin]

Rashin daidaito na tattalin arziki wani muhimmin batu ne da daliban 'yan asalin Amurka ke fuskanta wanda ke tasiri ga matsayinsu a makarantun firamare da sakandare masu talauci da yankunan karkara, wanda ke haifar da yanayi mara kyau a gare su don samun damar ilimi mafi girma.[54] Wannan rashin amfani ya kara tsanantawa ta hanyar ƙarancin wakilcin ɗaliban 'yan asalin ƙasar Amirka a cikin shirye-shiryen basira da basira, tare da ƙarancin ƙididdigar ganewa idan aka kwatanta da takwarorinsu na fari.[55] Rashin bayanan da za a iya amfani da su akan ɗaliban 'yan asalin ƙasar Amirka a cikin shirye-shiryen basira kuma yana nuna ƙarancin wakilci na wannan yawan jama'a a cikin binciken ilimi.[2] An bincika wannan fitowar sosai ta hanyar bincike na tsara, tare da jaddada yaduwarta a cikin labaran ilimi daban-daban. Nazarin Smith et al.'s (2014) ya mayar da hankali kan wakilcin ɗaliban 'yan asalin ƙasar Amirka a cikin STEM (Science, Technology, Engineering, and Mathematics) horo. Binciken da suka yi ya gano wani sanannen rashin wakilci na waɗannan ɗalibai a cikin fannonin STEM, suna ba da gudummawa ga rashin fa'idodi na mutum da na al'umma.[56]

Ka'idodin al'adu, ainihi, da shirye-shiryen tallafi

[gyara sashe | gyara masomin]

Karin haske suna fitowa </link> daga Smith et al.'s (2014) binciken, yana nuna ƙaƙƙarfan alaƙar da yawancin ɗaliban ƴan asalin ƙasar Amirka ke riƙe da al'adun kabilanci da al'ummominsu, tare da babban darajarsu ga mahimmancin kayan aikin ilimi. Wannan binciken yana nuna cewa ɗaliban ƴan asalin ƙasar Amurka suna baje kolin ƙwazo don amincewa da manufofin ɗaiɗaikun ɗaiɗaikun ɗaiɗaiku, yuwuwar kadara don tallafawa burinsu na ilimi da aiki. Bugu da ƙari, an nuna shirye-shiryen tallafi na musamman don magance ƙalubalen da ɗalibai 'yan asalin ƙasar Amirka ke fuskanta. Waɗannan shirye-shiryen suna haɓaka asalin al'adu, ƙirƙirar ma'anar al'umma, da rage mummunan tasirin wariyar launin fata da waɗannan ɗalibai ke fuskanta. Ta hanyar haɓaka kasancewa tare da rage gibin nasara na launin fata/kabila, waɗannan tsare-tsare suna taka muhimmiyar rawa wajen haɓaka nasarar karatun ɗaliban ƴan asalin Amurkawa a fagagen STEM. [56]

Bayanan al'adu da juriya ta ilimi

[gyara sashe | gyara masomin]

Jackson et al. (2003) sun gudanar da wani bincike daban wanda ke bincika abubuwan da ke tasiri ga ci gaba da ilimi na ɗaliban kolejin 'yan asalin Amurka. Binciken da suka yi ya nuna muhimmiyar rawar da amincewa da ita a cikin nasarar ilimi da juriya. Tabbaci da ƙwarewa sun fito ne a matsayin mahimman abubuwan da ke motsa ɗaliban 'yan asalin ƙasar Amirka da ke ƙoƙarin samun nasarar ilimi.[57] Nazarin ya kuma jaddada muhimmancin karɓar al'adun 'yan asalin Amurka a cikin cibiyoyin ilimi da magance lokuta na wariyar launin fata, saboda waɗannan abubuwan suna tasiri sosai ga ci gaba da ɗalibai a ilimi mafi girma.[1][57]

