Wikipedia

Matsayi na ilimi a Maroko

Ilimi a Moroko Tsarin ba da gudummawa a Maroko galibi ma'auni ne mai maki 20, ana amfani dashi a makarantun sakandare da jami'o'i.[1]

Matsayi na ilimi a Maroko
aspect in a geographic region (en) Fassara
Bayanai
Facet of (en) Fassara Academic grading (en) Fassara
Ƙasa Moroko
Wuri
Map
 32°N 6°W / 32°N 6°W / 32; -6
tsarin tutar su shima akwai ilimin lissafi aciki

Yawancin lokaci, ba a la'akari da maki na al'ada da aka yi amfani da su a Maroko a cikin shirye-shiryen digiri na karɓa ba saboda wasu dalilai marasa fahimta: alal misali, maki na 12 (wanda a zahiri maki ne mai wucewa a Maroko amma daidai da 60% a Amurka inda ake la'akari dashi a ƙasa da matsakaici) gabaɗaya maki ne mai kyau don neman karatun digiri da taimakon kuɗi ko tallafin karatu.[2]

A cikin tsarin Maroko: matsakaicin matsakaicin 12 daga 20, Assez Bien, Good. Ko daidai a cikin tsarin Amurka: matsakaicin 'B' ko matsakaicin maki 3.00 (GPA) a kan sikelin GPA 4.00.[3]

Amma wasu jami'o'in Turai suna amfani da buƙatun shigarwa daban ga ɗaliban Maroko. Kasashen makwabta na Maroko, Aljeriya [4] da Tunisiya, [5] suna da irin wannan tsarin kimantawa.

Tsarin darajar

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Tsarin ƙididdigar Maroko ya kasance daga 0 zuwa 20. Zai zama ba daidai ba don kawai ninka darajar Maroko ta hanyar 5 don samun kwatankwacin Kanada ko Amurka. Sakamakon 20 yana nuna kammalawa kuma kusan ba a taɓa ba da shi ba. Sakamakon 19 da 18 ba a ba su da yawa. Dangane da batun da matakin, 16 kyakkyawan matsayi ne. A wasu yanayi, ana iya ɗaukar 12 a matsayin kyakkyawan matsayi, wannan musamman idan ya zo ga Kimiyya ta Jama'a ko bil'adama.[6] A ka'ida, an kiyasta matsakaicin ɗalibi 11/20; ɗalibi mai basira ya ci - 15/20. Yawancin cibiyoyin ilimi suna da matsakaicin matsayi a ƙasa da 10; maki sama da 12/20 sun kiyasta mafi kyawun 10% zuwa 15% na aji.[7]

Scale da aka ba da shawarar don Morocco [8]
Matsayi An ambaci shi Daidaitaccen Turanci Matsayi na Amurka
16 - 20 Daɗi sosai (Yana da kyau sosai) A+
13 - 15.9 Daɗi (Kyakkyawan) A
12-12.9 Daɗi ne (Ya isa ya yi kyau) B+
11-11.9 Mai wucewa (Mai gamsarwa) B
10-10.9 Matsakaicin (Ya isa) C
0.0-9.9 Rashin daidaituwa (Matsayi mara kyau) *

A cikin tsarin da yawa, an raba cikakken sikelin maki ba kawai tsakanin wucewa da kasawa ba, amma a cikin "aji" daban-daban ko "ƙungiyoyi" daidai da manyan "lambar inganci" da aka sanya wa wani rukuni na maki na lambobi. Don haka, a cikin Ƙasar Ingila, [9] akwai "Kilasi na Farko, "Kila na Biyu" (wanda aka raba tsakanin manyan da ƙananan ɗalibai) da "Kilasin na Uku", yayin da Faransanci, [10] Jamusanci [11] ko Mutanen Espanya [12] ana iya lakafta su a irin wannan hanyar kamar, misali, Passable (Average), Gut (Good) ko Sobresaliente (Outstanding).Ma'anar waɗannan alamomi a cikin mahallin su yana da lahani ta al'ada da al'ada. Don haka, "Kilasi na Uku" na Burtaniya (alama ce ta wucewa, amma yawanci ana ba da ita ne kawai ga ƙananan ɗalibai masu iyaka) ya bambanta da Passable na Maroko (lambar da aka yi amfani da ita sosai wanda ya saba amfani da ita ga yawancin maki na wucewa). Koyaya mai jaraba yana iya zama, daidaita "mai wucewa" tare da "Kilasi na Uku" saboda dukansu sun dace da mafi ƙasƙanci na lakabin "ma'auni na wucewa" ba zai iya la'akari da ainihin ma'anar su ba.

