Wikipedia

Ilimi a Misira

  A cikin karni na 21, Gwamnatin Masar ta ba da fifiko ga inganta tsarin ilimi. Dangane da Ci gaban Dan Adam (HDI), Masar tana cikin matsayi na 97 a cikin HDI, da 9 a cikin ƙasashe 10 mafi ƙasƙanci na HDI a Gabas ta Tsakiya da Arewacin Afirka, a cikin 2014. Tare da taimakon Bankin Duniya da sauran kungiyoyi masu yawa Masar tana da niyyar kara samun dama a cikin yara zuwa kulawa da ilimi da kuma hada da Fasahar Bayanai da Sadarwa (ICT) a duk matakan ilimi, musamman a matakin sakandare.[1] Gwamnati tana da alhakin bayar da ilimi kyauta a kowane mataki. Kudin da ake kashewa a yanzu a kan ilimi kusan kashi 12.6 ne tun daga shekara ta 2007. Zuba jari a ilimi a matsayin kashi na GDP ya tashi zuwa 4.8 a 2005 amma sai ya fadi zuwa 3.7 a 2007. Ma'aikatar Ilimi kuma tana magance batutuwa da yawa: ƙoƙarin motsawa daga tsarin tsakiya sosai don ba da ƙarin ikon cin gashin kai ga kowane cibiyoyin, don haka ƙara lissafi. The Human Rights Measurement Initiative ya gano cewa Masar tana samun kashi 89.3% na abin da ya kamata ya yiwu don haƙƙin ilimi, a matakin samun kudin shiga.[2]

Ilimi a Misira
education in country or region (en) Fassara
Bayanai
Facet of (en) Fassara Karantarwa
Ƙasa Misra
Wuri
Map
 27°N 29°E / 27°N 29°E / 27; 29
Yara maza na Masar suna karatu

Tsarin ilimi

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Tsarin ilimin jama'a a Misira ya ƙunshi matakai uku: matakin ilimi na asali na shekaru 4-14: makarantar sakandare na shekaru biyu sannan makarantar firamare ta shekaru shida da makarantar shirye-shirye (ISCED Level 2) na shekaru uku. Sa'an nan, matakin sakandare (ISCED Level 3) na tsawon shekaru uku ne, don shekaru 15 zuwa 17, sannan matakin sakandare ya biyo baya. Ilimi ya zama tilas ga shekaru 9 na ilimi tsakanin shekaru 4 zuwa 14. Bugu da ƙari, duk matakan ilimi kyauta ne a cikin kowane makarantar gwamnati. A cewar Bankin Duniya, akwai manyan bambance-bambance a cikin samun ilimi na masu arziki da matalauta, wanda aka fi sani da "Rashin wadata". Ko da yake matsakaicin shekarun makaranta da masu arziki da talakawa suka kammala shekara ɗaya ko biyu ne kawai amma rashin wadata ya kai shekaru tara ko goma. A game da Masar, gibin dukiya ya kasance mai sauƙi shekaru 3 a tsakiyar shekarun 1990.[3]

 
Lycée Français d'Alexandrie na Alexandria a shekara ta 2001

Masar ta kaddamar da Shirin dabarun kasa don sake fasalin ilimin jami'a (2007/08 - 2011/12). [4] Shirin dabarun (wanda ke da taken 'Zuwa ga canjin tsarin ilimi") yana nuna jajircewar Masar ga cikakkiyar, mai ɗorewa, da kuma tsarin hadin gwiwa don tabbatar da ilimi mai inganci ga kowa da haɓaka al'ummar ilimi. Abubuwan da ke tattare da shi sune: samun dama da shiga; malamai; koyarwa; tsarin karatu da kimantawa na ilmantarwa; litattafai da kayan ilmantarwa: gudanarwa da shugabanci; da kuma dabarun inganta inganci.[5]

Ana gudanar da gwaje-gwaje na gabatarwa a duk matakan sai dai a cikin maki 6 da 9 a matakin ilimi na asali da kuma digiri 12 a matakin sakandare, wanda ke amfani da jarrabawar yanki ko na kasa. Ma'aikatar Ilimi tana da alhakin yanke shawara game da tsarin ilimi tare da goyon bayan Cibiyoyin Uku: Cibiyar Ci Gaban Curricula ta Kasa, Cibiyar Nazarin Ilimi ta Kasa, da Cibiyar Nazari da Nazarin Ilimin Kasa. Kowace cibiyar tana da nata mayar da hankali wajen tsara manufofin ilimi tare da sauran kwamitocin matakin jiha.[6] A gefe guda, Ma'aikatar ilimi mafi girma tana kula da tsarin ilimi mafi girma.

 
Rubuce-rubucen kabarin Horemheb - daular 18 ta Masar - Saqqara

Har ila yau, akwai hanyar cancantar malami na yau da kullun don matakan ilimi na asali da na sakandare. Ana buƙatar malamai su kammala shekaru huɗu na darussan kafin hidima a jami'a don shiga aikin koyarwa. Musamman game da ci gaban ƙwarewar malami don haɓaka ka'idodin koyar da lissafi, kimiyya da fasaha, Kwalejin Kwararru don Malamai tana ba da shirye-shirye da yawa. Malaman gida suma suna shiga cikin shirye-shiryen horar da kwararru na kasa da kasa.[6]

Farawa a cikin 2007, Ma'aikatar Ilimi, Kudi, da Ci gaban Gida (da sauransu) sun fara tattaunawa ta al'ada don gwaji tare da rarraba ilimi. An kafa kungiyoyin aiki don yin karin shawarwari. Shawarwari sun haɗa da ra'ayoyi don farawa tare da kashe kuɗi akai-akai, ta amfani da tsari mai sauƙi da bayyane don aiwatar da canja wurin kuɗi, da kuma tabbatar da cewa canja wurin zai isa makarantar kanta.