Tattaunawar da aka yi da daliban kolejin 'yan asalin Amurka masu nasara sun gano jigogi da suka shafi juriya a kwalejin, gami da magance wariyar launin fata da haɓaka' yancin kai da tabbatarwa.[57] Rashin juriya na ilimi tsakanin ɗaliban 'yan asalin ƙasar Amirka an danganta shi da gazawar kwalejoji don karɓar al'adun' yan asalin ƙasar Amirka.[1] Bugu da ƙari, an gano kwarewar mutum game da wariyar launin fata don yin mummunar tasiri ga ci gaba da ɗaliban 'yan asalin ƙasar Amirka a ilimi mafi girma.[1][57]

Ilimi na farko rashin daidaito na launin fata

[gyara sashe | gyara masomin]

  Rashin daidaito na launin fata yana shafar ɗalibai tun suna ƙanana. Ana ba da shirye-shiryen ilimi na yara masu inganci, waɗanda aka sani da ECE, ga yara, don taimaka musu shiga makarantar sakandare tare da kyakkyawar fahimtar yadda za su yi nasara a duk makaranta. Akwai bambanci mai mahimmanci a cikin ingancin ilimi, tare da kungiyoyin Black ko Hispanic da ake bayarwa da shirye-shiryen ilmantarwa marasa inganci fiye da kungiyoyin White wadanda ba na Hispanic ba a cikin makarantar sakandare. Wannan ya sa yara fararen fata su sami matakin ilimi mafi girma fiye da yara baƙar fata ko Hispanic. Yaran fararen fata sun fi shiga cikin shirye-shiryen ECE na matakin sama fiye da yara Black ko Hispanic, tare da ƙarshen kasancewa a cikin shirye-aikacen ilimi masu rahusa da ƙarancin tasiri. Ƙungiyar Ilimin Halitta ta Amirka ta ce "Bincike ya nuna cewa idan aka kwatanta da ɗaliban fari, ɗaliban baƙar fata suna iya dakatar da su ko fitar da su, ba za a iya sanya su a cikin shirye-shiryen baiwa ba kuma suna ƙarƙashin ƙananan tsammanin daga malaman su. "

A cikin 2001-2004, jihohi goma sha ɗaya sun gudanar da bincike kan gibin ingancin ilimi tsakanin kabilun a cikin shirye-shiryen ECE kuma sun gano cewa yara baƙi sun fi dacewa da halartar shirye-shirye masu inganci fiye da Whites. Binciken da aka yi game da yara baƙi da suka shiga makarantar sakandare a cikin 2016 ya gano cewa sun kasance a baya a lissafi da Ingilishi har zuwa watanni tara, idan aka kwatanta da yara White. Yaran da ke baya a makarantar sakandare ana sa ran su kasance a baya a duk lokacin da suke aiki.[58] Binciken 2016 ya gano cewa har yanzu akwai rata tsakanin kabilun a cikin shirye-shiryen ECE.[1] "Abin mamaki, ɗaliban 'yan tsiraru kusan rabin za a iya sanya su ga malamai masu inganci kuma sau biyu za a iya ba su ga waɗanda ba su da inganci. " Ya zuwa 2016, kashi 24% na yara fararen fata sun shiga cikin ilimi mai inganci, yayin da kashi 15% kawai na yara baƙar fata suka fada cikin wannan rukunin.[59] Gwaje-gwaje da aka gudanar a shekarar 2016 sun tabbatar da cewa idan yara baƙar fata da Hispanic sun halarci ilimi mai inganci na shekara guda, gibin ilimi a Turanci, tsakanin su da yara fari, zai kusan ɓacewa, kuma saboda gibin a lissafi ya sauka zuwa kusan watanni biyar zuwa makarantar sakandare.[1][58]

Ilimi na ƙauyuka da na cikin gari

[gyara sashe | gyara masomin]

Akwai manyan ma'auni na tsarin rashin daidaito a cikin tsarin ilimi na karkara da na cikin gari. Nazarin waɗannan bambance-bambance, musamman a cikin yankunan karkara, sabo ne kuma ya bambanta da nazarin rashin daidaito na ilimi wanda ke mai da hankali kan mutane a cikin tsarin ilimi.