A sakamakon haka, ma'auni na juyawa ya kamata ya mai da hankali sosai ga rukunoni / aji na maki. Ya kamata a sami fifiko na farko don tabbatar da cewa an fassara wannan mahimmin bayanai daidai lokacin da ake canza maki na kasashen waje; daidaitawa mai kyau a cikin kowane aji ko rukuni shine kawai motsa jiki mai ƙasƙanci: abin da ke da mahimmanci a Burtaniya shine ko maki ne "Na farko" ko a'a, ba ko 71 ko 72 ba. Wannan lura yana da mahimmanci musamman lokacin da ake canza maki daga tsarin ta amfani da sikelin lambobi mai yawa zuwa, alal misali, tsarin Amurka wanda yawanci yana da maki uku kawai (ko rukunoni) daidai da haruffa A, B, da C. A Amurka, ana iya ɗaukar "D" a matsayin maki mai wucewa, [13] amma ba don dalilai na canja wuri ba. [14]Bukatar mai da hankali ga aji na aji yana ƙarfafa ƙaddamar da cewa hanyoyin layi, waɗanda ke watsi da iyakokin aji, ba komai bane face kuskuren da haɗari. Suna karkatar da saƙon asali kamar yadda ake bincika kalma-kalma a cikin ƙamus na harsuna biyu: ga kowane kalma akwai kalma mai dacewa a cikin ɗayan harshe, amma jerin kalmomin da aka samu kusan tabbas yana nufin wani abu daban (ko babu komai) a cikin harshen da aka yi niyya.[15]

Tsarin lissafi ya kasa kama saƙon Dukansu a Turai da Amurka, an yi ƙoƙari da yawa na baya-bayan nan don haɗa tsarin lissafi na atomatik, wanda ke "ƙididdige" maki na ƙasashen waje a cikin tsarin ƙididdigar ƙasa na mai amfani. Koyaya, waɗannan ƙididdigar ba sa samar da adadi waɗanda suke da abin dogaro da adalci game da saƙon da aka isar da shi ta hanyar asali. Babban rashi shine cewa ba za su iya magance wasu mahimman halaye na tsarin grading ba: • Tsarin grading ba layi ba ne kuma galibi ana nuna su ta hanyar rarraba maki da aka ba ɗalibai. Duk da yake malamai na Amurka ko Italiyanci za su yi amfani da bangare na sama na ma'aunin su (ko da yake a hanyoyi daban-daban), wasu (misali, Faransanci da Burtaniya) a aikace ba za su taɓa amfani da saman 20% na sikelin su ba. Saboda wannan dalili, shawarwari da suka danganci tsarin layi na iya haifar da sakamako mai banƙyama: Kwanan nan na ga batun dalibi na Jamus a Faransa wanda ya sami 15 (mai kyau) wanda aka canza shi zuwa Jamusanci 2.5 (wani matsakaici); akasin haka, dalibi na Burtaniya wanda ya sami 27/30 a Italiya zai sami kowane dalili don jin daɗi idan an lissafa wannan digiri don ya dace da Birtaniya 90/100!• Yawancin tsarin grading ba su ci gaba ba amma an raba su zuwa "aji" ko "ƙungiyoyi" da yawa waɗanda suka dace da matakan aiki masu yawa. Wannan yana nufin cewa karamin bambanci a cikin lambobi na iya ɓoye bambanci mai mahimmanci a cikin ma'ana lokacin da aka ƙetare iyakar "aji": a cikin Ƙasar Ingila, digiri na 70 da aka rarraba a matsayin "Klasi na Farko" ya bambanta da 69 ("Klasi na Biyu"), yayin da wannan ƙaramin bambancin 1 ba shi da mahimmanci tsakanin maki na 54 da 55 (duka "Klasi ta Biyu").

• Grading ya bambanta ba kawai tsakanin ƙasashe ba, amma akwai, har ma, bambance-bambance masu mahimmanci a cikin al'adun grading da manufofi dangane da nau'in da matakin ma'aikatar grading, filin karatu, ko ma nau'in digiri (jarabawar ƙarshe, tsakiyar lokaci, takarda, ko matsakaicin lissafi daga abubuwa daban-daban).

Da yake ɗaukar Faransa a matsayin misali, an san shi sosai cewa maki a "classes préparatoires," wanda ke ɗaukar ɗalibai mafi kyau a kan hanyarsu zuwa "Grandes Ecoles," suna da ƙarancin gaske, [16] tare da, alal misali, 11/20 da aka gani a matsayin ƙwarewa mai ƙarfi, yayin da alamar wucewa a Faransa yawanci matsakaicin 10/20 ne da aka lissafa akan duk batutuwa. [17] Hakanan akwai yiwuwar mafi ƙarancin maki na wucewa a kowane batun da aka saita a matakin ƙasa, misali, 8/20.[18] Rarraba maki yana da bambanci tsakanin wasu filayen ƙididdiga (tare da maki da aka rarraba a duk kewayon) da filayen da ba su da yawa (inda maki suka fi mayar da hankali a tsakiya, kuma ba a amfani da ɓangaren sama na sikelin ba). Don haka, ko da a cikin wata ƙasa, darajar na iya samun "al'ada," fahimta, ma'anar ma'ana wanda ke buƙatar daidaitawa (sama ko ƙasa) dangane da jerin abubuwan da suka shafi wanda ya ba shi da wanda ya fassara shi.Daga abubuwan da aka lura a sama, babban ƙarshe na shi ne cewa maki na kasashen waje ba kawai lambobi ne da za a iya lissafawa ta hanyar amfani da tsarin lissafi ba, amma saƙon da ke buƙatar fahimta da farko a cikin tsarin asali kuma a mataki na biyu wanda masu amfani suka fassara a cikin nasu tsarin.