 
Laburaren a Bibufe

A lokacin da aka tsara zane na shekara ta 2008, an zaɓi gwamnatocin matukin jirgi guda uku (Faiyum, Ismailiya, da Luxor), kuma an amince da sa ido da hanyoyin gina iyawa da kuma littattafai. Tsarin yana da sauƙi, kuma ya haɗa da yin rajista, talauci, da kuma matakin ilimi a matsayin direbobi.

A cikin shekara ta 2009 an rarraba kudade har zuwa matakin makaranta, kuma makarantu sun fara karɓar kudade. Ya zuwa ƙarshen shekara ta 2009, matukin jirgi ya nuna kaɗan idan akwai matsala, kuma sakamakon da ake tsammani yana da kyau sosai, dangane da ƙarfafa shiga cikin al'umma, yana ba da damar makarantu su kashe kuɗi da kyau da kuma tantance abubuwan da suka fi muhimmanci, da kuma kara mahimmancin shirin makarantar ta hanyar ƙirƙirar hanyar tallafawa irin waɗannan tsare-tsaren, da sauran sakamakon da ake sa ran. Wani kimantawa na al'ada game da matukin jirgi ya nuna cewa tsarin kudade ya haifar da karuwar gudummawa al'umma. Sakamakon binciken ya nuna cewa rabo na matsakaicin darajar gudummawar al'umma na shekarar matukin jirgi zuwa shekarar da ta gabata ya kasance 2.20.

Tare da waɗannan ƙoƙarin a bangaren ilimi, wasu bangarori (alal misali, wasu fannoni na gidaje da ayyukan birni) a Misira suna shirin rarraba yanke shawara da kashewa, yanzu a duk faɗin ƙasar (ba tare da matukin jirgi a cikin ƙananan gwamnatoci ba), a cikin tsari. Ilimi yana shirin zama daya daga cikin bangarorin jagora a cikin wannan tsari. Baya ga rarrabawar gudanarwa da kudi, akwai karuwar girmamawa kan shigar da zaɓaɓɓun majalisun yankuna (waɗanda ke cikin lardin da gundumar) a cikin kulawar kashewa da tsarawa a fadin bangarorin rarraba, kuma yayin da suke zuwa cikin gudana a cikin tsarin rarraba. A cikin bangaren ilimi, tun daga ƙarshen shekara ta 2009 ana yin shirye-shirye don rarraba wasu layin kuɗi da tsarawa don kayan aiki da ababen more rayuwa, a duk jihohi, har zuwa matakin makaranta idan akwai ƙananan raka'a na kayan aiki, ko matakan da suka fi makarantar don abubuwa kamar sababbin ababen more more rayuwa. Sashin ilimi yana sa ran ci gaba da amfani da gwamnatocin matukin jirgi na asali 3 a matsayin mai lura na musamman don tantancewa da fahimtar yadda tsarin ke ci gaba.[7]

 
Wani masanin falsafa na Masar yana koyar da ɗalibinsa

Tarihin ilimi a Misira

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Ilimi ya bazu a Misira tun lokacin tsoffin Masarawa, waɗanda suka ba da gudummawa ga kirkirar rubutu. Sun rubuta tsohuwar harshen Masar ta amfani da rubutun hieroglyphs, kuma a lokacin mulkin su, "Bar Ankh," ko Gidan Rayuwa, an kafa shi a matsayin makarantar farko da ɗakin karatu a tarihin bil'adama. Dalibai daga kungiyoyi daban-daban na mutane sun shiga can tun suna ƙarami, tsakanin shekaru biyar zuwa goma. An haɗa makarantu da majami'u maimakon temples, kuma an kafa Makarantar tauhidi a Alexandria.[8] Misira ta kasance makoma don karɓar kimiyya da ilimi a hannun malaman Masar waɗanda shahararsu ta bazu fiye da iyakokin Masar. Sun kara da duniya a duk fannin kimiyya, zane-zane, adabi, da kuma nau'ikan ilimi daban-daban.[9]

Iskandariya tana da jami'a tun daga 300 BC. Shi ne wurin zama na sanannun malamai kamar Archimedes da Euclid, kuma an gabatar da laccoci a can a cikin tsarin da ya yi kama da abin da ake bi a jami'o'i na yanzu.[10]

An gabatar da ilimin zamani a karkashin jagorancin Ottoman Pasha Muhammad Ali wanda ya yi mulki 1805-1848. Ya fara tsarin ilimi guda biyu a lokacin: wanda ke ba da saƙon halartar makarantun gargajiya (Mansourya) da kuma wani da ake kira Madrasa (kalmar Larabci don makaranta) don manyan ma'aikatan gwamnati. Mansourya ta koya wa ɗalibai mahimman abubuwan karatu da rubutu a duk lokacin haddacewa da karanta ayoyin Alkur'ani ba tare da jaddada gwaji ba, warware matsaloli ko ilmantarwa ta hanyar yin; yayin da Madrasa ta ba da ilimin ilimi na zamani.[11] Ali Pasha ya aika da ƙungiyoyi biyu na ɗalibai don yin karatu a Paris. Kasancewar Faransanci a cikin ilimin Masar da farko ba aikin gwamnati ba ne, amma ya samo asali ne don zama aikin gwamnati a ƙarshen mulkin Pasha. Aikin farko shi ne aikin mutum don kiyaye ruhun balaguron Napoleon na 1798 da rai ta hanyar mulkin mallaka na al'adu. Gwamnatin Faransa ta shiga cikin aikin dalibai na biyu na 1844. An motsa shi ne ta hanyar mulkin mallaka a Arewacin Afirka.[12]