Dalibai na karkara da na cikin gari a Amurka ba su da ilimi idan aka kwatanta da takwarorinsu na kewayen. Abubuwan da ke rinjayar wannan rashin aiki sun haɗa da kudade, yanayin aji, da darussan da aka koyar.[60][61] Daliban cikin gari da na karkara sun fi zama a cikin gidaje masu karamin karfi kuma suna halartar makarantu tare da karancin albarkatu idan aka kwatanta da daliban da ke kusa da su.[62][63][64] Sun kuma nuna cewa suna da ra'ayi mara kyau game da ilimi wanda ya samo asali ne daga dabi'un da aka gudanar a cikin al'ummominsu da iyalai game da makaranta, aiki, da nasara.[3][2][61]

When compared to suburban students, rural and inner-city students face similar achievement issues.[60] Teacher-student interactions, the lessons taught, and knowledge about the surrounding community have shown to be important factors in helping offset the deficits faced in inner-city and urban schools.[60][61] However, drop-out rates are still high within both communities, as a more substantial number of minority students, who often live in these areas, drop-out of high school.[60] A study on inner-city, high school students showed that academic competency during freshman year has a positive impact on graduation rates, meaning that a students' early high school performance can be an indicator of how successful they will be in high school and if they will graduate.[65] With the correct knowledge and understanding of the issues faced by these students, the deficits they face can be overcome.

Ƙasar Ingila

[gyara sashe | gyara masomin]

Shaida daga binciken haihuwar Burtaniya ya nuna tasirin tasirin zamantakewar iyali akan samun ilimi na yara. Wadannan bambance-bambance sun fito ne tun suna yara, [66] kuma suna ci gaba da girma a duk shekarun makaranta. [67] Rashin ilimi a Burtaniya yana nunawa ta hanyar yawan karatun tsakanin jami'o'i masu zaman kansu da mafi yawan wadanda suka rasa. A cikin binciken da The Conversation ya yi, kashi 70% na mutanen da ke jami'a masu zaman kansu sun kammala karatu da 26 yayin da kashi 17% kawai na mafi ƙasƙanci sun kammala karatu ta 26. Wannan ra'ayi iri ɗaya ya shafi har ma da ƙuruciya. A cikin wannan binciken da The Conversation ya yi, yaran da suka cancanci cin abinci na makaranta kyauta wanda aka ba wa ɗaliban da ke da ƙarancin kuɗin shiga 15% an nuna cewa suna da kusan kashi 25% ƙasa da nasarorin da ake la'akari da su tushen ɗalibai a Burtaniya.[68]

Jamhuriyar Sudan

[gyara sashe | gyara masomin]

Birtaniya ce ta kafa tsarin ilimi na farko na Sudan a farkon rabin karni na 20. Gwamnatin Sudan ta amince da ilimi a matsayin haƙƙin kowane ɗan ƙasa kuma ta ba da tabbacin samun damar samun ilimi na asali kyauta, Tsarin ilimi na Jamhuriyar Sudan ya ƙunshi makarantar firamare, firamare da sakandare, Tsarin ilimi ya Sudan ya haɗa da makarantu sama da 3,646 da masu ba da ilimi na jama'a, masu zaman kansu, da na addini ke kula da makarantun. Koyaya, yaƙe-yaƙe na Sudan da rashin sani game da muhimmancin ilimi da rashin ci gaba duk suna taimakawa ga rashin ilimi na 'yan mata a Sudan.

In addition, cultural pressures and the traditional views of the role of women mean fewer girls attend and remain in school. The inability to pay fees even though school is free according to government policy is a major reason; some poor families cannot afford the stationery and clothes. The government cannot provide for all the students' needs because of the economic situation and poverty. However the government has raised their awareness of educating females, and they have created universities only for girls. The first one is Al Ahfad University for Women, located in Omdurman, created in 1907 by Sheikh Babikr Bedri. Now the percentage of educated females is increasing; the last survey[yaushe?] estimates that 60.8% of females in Sudan can read and write.