Tsarin lissafi mai sauƙi tare da da'awar su ga duniya ba komai bane face sauƙaƙe gaskiyar da suka kasa kamawa Wannan, duk da haka, ba yana nufin cewa ba za a iya tsara tsarin fassarar ƙididdigar ƙasashen waje a hanyar da ta dace ba, ta hanyar da ta fi dacewa bisa ga cikakken ƙoƙari don fahimtar saƙon da [ƙididdigar baƙi] ke ɗauka. Yana yiwuwa a zana tebur ("gidan daidaitawa na digiri," "ma'auni na daidaitawa") wanda ke ba da "al'ada" ko "ma'ana" ma'ana a cikin wani tsarin grading, da farko a kan tushen biyu sannan kuma a cikin wani mahallin da yawa. Amma wannan motsa jiki yana da alaƙa da rikitarwa na harshen ɗan adam fiye da lissafi. Yana buƙatar ƙarin sauraro, tawali'u da sassauci maimakon halin koyarwa da imani a cikin tsarin / amsoshi na duniya. Fiye da haka, zane-zanen teburin da za su iya zama tushen fassarar maki na kasashen waje zai yiwu ne kawai idan an lura da wasu mahimman la'akari. Sauran labarin ya gabatar da ka'idoji shida waɗanda zasu iya jagorantar ci gaba na gaba a fannin kula da ƙwarewar ƙasashen waje.[15]

Bayani

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Bayanan da aka ambata

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  1. ↑ Clark, Nick (April 2006). "Education in Maghreb: Morocco". wenr.wes.org. World Education News + Reviews. Retrieved 6 June 2020.
  2. ↑ "Entry requirements for students from Morocco". port.ac.uk. University of Portsmouth. Retrieved 6 June 2020.
  3. ↑ "Entry requirements for students from Morocco". university james madison. Retrieved 1 June 2023.
  4. ↑ "Admission Requirements: Algeria". jmu.edu. James Madison University. Retrieved 6 June 2020.
  5. ↑ "Education in the Maghreb: Tunisia". wenr.wes.org. World Education News + Reviews. April 2006. Retrieved 6 June 2020.
  6. ↑ "Overview of the French system". Archived from the original on 2009-09-06. Retrieved 2009-07-12.
  7. ↑ "CampusFrance- Academic calendar, courses types and grading system". Archived from the original on 2009-10-10. Retrieved 2009-07-12.
  8. ↑ "Education in Maghreb: Morocco". wenr.wes.org. World Education News + Reviews. April 2006. Retrieved 6 June 2020.
  9. ↑ "The UK Honours degree system for undergraduates". ucl.ac.uk. London's Global University. 5 June 2018. Retrieved 6 June 2020.
  10. ↑ "Description of the Grading System" (PDF). ices.fr. Institut Catholique d'Etudes Supérieures. Archived from the original (PDF) on 6 June 2020. Retrieved 6 June 2020.
  11. ↑ "German Grading System". studying-in-germany.org. Studying in Germany. 8 January 2013. Retrieved 6 June 2020.
  12. ↑ "The Official Spanish grading system" (PDF). eii.ulpgc.es. Universidad de Las Palmas de Gran Canaria. Archived from the original (PDF) on 17 September 2020. Retrieved 6 June 2020.
  13. ↑ "APUS Grading System (Chart)". apus.edu. American Public University System. Retrieved 6 June 2020.
  14. ↑ Reed, Matt. "What Do D's Mean?". insidehighered.com. Inside Higher Ed. Retrieved 6 June 2020.
  15. ↑ 15.0 15.1 "Article: Capturing the Message Conveyed by Grades". Archived from the original on 2009-11-27. Retrieved 2009-07-12. Cite error: Invalid <ref> tag; name "wes.org" defined multiple times with different content
  16. ↑ Bonnaud, Marie; Mandry, Philippe. "En prépa, dois-je m'attendre obligatoirement à une chute des notes ?". letudiant.fr. l'Etudiant. Retrieved 6 June 2020.
  17. ↑ "Academic Grading System in France" (PDF). cnsmd-lyon.fr. Conservatoire National Supérieur Musique et Danse de Lyon. Retrieved 6 June 2020.
  18. ↑ Bonnaud, Marie; Mandry, Philippe. "En prépa, dois-je m'attendre obligatoirement à une chute des notes ?". letudiant.fr. l'Etudiant. Retrieved 6 June 2020.
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