A lokacin mulkin Burtaniya a Misira, gwamnatin mulkin mallaka ta yi watsi da tsarin ilimi. Mazaunin Burtaniya mafi tsawo a Misira, Lord Cromer yana da mummunar kwarewa tare da ilimi a Indiya, inda cibiyoyin ilimi na Turai suka haifar da tashin hankali na siyasa da ra'ayoyin kasa. A Misira, Cromer ya rage kasafin kuɗi don ilimi, ya rufe yawancin cibiyoyin sakandare na musamman, kuma ya sake mayar da hankali ga tsarin karatun kan batutuwan sana'a. An gabatar da kudaden karatu, wanda ya rage damar da yawancin Masarawa ke samu don halartar makaranta. An rage waɗannan matakan bayan ya bar Masar kuma ya yi ritaya a shekara ta 1907.[13]

Yawan jama'a

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UIS Rashin Ilimi yawan jama'ar Masar da 15 1980 2015 ta Cibiyar Nazarin Ƙididdiga ta UNESCO

Adadin masu karatu da rubutu a Misira ya kai kashi 72 cikin dari tun daga shekara ta 2010, kasancewar kashi 80.3% ga maza da kashi 63.5% ga mata.[14] Akwai kulawa ta musamman da gwamnati da sauran kungiyoyi masu zaman kansu suka bayar don rage bambancin jinsi a ilimi da kuma cimma burin ci gaban Millennium na 2015 na ilimin firamare na duniya.

Tsarin ilimi na Masar yana da tsakiya sosai, kuma an raba shi zuwa matakai uku:

  • Ilimi na asali (Arabic)
    • Mataki na Farko
    • Mataki na Shirye-shiryen
  • Ilimi na Sakandare (Arabic)
  • Ilimi na sakandare (Arabic) al-Taʿlīm al-Gāmiʿī)

Tun lokacin da Masar ta tsawaita dokar tilastawa ta kyauta a cikin 1981 don haɗawa da Mataki na Shirye-shiryen, duka matakan Firamare da Shirye-sauye (Mataki 6 zuwa 14) an haɗa su a ƙarƙashin lakabin Basic Education. Ilimi bayan wannan matakin ya dogara da ikon ɗalibin.Yawancin makarantu masu zaman kansu suna ba da ƙarin shirye-shiryen ilimi, tare da tsarin karatun ƙasa, kamar Diploma na makarantar sakandare ta Amurka, tsarin IGCSE na Burtaniya, baccalauréat na Faransa, Abitur na Jamus da Baccalaureate na Duniya.Waɗannan su ne nau'ikan makarantu masu zaman kansu a Misira.

Ilimi na asali

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ilimi na asali ya kunshi matakan farko, na farko da na shirye-shirye na ilimi (ISCED Level 0, 1, 2). A Misira, Ma'aikatar Ilimi tana daidaita ilimin makarantar sakandare. A cikin 1999-2000 jimlar shigar da daliban firamare ya kai kashi 16 cikin 100 kuma hakan ya karu zuwa kashi 24 cikin 100 a cikin 2009. Ba tare da la'akari da masu zaman kansu ko na gwamnati ba, duk makarantun sakandare suna ƙarƙashin Ma'aikatar Ilimi. Aikin Ma'aikatar ne ya zaɓi kuma ya rarraba littattafai. Dangane da jagororin Ma'aikatar, matsakaicin girman makarantar sakandare bai kamata ya wuce fiye da dalibai 45 ba. Ma'aikatar Ilimi kuma tana samun tallafi daga hukumomin kasa da kasa, kamar Bankin Duniya don inganta tsarin ilimin yara ta hanyar kara samun dama ga makarantu, inganta ingancin ilimi da kuma gina ikon malamai [15] A matakin firamare (ISCED Level 1) ɗalibai na iya halartar makarantun masu zaman kansu, na addini ko na gwamnati. A halin yanzu, akwai kashi 7.8 cikin dari na dalibai da suka yi rajista a matakin firamare a makarantun masu zaman kansu tun daga shekara ta 2007.[16] Adadin dalibai a matakin firamare ya kai kashi 105 cikin dari a shekara ta 2007. Jarabawar a aji na 3 suna kan matakin gundumar (edara). [6] Kodayake akwai turawa ga yara na Masar su halarci makarantar firamare, malamai galibi ba su da kayan aiki don koyar da su. Ya zuwa 1995, kashi 7 cikin 100 na malaman makarantar firamare a Misira sun sami digiri na jami'a; sauran kashi 93 cikin 100 suna da shekaru tara na ilimi na yau da kullun.

Mataki na biyu na ilimin tilas na asali daidai da (ISCED Level 2) shine 'mataki na shiri' ko 'Ƙananan sakandare' wanda ke da tsawon shekaru uku. Karshen wannan matakin yana ba wa ɗalibai Takardar shaidar Karshen Ilimi ta asali. Muhimmancin kammala wannan matakin ilimi shine kare dalibai daga jahilci yayin da farkon barin karatu a wannan matakin ya sauƙaƙe zuwa jahilci kuma a ƙarshe talauci.