Amurka

[gyara sashe | gyara masomin]
Children in a classroom in the United States
Yara a cikin aji a Amurka

Matsalar harajin dukiya

[gyara sashe | gyara masomin]

A Amurka, ana tallafawa makarantu ta hanyar harajin dukiya na gida. Saboda wannan, mafi wadataccen unguwa, mafi girman kudade ga wannan gundumar makaranta. Kodayake wannan yanayin yana da kyau, matsalar ta fito ne lokacin da aka juya ma'auni. A cikin unguwanni da yawancin iyalai masu aiki da ƙananan ke zaune, dukiya ba ta da tsada, don haka harajin dukiya ya fi ƙasa da waɗanda ke cikin unguwannis masu arziki. Sakamakon haka, kudade ga gundumomin makaranta waɗanda aka sanya yara masu aiki da ƙananan ɗalibai sun fi ƙasa da kudade ga gundumar makaranta waɗanda aka ba da yara na iyalai masu arziki. Don haka, ɗalibai a makarantun masu aiki da ƙananan ɗalibai ba sa samun ingancin ilimi da samun damar samun albarkatu kamar yadda ɗalibai daga iyalai masu arziki suke yi. Gaskiyar halin da ake ciki ita ce rarraba albarkatun makarantu ya dogara ne akan matsayin zamantakewa da tattalin arziki na iyaye na dalibai. A sakamakon haka, tsarin ilimi na Amurka yana taimakawa sosai wajen fadada rata tsakanin masu arziki da matalauta. Wannan rata ya karu, maimakon raguwa, a cikin 'yan shekarun da suka gabata saboda wani bangare na rashin motsi na zamantakewa.[69]

Kwatanta Duniya

[gyara sashe | gyara masomin]

Idan aka kwatanta da sauran ƙasashe, Amurka tana ɗaya daga cikin mafi yawan masu kashe kuɗi akan ilimi kowane ɗalibi bayan Switzerland da Norway kawai. [70] Kudin kashe wa ɗalibi ya karu a cikin 'yan shekarun nan </link> amma nasarar ilimi na dalibai ya kasance a tsaye. [11] Tsarin ilimi na Sweden ɗaya ne irin wannan tsarin da ke ƙoƙarin daidaita ɗalibai da kuma tabbatar da kowane yaro yana da daidai da damar koyo. Hanya ɗaya da Sweden ke cim ma waɗannan burin ita ce ta tabbatar da kowane yaro zai iya zuwa wurin kulawa da rana cikin araha. Daga cikin jimlar kuɗin kula da yara, iyaye ba su biya fiye da 18% na ɗansu ba; sauran kashi 82% na hukumomin gwamnati da na kananan hukumomi daban-daban ne ke biyan su. A cikin 2002, an ƙaddamar da tsarin "mafi girman kuɗin" a Sweden wanda ya nuna cewa farashin kula da yara bazai wuce kashi 3% na kudin shiga na yaro na farko ba, 2% na yaro na biyu, 1% na yaro na uku, kuma kyauta ga yaro na hudu a pre-school. 97.5% na yara masu shekaru 1-5 suna halartar waɗannan cibiyoyin kulawa na jama'a. Hakanan, sabuwar doka ta kasance kwanan nan </link> ya gabatar da cewa, duk yara masu shekaru huɗu da biyar za su iya zuwa wurin kulawa da rana kyauta. [71]

Tun da kusan dukkanin dalibai, ba tare da la'akari da irin yanayin zamantakewarsu ba, suna halartar cibiyoyin kula da yara iri ɗaya, daidaito tare da ci gaban ilimi yana farawa da wuri kuma a cikin jama'a. Bugu da ƙari, hutun iyaye ya ƙunshi hutun da aka biya watanni 12 (80% na albashi) yayin da aka ba da wata ɗaya kawai ga uba a cikin hanyar "amfani da shi ko rasa shi". Wannan yana haifar da dama da iya zama a gida da kuma haɗin kai tare da ɗanka na shekara ta farko ta rayuwa. Saboda wannan iyawa, kasa da yara 200 a duk ƙasar Sweden da ba su kai shekara 1 ana sanya su a cikin kula da yara.[72]

Rarraba a cikin tsarin ilimi ya kara raguwa ta hanyar samar da dukkan 'yan ƙasar Sweden da mazauna doka da zaɓi na zabar makarantar da suke son a sanya yaransu, ba tare da la'akari da wane unguwa suke zaune ba ko kuma wane harajin dukiya da suke biya. Bugu da ƙari, gwamnatin Sweden ba wai kawai tana ba da 'yan ƙasa da ilimin kwaleji kyauta ba har ma da ainihin alawus na kowane wata don halartar makaranta da kwaleji.[71]

Tare, waɗannan gata suna ba da damar duk yaran Sweden su sami damar samun damar yin amfani da albarkatun iri ɗaya. Ana iya samun irin wannan tsarin a Faransa, inda cibiyoyin kula da yara na yau da kullun da aka sani da "écoles maternelles" ke yin rajista kusan 100% na yara na Faransa masu shekaru 3-5. A Denmark, yara daga haihuwa zuwa shekaru shida suna shiga cikin shirye-shiryen kula da yara waɗanda ke samuwa a kashi ɗaya cikin biyar na jimlar kuɗin, inda sauran ke rufewa da tallafin jama'a.[72]