Ilimi na sakandare

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Bayan kammala makarantar sakandare ta Masar da jarrabawar kasa, ɗalibai suna ci gaba zuwa matakin sakandare, wanda ke ba da waƙoƙi daban-daban na ilimi bisa ga sakamakon jarrabawar su. Ilimi na sakandare a Misira ya ƙunshi hanyoyi biyu na farko: na gaba ɗaya da na fasaha. Babban matakin sakandare ya kai shekaru uku, yayin da makarantun fasaha ke ba da shirye-shiryen da ke tsakanin shekaru uku zuwa biyar. Ilimin fasaha a Misira ya ƙunshi fannoni daban-daban, gami da masana'antu, noma, da filayen kasuwanci, tare da wasu cibiyoyin da ke aiwatar da tsarin ilimi biyu. Kwanan nan, gwamnatin Masar ta gabatar da Makarantun Fasaha na Fasaha a matsayin wani ɓangare na kokarin da take yi na inganta ilimi da horo na fasaha da sana'a (TVET). Don karfafa gudanarwa da sake fasalin tsarin TVET, Gwamnatin Masar ta fara matakai da yawa. Musamman, a cikin shekara ta 2006, an kafa Majalisar Horar da Masana'antu (ITC) ta hanyar dokar ministoci, wanda aka ba shi aiki tare da inganta daidaituwa da kula da duk ƙungiyoyin da suka shafi horo, ayyukan, da manufofi a cikin Ma'aikatar. Shirye-shiryen ta sun dace da "Tsarin Ilimi na Fasaha" (2011/2012-2016/2017), wanda ke jaddada ilimin fasaha da horo don magance ƙalubalen da kamfanoni da yawa ke fuskanta wajen daukar ma'aikata masu ƙwarewa. Dangane da Binciken Kasuwanci da aka gudanar a shekara ta 2007, kashi 31 cikin 100 na kamfanoni a Misira sun nuna matakin ƙwarewar ma'aikata a matsayin babban ƙuntatawa ga gudanar da kasuwanci a cikin ƙasar.

Tsarin Al-Azhar

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Wani tsarin da ke gudana a layi daya tare da tsarin ilimi na jama'a an san shi da tsarin Al-Azhar . Ya ƙunshi shekaru shida na matakin firamare, matakin shirye-shirye na shekaru uku kuma a ƙarshe shekaru uku na matakin sakandare. Ma'aikatar ilimi ta rage yawan shekarun makarantar sakandare daga shekaru hudu zuwa uku a shekarar 1998, don daidaita tsarin Al Azhar tare da tsarin ilimin sakandare. A cikin wannan tsarin kuma, akwai makarantu daban-daban don 'yan mata da maza. Tsarin ilimi na Al Azhar yana karkashin kulawar Majalisar Koli ta Cibiyar Al-Azhar. Cibiyar Azhar kanta tana da 'yanci daga Ma'aikatar Ilimi, amma a ƙarshe tana ƙarƙashin kulawar Firayim Ministan Masar. Ana kiran makarantun Al Azhar "Institutes" kuma sun haɗa da matakai na farko, shirye-shirye, da sakandare. Dukkanin makarantu a kowane mataki suna koyar da batutuwan addini da batutuwar da ba na addini ba. Yawancin tsarin karatun, duk da haka, ya ƙunshi batutuwa na addini kamar yadda aka bayyana a ƙasa. Dukkanin daliban Musulmai ne. Makarantu na Al-Azhar suna ko'ina cikin ƙasar, musamman a yankunan karkara. Wadanda suka kammala karatun sakandare na Al-Azhar sun cancanci ci gaba da karatunsu a Jami'ar Al-Azhan. Ya zuwa 2007 da 2008, akwai makarantun Al-Azhar 8272 a Misira. A farkon shekarun 2000, makarantun Al-Azhar sun kai kasa da kashi 4% na jimlar shiga. Ana karɓar waɗanda suka kammala karatun wannan tsarin ta atomatik a Jami'ar Al-Azhar.A cikin shekara ta 2007, rajistar Pre-University a cibiyoyin Al-Azhar kusan dalibai 1,906,290.

 
Faculty na Jami'ar Masar a cikin 1911 "Jami'ar Alkahira yanzu"

Tsarin ilimi mafi girma

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Masar tana da tsarin ilimi mafi girma. Kimanin kashi 30% na dukkan Masarawa a cikin shekarun da suka dace suna zuwa jami'a. Koyaya, rabin su ne kawai suka kammala karatu.[17]

The Ministry of Higher Education supervises the tertiary level of education. There are a number of universities catering to students in diverse fields. In the current education system, there are 17[ana buƙatar hujja] public universities, 51 public non-university institutions, 16 private universities and 89 private higher institutions. Out of the 51 non –university institutions, 47 are two-year middle technical institutes (MTIs) and four are 4–5 years higher technical institutes’.[18] The higher education cohort is expected to increase by close to 6 percent (60,000) students per annum through 2009.[19]

 
Alamar Jami'ar Ibrahim Pasha El Kabir "Jami'ar Ain Shams yanzu"