Manazarta

[gyara sashe | gyara masomin]
  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 11.2 Greenstone, Michael; et al. (2011). "Improving Student Outcomes: Restoring America's Education Potential". The Hamilton Project. Strategy Paper: 1–30. Cite error: Invalid <ref> tag; name "Greenstone" defined multiple times with different content
  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.
  14. ↑ "Women and Girls Education". United Nations Educational, Scientific and Cultural Organization. 25 April 2013. Retrieved 4 November 2014.
  15. ↑ Ekine, Adefunke; Samati, Madalo; Walker, Judith-Ann. "Improving Learning Opportunities and Outcomes for Girls in Africa" (PDF). Brookings Institution. Archived from the original (PDF) on 29 November 2014. Retrieved 13 November 2014.
  16. ↑ Haridarshan, Pooja. "Voices of Women within the Devanga Community, Bangalore, India." Education Sciences, vol. 11, Jan. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1314616&site=ehost-live&scope=site
  17. ↑ Játiva, Ximena, and Michelle Mills. "What Does SEA-PLM 2019 Tell Us about Child Well-Being and Learning in Six Southeast Asian Countries?" UNICEF Office of Research - Innocenti, UNICEF Office of Research - Innocenti, 1 Jan. 2022. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED624436&site=ehost-live&scope=site
  18. ↑ Okonkowo, Ejike (Dec 2013). "Attitude towards Gender Equality in South-eastern Nigerian Culture: Impact of Gender and Level of Education". Gender & Behavior. 11 (2): 5579–5585.
  19. ↑ 19.0 19.1 Winthrop, Rebecca; McGivney, Eileen (22 September 2014). "Girls' Education Hotspots: A look at the Data". Brookings Institution. Retrieved 3 November 2014.
  20. ↑ "Child marriage". www.unicef.org (in Turanci). Retrieved 2023-01-25.
  21. ↑ Sharma, Geeta. "Gender inequality in education and employment". Archived from the original on 31 October 2008. Retrieved 5 April 2015.
  22. ↑ Rees, Teresa (2001). "Mainstreaming Gender Equality in Science in the European Union: The 'ETAN Report'". Gender and Education. 13 (3): 243–260. doi:10.1080/09540250120063544. ISSN 0954-0253. S2CID 145405873.
  23. ↑ Buchmann, Claudia; DiPrete, Thomas A.; McDaniel, Anne (2008). "Gender Inequalities in Education". Annual Review of Sociology. 34 (1): 319–337. doi:10.1146/annurev.soc.34.040507.134719. ISSN 0360-0572.
  24. ↑ Ceci, Stephen J.; Williams, Wendy M.; Barnett, Susan M. (2009). "Women's underrepresentation in science: Sociocultural and biological considerations". Psychological Bulletin. 135 (2): 218–261. doi:10.1037/a0014412. ISSN 1939-1455. PMID 19254079.
  25. ↑ "Digest of Education Statistics, 2012". nces.ed.gov (in Turanci). Retrieved 2023-03-31.
  26. ↑ 26.0 26.1 Whitmire, Richard; Bailey, Susan (15 January 2010). "Gender Gap". Education Next.
  27. ↑ "Civil Rights Data Collection(CRDC)" (PDF). Office for Civil Rights. Retrieved 2 April 2015.
  28. ↑ Daniel Voyer and Susan D. Voyer "Gender Differences in Scholastic Achievement: A Meta-Analysis." Psychological Bulletin © 2014 American Psychological Association 2014, Vol. 140, No. 4, 1174–1204 0033-2909/14/$12.00 https://dx.doi.org/10.1037/a0036620. https://www.apa.org/pubs/journals/releases/bul-a0036620.pdf
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  30. ↑ "Leaving Boys Behind: Public High School Graduation Rates". Manhattan Institute (in Turanci). 2015-08-24. Retrieved 2023-03-31.
  31. ↑ Perry, Mark (2017-09-28). "Women Earned Majority of Doctoral Degrees in 2016 for 8th Straight Year and Outnumber Men in Grad School 135 to 100". American Enterprise Institute - AEI (in Turanci). Retrieved 2023-03-31.
  32. ↑ GNAULATI, ENRICO. "Why Girls Tend to Get Better Grades Than Boys Do." The Atlantic. 18 September 2014. https://archive.today/20170328190455/https://www.theatlantic.com/education/archive/2014/09/why-girls-get-better-grades-than-boys-do/380318/