A cikin 1990, an zartar da doka don samar da ƙarin ikon cin gashin kai ga jami'o'i.[20] Amma har yanzu ba a samar da kayan aikin ilimi, kayan aiki da albarkatun ɗan adam don biyan ɗaliban ilimi mafi girma ba. Yawan shiga makarantar sakandare ya karu daga kashi 27 cikin 100 a 2003 zuwa kashi 31 cikin 100 a 2005.[21] Amma ba a sami irin wannan karuwar kashewa wajen inganta tsarin ilimi mafi girma ba dangane da gabatar da sabbin shirye-shirye da fasaha. Dukansu a matakin kasa (tsarin dubawa, gwaje-gwaje) da kuma matakin gida (bincike na ɗaliban makaranta) matakan nasarar dabarun ilimi da aikin tsarin suna da rauni. Tsarin dubawa ba ya samar da ko dai goyon bayan fasaha mai ƙarfi ga ma'aikatan makaranta, ko kuma ingantaccen tsarin saka idanu don makarantun da suka gaza. Tsarin jarrabawa a ƙarshen matakan shirye-shirye da sakandare - Thanaweyya Amma, ba ya auna ƙwarewar tunani mafi girma, amma yana mai da hankali kan ƙwaƙwalwar ajiya. Don haka za'a iya haɓaka ƙididdiga sosai ta hanyar takamaiman koyarwa na jarrabawa, sabili da haka, ɗalibai da ke da ƙarin albarkatu na iya ba da koyarwa mai zaman kanta wanda ke taimaka musu su ci nasara mafi girma a kan jarrabawar da aka daidaita ta ƙasa kuma saboda haka ana karɓa a manyan jami'o'i a Masar. Saboda haka, wannan tsari na gasa na zaɓe yana ƙuntata zaɓin digiri na ɗalibai da sakamakon, saboda haka yana sa ɗalibai su zaɓi shirye-shirye da ayyukan da ba su da sha'awa a gare su.[22]

Ilimi na sakandare na Masar ana jagoranta ta hanyar tsarin tsakiya tare da cibiyoyin da ba su da iko akan yanke shawara na tsarin karatu, ci gaban shirye-shirye da tura ma'aikata da baiwa. Inganta tsarin mulki da inganci wani abu ne mai mahimmanci wanda ke ɗaukar ƙarin gaggawa saboda yawan jama'a ya kai tsarin ilimi mafi girma. Adadin daliban da ke shiga ilimi mafi girma ya karu da kashi 18 cikin 100 a kowace shekara tsakanin 1992/93 da 1997/98. Sakamakon ya kasance raguwa sosai a cikin kuɗin da kowane dalibi ke kashewa na kusan kashi 40 cikin dari a cikin ainihin sharuddan a wannan lokacin. An yi hasashen cewa ƙungiyar ilimi mafi girma za ta ci gaba da ƙaruwa da kusan kashi 6 cikin ɗari (ɗalibai 60,000) a kowace shekara har zuwa shekara ta 2009. Wannan yana nufin cewa za a buƙaci gabatar da inganci mai mahimmanci a cikin tsarin kawai don kula da inganci a matakin da bai dace ba a yanzu. Ayyuka da ingancin ilimi mafi girma a halin yanzu suna da matukar damuwa ta hanyar tsari na tsakiya don inganta tsarin da ya riga ya wuce gona da iri, tsarin karatun da kuma ayyukan koyarwa. Inganta tsarin mulki da inganci wani abu ne mai mahimmanci wanda ke ɗaukar ƙarin gaggawa saboda yawan jama'a ya kai tsarin ilimi mafi girma. Adadin daliban da ke shiga ilimi mafi girma ya karu da kashi 17 cikin 100 a kowace shekara tsakanin 1992/93 da 1997/98. Sakamakon ya kasance raguwa sosai a cikin kuɗin da kowane dalibi ke kashewa na kusan kashi 40 cikin dari a cikin ainihin sharuddan a wannan lokacin. An yi hasashen cewa ƙungiyar ilimi mafi girma za ta ci gaba da ƙaruwa da kusan kashi 6 cikin ɗari (ɗalibai 60,000) a kowace shekara har zuwa shekara ta 2009. Wannan yana nufin cewa za a gabatar da inganci mai mahimmanci a cikin tsarin kawai don kula da inganci a matakin da bai dace ba a yanzu.[23]

Gwamnatin Masar ta fahimci cewa akwai ainihin ƙalubalen da za a fuskanta a cikin sashin, mafi mahimmanci daga cikinsu akwai buƙatar inganta tsarin mulki da inganci, haɓaka ikon cin gashin kai na hukumomi, inganta inganci da dacewa da shirye-shiryen ilimi mafi girma, da kuma kula da ɗaukar hoto a matakan da ke akwai. Ayyukan Gwamnati na baya-bayan nan don gina yarjejeniyar siyasa kan batutuwan da ke da mahimmanci ga sake fasalin sun haifar da yanayi wanda ya dace da canji. Ma'aikatar Ilimi Mafi Girma (MOHE) tana aiki a matsayin zakara don sake fasalin. Ministan, wanda aka nada a shekarar 1997, da sauri ya kafa kwamiti don sake fasalin ilimi mafi girma (wanda aka sani da Kwamitin HEEP) wanda ya jawo hankalin masu ruwa da tsaki da suka hada da masana'antu da 'yan majalisa. An gudanar da taron kasa kan sake fasalin ilimi mafi girma a watan Fabrairun 2000, kuma Shugaban kasa da Firayim Minista sun amince da sanarwar aiki daga taron. Sanarwar ta gano takamaiman shirye-shiryen sake fasalin 25. Bankin ya yarda da, kuma ya goyi bayan, Sanarwar. Yawancin hukumomin da ke da alaƙa da biyu, gami da Bankin Duniya, suma sun yarda da shawarwarin sanarwar, kuma sun himmatu ga tallafawa bangarori daban-daban na tsarin sake fasalin.[24]

Tsarin Gyaran Ilimi na Gwamnati Tsarin Gyaran Ayyuka na Ilimi na Masar ya haɗa da ayyukan 25 da ke magance dukkan fannoni na gyare-gyare, ana aiwatar da su a matakai uku har zuwa 2017, kuma ya dace da tsare-tsaren shekaru biyar na gwamnati kamar haka:

Mataki na farko daga 2002 zuwa 2007

Sashe na biyu daga 2007 zuwa 2012

Mataki na uku daga 2012 zuwa 2017

An ba da fifiko ga ayyukan 12 a matakin farko na aiwatarwa (2002-2007) kuma an haɗa su cikin ayyukan shida masu zuwa: HEEP Ayyukan fifiko shida (2002-2007).

Asusun Ci gaban Ilimi Mafi Girma (HEEPF),

Shirin Fasahar Bayanai da Sadarwa (ICTP),

Shirin Kwalejin Fasaha na Masar (ETCP),

Ma'aikatar Ilimi (FOEP),

Shirin Ci gaban Shugabannin Kwalejin (FLDP),

Shirin Tabbatar da Inganci da Kyauta (QAAP).

A watan Agustan shekara ta 2004, an daidaita abubuwan da suka fi muhimmanci na HEEP don su zama masu amsawa ga bukatun inganci da izini da kuma dacewa da tsarin gwamnati don inganta binciken kimiyya. Gyaran ya kara da wasu nau'o'i biyu: na farko, ci gaba da karatun digiri da bincike na kimiyya kuma na biyu, magance ayyukan ɗalibai na waje ban da ci gaba da aiwatar da shirye-shiryen da aka ba da fifiko guda shida a lokacin matakin farko. Saboda yanayin da ke tattare da dabarun sake fasalin, wanda ya haifar da sake la'akari da fifiko ga kowane lokaci, an kafa Sashin Shirye-shiryen Dabarun (SPU) don MOHE don tabbatar da dorewar tsarawa da sa ido kan aikin a lokacin matakai uku da kuma na gaba. An kuma fara aikin Ayyukan Dalibai (SAP) a matsayin wani ɓangare na takardar shaidar shirin mai kama da binciken kimiyya da karatun digiri. [25]Akwai cibiyoyin ilimi masu zaman kansu da na jama'a a Masar. Ilimi mafi girma na jama'a kyauta ne a Misira, kuma ɗaliban Masar suna biyan kuɗin rajista kawai. Ilimi mai zaman kansa ya fi tsada.

A cikin 2019, rashin aikin yi na masu karatun jami'a a Masar ya kai 36.1%, a cewar CAPMAS. Hukumar ta kara da cewa kashi 25.1% na wannan adadin maza ne, yayin da mata suka samar da kashi 53.2%.[26]

Cutar COVID-19 ta yi tasiri sosai a kan tsarin ilimi na Masar da kuma hauhawar ilimin nesa. Sakamakon binciken a kan samfurin dalibai 147 ya nuna cewa dalibai sun ji daɗin ta'aziyya a cikin gida, adana lokaci da ƙoƙari, da kuma samun damar samun damar ilmantarwa.[27][28]

Ilimi na kasa da kasa

gyara sashe

Ya zuwa watan Janairun 2015, Hukumar Kula da Makarantu ta Duniya (ISC) ta lissafa Masar a matsayin tana da makarantu 184 na kasa da kasa.[29] ISC ta bayyana 'makarantar kasa da kasa' a cikin waɗannan kalmomi "ISC ta haɗa da makarantar kasa da kasa idan makarantar ta ba da tsarin karatu ga kowane haɗuwa da ɗaliban makarantar sakandare, firamare ko sakandare, gaba ɗaya ko kuma a wani ɓangare a Turanci a waje da ƙasar da ke magana da Turanci, ko kuma idan makarantar ce a cikin ƙasar inda Turanci yake ɗaya daga cikin harsunan hukuma, tana ba da tsarin karatun Ingilishi na ƙasa kuma na duniya a cikin shirinta". [1] Wannan ma'anar tana amfani da ita ta wallafe-wallafen ciki har da The Economist.

Ilimi na noma

gyara sashe

Ma'aikatar Ilimi ta Masar (MoE) da nufin bunkasa ilimin noma da ƙwarewa tsakanin matasa da aka kafa ta 2010/2011 133 makarantun sakandare 133 133 a birane da gundumomi daban-daban. Ilimin noma ya kasu kashi uku da tsarin shekaru biyar. Dukkanin zaɓuɓɓukan shekaru 3 da 5 suna ba da bayanan da aka koyar a cikin aji da kuma fannoni masu amfani da aka koyar da su a dakunan gwaje-gwaje, bita da gonaki. Wadannan makarantu suna daidaitawa tare da Ma'aikatar Aikin Gona don samar da damar horo ga ma'aikatan koyarwa game da batutuwan aikin gona na fasaha a cibiyoyin bincike na noma. Ana ba da filayen noma ga makarantu da kuma ba da damar aiki ga masu digiri a cibiyoyin da ke da alaƙa da Ma'aikatar Aikin Gona.