  33. ↑ Guo, Jeff. "The serious reason boys do worse than girls." The Washington Post. 28 January 2016. https://archive.today/20180722233207/https://www.washingtonpost.com/news/wonk/wp/2016/01/28/the-serious-reason-boys-do-worse-than-girls/
  34. ↑ Semuels, Alana (2017-11-27). "Poor Girls Are Leaving Their Brothers Behind". The Atlantic (in Turanci). Retrieved 2023-03-31.
  35. ↑ "What Is It with Boys and Reading? | Psychology Today". www.psychologytoday.com (in Turanci). Retrieved 2023-03-31.
  36. ↑ Terrier, Camille. "Boys Lag Behind: How Teachers' Gender Biases Affect Student Achievement." IZA Discussion Paper No. 10343, November 2016. Forschungsinstitut, zur Zukunft der Arbeit, Institute for the Study, of Labor. http://ftp.iza.org/dp10343.pdf.
  37. ↑ Stoet, Gijsbert; Geary, David C. (2015). "Sex differences in academic achievement are not related to political, economic, or social equality". Intelligence. 48: 137–151. doi:10.1016/j.intell.2014.11.006. S2CID 143234406.
  38. ↑ "EdBuild | 23 Billion". edbuild.org (in Turanci). Retrieved 2023-03-31.
  39. ↑ Lewis-Mccoy, R. L'Heureux. "Race and Education". Wiley-Blackwell Encyclopedia of Sociology. 2nd Edition: 1.
  40. ↑ Century Foundation, The (22 July 2020). "TCF Study Finds U.S. Schools Underfunded by Nearly $150 Billion Annually". The Century Foundation. Retrieved 22 July 2020.
  41. ↑ Crosnoe, Robert; Turley, Ruth N. López (2011). "K-12 Educational Outcomes of Immigrant Youth". The Future of Children (in Turanci). 21 (1): 129–152. doi:10.1353/foc.2011.0008. ISSN 1550-1558. PMC 5555844. PMID 21465858.
  42. ↑ Powers, Margarita Pivovarova and Jeanne M. (2019-10-03). "Are immigrant students disproportionately consuming educational resources?". Brookings (in Turanci). Retrieved 2022-10-19.
  43. ↑ Ge, Haowen (2021-11-19). "ISSA Article". International Student Services Association (in Turanci). Retrieved 2022-10-24.
  44. ↑ "Refugee and migrant Crisis". SOS Childrens Villages.
  45. ↑ "U.S. Immigration Enforcement Policy and Its Impact on Teaching and Learning in the Nation's Schools — The Civil Rights Project at UCLA". civilrightsproject.ucla.edu. Retrieved 2023-03-31.
  46. ↑ "Immigrant Students: Our Kids, Our Future". Learning Policy Institute (in Turanci). Retrieved 2022-10-24.
  47. ↑ "NYC Population Facts". www.nyc.gov. Retrieved 2023-03-31.
  48. ↑ 48.0 48.1 48.2 Bradeck, K.M.; Sibley, E.; Lykes, M.B. (2016). "Authorized and Unauthorized Immigrant Parents: The Impact of Legal Vulnerability on Family Contexts". Hispanic Journal of Behavioral Sciences. 30 (1): 3–30. doi:10.1177/0739986315621741. S2CID 146214206. Cite error: Invalid <ref> tag; name "Bradeck" defined multiple times with different content
  49. ↑ Hernandez, D.J, Denton, N.A., Macartney, S.E. (2008). Children in Immigrant Families: Looking to America's Future. Social Policy Report.
  50. ↑ Snyder, T. D., & Dillow, S. A. (2012). Digest of education statistics 2011 (NCES 2012-001). Washington, DC: U.S. Department of Education.
  51. ↑ Mattern, K.; Wyatt, J. (2009). "Student choice of college: How far do students go for an education?". Journal of College Admission. 203: 18–29.
  52. ↑ 52.0 52.1 Excelencia in Education. (2005). How Latino students pay for college. Retrieved from https://files.eric.ed.gov/fulltext/ED506050.pdf
  53. ↑ ACT. (2015). The Condition of College & Career Readiness 2015: Hispanic Students. Retrieved from http://www.act.org/content/dam/act/unsecured/documents/06-24-16-Subcon-Hispanic-Report.pdf
  54. ↑ Varma, Roli (2009-08-01). "Attracting Native Americans to computing". Communications of the ACM. 52 (8): 137–140. doi:10.1145/1536616.1536650. ISSN 0001-0782. S2CID 18342723.
  55. ↑ Hodges, Jaret; Tay, Juliana; Maeda, Yukiko; Gentry, Marcia (2018-01-17). "A Meta-Analysis of Gifted and Talented Identification Practices". Gifted Child Quarterly (in Turanci). 62 (2): 147–174. doi:10.1177/0016986217752107. ISSN 0016-9862. S2CID 85441654.