Ƙalubalen

gyara sashe

Kodayake an sami ci gaba mai mahimmanci don haɓaka tushen mutum ta hanyar inganta tsarin ilimi, har yanzu ingancin ƙwarewar ilimi yana da ƙarancin rarraba ba daidai ba. Saboda rashin ilimi mai inganci a matakin farko da na sakandare, an sami kasuwar ƙwayoyin cuta don koyarwa mai zaman kansa. Yanzu karbar karatun sirri ya zama wajibi fiye da aikin gyarawa. A cewar Rahoton Ci gaban Dan Adam na Masar (2005), kashi 58 cikin 100 na iyalai da aka bincika sun bayyana cewa yaransu suna karbar koyarwa ta sirri. Binciken CAPMAS (2004) ya nuna cewa iyalai suna kashe kusan kashi 61 cikin 100 na jimlar kuɗin ilimi akan koyarwa mai zaman kansa. Bugu da kari, kowane kuɗin da aka kashe a cikin gida na mafi arziki a kan koyarwa mai zaman kansa ya fi sau bakwai na mafi talauci.[20] Daga cikin batutuwan akwai rashin isasshen ilimi a makarantun gwamnati da kuma buƙatar karatun masu zaman kansu. Ya zuwa shekara ta 2005, 61-70% na daliban Masar suna halartar karatun sirri.[30] Sauran batutuwan da aka saba da su sun haɗa da: satar kudaden ilimi na jama'a da ɓarkewar jarrabawa.

Har ila yau, Masar tana da karancin ƙwararrun ma'aikata da ƙwararrun. Amma akwai ma'aikata masu ƙwarewa da yawa. Ko da akwai ma'aikata masu ƙwarewa, ingancin horarwarsu ba shi da kyau. Wannan galibi matsala ce a cikin ƙananan kamfanoni da manyan masana'antun jama'a waɗanda ke aiki a kasuwannin cikin gida "mai kariya". Matsakaicin matsakaicin samarwa ga kowane ma'aikaci ya fi ƙasa da sauran ƙasashen Arewacin Afirka: Morocco da Tunisiya. Rashin aikin yi na matasa ma yana da yawa, da farko saboda rashin tsarin ilimi wajen samar da horo mai mahimmanci a karkashin shirye-shiryen TVET.

Ilimi na Masar yana fuskantar babban ƙalubale saboda ingancin malamai da ke koyarwa a makarantun jama'a. Binciken ethnography da Sarah Hartmann ta gudanar a shekara ta 2008 ya kammala cewa yawancin malamai a Misira sun koma koyarwa saboda rashin zaɓuɓɓuka mafi kyau kuma saboda yanayin aikin bai saba wa muhimmiyar rawar jinsi ba a matsayin uwaye. Ƙananan albashi da tsarin makarantar jama'a ke bayarwa a Misira yana jan hankalin ma'aikata masu ƙwarewa. Wani binciken da aka gudanar a shekarar 1989 wanda ya rubuta tsarin mulki na Ma'aikatar Ilimi ta Masar ya kammala cewa albashin malamai na shekara-shekara a Masar, a matsakaici, $ 360.[31] Wani binciken da aka gudanar daga baya a shekara ta 2011 ya nuna cewa malamai suna samun matsakaicin albashi na shekara-shekara na $ 460 wanda ke ƙasa da rabin matsakaicin kuɗin shiga na shekara- shekara-sheko.[32] Biye da ƙarancin malamai a Misira, ba su da asali na ilimin halayyar da zai ba su damar yin hulɗa da ɗalibai. Hukuncin jiki al'ada ce a makarantun Masar duk da cewa ba a tattauna shi sosai a cikin wallafe-wallafen ba. An kawo misali ga hankalin kafofin watsa labarai a cikin 2011 lokacin da aka kama malami na pre-K a bidiyo yana ci gaba da doke ɗalibansa da tsanani.

Wani binciken da UNESCO ta gudanar kan daidaito na ilimi a cikin kasashe 16 mafi yawan jama'a a duniya ya sanya Masar a tsakiyar matsakaici dangane da daidaito na shiga firamare da sakandare a fadin gwamnatoci a Misira.[33] Amma lokacin da aka kara dukiya ga samun ilimi, sakamakon ba shi da ƙarfafawa sosai. Akwai yawan shiga da ya fi girma a yankuna masu arziki a matakin firamare da na sakandare. Wannan ya tabbatar da cewa ana buƙatar ƙarin ƙoƙari don rage gibin wadata a samun ilimi.

Halitta

gyara sashe

Hutun mako-mako na ilimi a ranar Jumma'a ne kuma wani lokacin, ban da, ko dai Alhamis ko Asabar.

Baya ga wasu bukukuwan hukuma na jihar, na addini ko na duniya, akwai manyan hutu guda biyu. hutun bazara na makaranta yana farawa a farkon ko tsakiyar Yuni kuma yana ƙare a tsakiyar Satumba. Hutun hunturu yana farawa daga tsakiyar Janairu kuma yana zuwa farkon Fabrairu.

Bayanan da aka ambata

gyara sashe
  1. ↑ "Hamdy, A.(June 2007). "ICT in Education in Egypt" Survey for ICT and Education in Africa: Egypt Country Report Education in Egypt". Infodev.org. Retrieved 16 October 2017.
  2. ↑ "Egypt - Human Rights Tracker". rightstracker.org (in Turanci). Retrieved 2023-02-27.
  3. ↑ "World Bank(2007). "Improving Our Quality, Equality, and Efficiency in the Education Sector: Fostering a Competent Generation of Youth." Education Sector Policy Note. Footnote 6" (PDF). The World Bank, Washington, D.C. p. 5. Retrieved 16 October 2017.
  4. ↑ "Ministry of Education. 2007. National strategic plan for education in Egypt: towards a paradigm shift 2007/08 - 2011/12. Cairo: MoE" (PDF). Planipolis.iiep.unesco.org. Archived from the original (PDF) on 20 December 2016. Retrieved 16 October 2017.
  5. ↑ "Gholam, G. 2010. A paradigm shift. In: IIEP Newsletter, vol 28, No 2. Paris" (PDF). Iiep.unesco.org. Archived from the original (PDF) on 2010-11-05. Retrieved 16 October 2017.
  6. ↑ 6.0 6.1 6.2 Mullis, I.V.S.; Martin, M.O.; Olson, J.F.; Berger, D.R.; Milne, D.; Stanco, G.M. (2008). "TIMSS 2007 Encyclopedia". Trends in International Mathematics and Science Study 2007. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  7. ↑ "Archived copy" (PDF). Archived from the original (PDF) on 2010-07-05. Retrieved 2009-10-08.CS1 maint: archived copy as title (link)
  8. ↑ Hays, Jeffrey. "ANCIENT EGYPTIAN EDUCATION". factsanddetails.com. Retrieved 2024-03-10.
  9. ↑ "التعليم فى مصر القديمة" [Education in ancient Egypt] (in Larabci).
  10. ↑ "اكتشاف" [Discovery]. archive.aawsat.com (in Larabci). Retrieved 2024-03-13.
  11. ↑ Hartmann, Salah (2008). "The informal market of education in Egypt: Private tutoring and its implications" (PDF). Archived from the original (PDF) on 4 March 2016. Retrieved 16 October 2017. Cite journal requires |journal= (help)
  12. ↑ Prakash, Archana (2018-07-04). "Reappraising the French role in nineteenth-century Egyptian education". Middle Eastern Studies (in Turanci). 54 (4): 537–554. doi:10.1080/00263206.2018.1441147. ISSN 0026-3206.
  13. ↑ Russell, Mona L. (2001-08-01). "Competing, overlapping, and contradictory agendas: Egyptian education under British occupation, 1882-1922". Comparative Studies of South Asia, Africa and the Middle East. 21 (1–2): 50–60. doi:10.1215/1089201X-21-1-2-50.
  14. ↑ "The World Factbook — Central Intelligence Agency". Cia.gov. Archived from the original on June 13, 2007. Retrieved 16 October 2017.
  15. ↑ "The World Bank (2005), "Early Childhood Education Enhancement Project." Project Appraisal Document" (PDF). Wds.worldbank.org. Retrieved 16 October 2017.
  16. ↑ "World Bank, Edstats database". Web.worldbank.org. Retrieved 16 October 2017.
  17. ↑ The Economist, "Waking from its sleep - A special report on the Arab world", p. 14, July 25th 2009
  18. ↑ "Hamdy, Amr (June 2007) Survey of ICT and Education in Africa: Egypt Country Report.ICT in Education in Egypt". Infodev.org. Retrieved 16 October 2017.
  19. ↑ "The World Bank (2002)."Higher Education Enhancement Project." Project Appraisal Document. The World Bank" (PDF). Wds.worldbank.org. Retrieved 16 October 2017.
  20. ↑ 20.0 20.1 "World Bank(2008), The Road Not Traveled : Education Reform in the Middle East and North Africa". Wds.worldbank.org. Retrieved 16 October 2017.
  21. ↑ "EdStats - EdStats Query". web.worldbank.org. Retrieved 16 October 2017.
  22. ↑ "The World Bank (1999).Secondary Education Enhancement Project : Project Appraisal Document(PAD)" (PDF). Wds.worldbank.org. Retrieved 16 October 2017.
  23. ↑ "The World Bank(2002).Higher Education Enhancement Project : Project Appraisal Document(PAD)". Wds.worldbank.org. Retrieved 16 October 2017.
  24. ↑ "The World Bank(2002).Higher Education Enhancement Project : Project Appraisal Document(PAD)" (PDF). Wds.worldbank.org. Retrieved 16 October 2017.
  25. ↑ "Ministry of Higher Education". Archived from the original on 2010-03-01. Retrieved 2009-12-28.
  26. ↑ "Unemployment among Egypt's university grads exceeds 36%: CAPMAS". Retrieved 2020-10-11.
  27. ↑ "Science X Network :: Phys.org, Medical Xpress, Tech Xplore". sciencex.com. Retrieved 2022-10-31.
  28. ↑ El-Dakhs, Dina Abdel Salam; Masrai, Ahmed; Ahmed, Mervat M.; Altarriba, Jeanette (2022-01-01). "Achievement Emotions in Online vs. In-Person Lectures". International Journal of Web-Based Learning and Teaching Technologies (in Ndonga). 17 (1): 1–21. doi:10.4018/IJWLTT.302635.
  29. ↑ "International School Consultancy Group > Information > ISC News". iscresearch.com. Archived from the original on 2016-03-04.
  30. ↑ "الدروس الخصوصية في مصر .. سوق سوداء للتعليم". Archived from the original on 2011-07-07. Retrieved 2009-03-07.
  31. ↑ Hanson, E. M. (1990). "Administrative reform and the Egyptian ministry of Education". Journal of Educational Administration. 28 (4). doi:10.1108/09578239010144331.
  32. ↑ Kandil, Rania (2011). "The Egyptian Education System & Public Participation". Social Policy. 41 (2).
  33. ↑ "The World Bank (2007)."Improving Quality, Equality, and Efficiency in the Education Sector: Fostering a Competent Generation of Youth." Education Sector Policy p. 9 World Bank" (PDF). Wds.worldbank.org. Retrieved 16 October 2017.
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