  56. ↑ 56.0 56.1 Smith, Jessi L.; Cech, Erin; Metz, Anneke; Huntoon, Meghan; Moyer, Christina (July 2014). "Giving back or giving up: Native American student experiences in science and engineering". Cultural Diversity and Ethnic Minority Psychology (in Turanci). 20 (3): 413–429. doi:10.1037/a0036945. ISSN 1939-0106. PMID 25045952. Samfuri:ProQuest.
  57. ↑ 57.0 57.1 57.2 57.3 Jackson, Aaron P.; Smith, Steven A; Hill, Curtis L (2003). "Academic Persistence Among Native American College Students". Journal of College Student Development. 44 (4): 548–565. doi:10.1353/csd.2003.0039. ISSN 1543-3382. S2CID 145209414. Cite error: Invalid <ref> tag; name ":6" defined multiple times with different content
  58. ↑ 58.0 58.1 Krauss, Allison; Barnett, Steven (2020-06-01). "Access to High-Quality Early Education and Racial Equity" (PDF). Nieer. Retrieved 2022-10-14.
  59. ↑ Darling-Hammond, Linda (2022-10-19). "Unequal Opportunity: Race and Education". Brookings (in Turanci). Retrieved 2022-10-24.
  60. ↑ 60.0 60.1 60.2 60.3 Truscott, Diane M.; Truscott, Stephen D. (2005). "Differing Circumstances, Shared Challenges: Finding Common Ground between Urban and Rural Schools". Phi Delta Kappan (in Turanci). 87 (2): 123–130. doi:10.1177/003172170508700208. ISSN 0031-7217. S2CID 144960548. Cite error: Invalid <ref> tag; name "Truscott 2005" defined multiple times with different content
  61. ↑ 61.0 61.1 61.2 Waxman, Hersholt C.; Huang, Shwu-Yong L. (1997). "Classroom Instruction and Learning Environment Differences between Effective and Ineffective Urban Elementary Schools for African American Students". Urban Education (in Turanci). 32 (1): 7–44. doi:10.1177/0042085997032001002. ISSN 0042-0859. S2CID 143911695. Cite error: Invalid <ref> tag; name "Waxman 1997" defined multiple times with different content
  62. ↑ Peng, Samuel S.; Wang, Margaret C.; Walberg, Herbert J. (1992). "Demographic Disparities of Inner-City Eighth Graders". Urban Education (in Turanci). 26 (4): 441–459. doi:10.1177/0042085992026004008. ISSN 0042-0859. S2CID 145304667.
  63. ↑ Roscigno, Vincent J.; Crowle, Martha L. (22 October 2009). "Rurality, Institutional Disadvantage, and Achievement/Attainment*". Rural Sociology (in Turanci). 66 (2): 268–292. doi:10.1111/j.1549-0831.2001.tb00067.x. ISSN 0036-0112.
  64. ↑ Roscigno, V. J.; Tomaskovic-Devey, D.; Crowley, M. (1 June 2006). "Education and the Inequalities of Place". Social Forces. 84 (4): 2121–2145. doi:10.1353/sof.2006.0108. ISSN 0037-7732. S2CID 145658531.
  65. ↑ Ripple, Carol H; Luthar, Suniya S (1 May 2000). "Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes". Journal of School Psychology (in Turanci). 38 (3): 277–298. doi:10.1016/S0022-4405(00)00032-7. ISSN 0022-4405. PMC 4023637. PMID 24839305.
  66. ↑ Sullivan, A., Ketende, S., & Joshi, H. (2013). Social Class and Inequalities in Early Cognitive Scores. Sociology.
  67. ↑ Feinstein, L. (2003). Inequality in the early cognitive development of British children in the 1970 cohort. Economica, 70(277), 73–97.
  68. ↑ Tahir, Imran (18 August 2022). "The UK education system preserves inequality". The Conversation. Retrieved 18 August 2022.
  69. ↑ Leonhardt, D. (2005), Class matters: The college dropout boom The New York Times
  70. ↑ Spellings, Margaret. "10 Facts About K-12 Education Funding". ED.gov. June 2005. U.S. Department of Education. 28 November 2011 http://www2.ed.gov/about/overview/fed/10facts/index.html.
  71. ↑ 71.0 71.1 Bjornberg, U. & Dahlgren, L. Policy: The case of Sweden. University of York, United Kingdom. http://www.york.ac.uk/inst/spru/research/nordic/swedenpoli.pdf
  72. ↑ 72.0 72.1 Clawson, D. & Gerstel, N. (2007). Caring for our young: Childcare in Europe and the United States. Ed. Ferguson, S.J. Shifting the center: Understanding contemporary families. 3rd Ed. McGraw Hill: Boston, MA
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