Shafin Farko

Jagorancin Ilimi

Gabatarwa

Jagorancin Ilimi (educational guidance), matakai ne na tallafa wa ɗalibai su fahimci kansu kuma su san tafarkin da ya dace su bi, don yin zaɓi cikin sani da nufin cimma manufofinsu (Fruehling, 2009).

Babbar manufar wannan fanni ita ce ciyar da ɗalibai gaba a ɗaiɗaikunsu, ta hanyar shirye-shiryen da ake tsarawa don taƙaita koyo a makaranta, bunƙasa sana’a, da kuma mayar da hankali kan buƙatun da ke taimakawa wajen ci gaban ɗalibai.

Asalin Jagorancin Ilimi

Ya zo a Fruehling (2009) cewa, asalin Jagorancin Ilimi (educational guidance), yana komawa ne ga wani lauyan Amurka kuma mai karantarwa wanda ake kira Frank Person, wanda ya ƙirƙiri wata hukuma mai suna Vocation Bureau of Boston a shekarar 1908, da nufin ita wannan hukuma ta zama ta taimaka wa matasa sun zaɓi sana’ar da ta yi daidai da hazaƙarsu da kuma sha’awarsu. Daga baya sai aka fahimci cewa haƙiƙa mutane suna buƙatar jagorancin sana’a (vocational guidance) a lokacin da suke makaranta don su shirya wa sana’ar da suka zaɓa.

A tsakiyar ƙarnin (ƙarni na ashirin), aka samar da shirin bayar da shawarwari (counseling services) a ƙananan makarantu (lower grades) har ta kai ga masu bayar da shawara (counselors) sun haɓɓaka abin zuwa bayar da shawarwari kan matsalolin da suka shafi inganta walwala (social adjustment).

A shekarar 1958 aka horas da ƙwararrun da yawansu ya ninka na baya ƙarƙashin ƙudurin doka ta ‘National Defense Education Act (NDEA)' don su aiwatar da shirye-shiryen jagoranci (guidance services) a makarantun gwamnatin ƙasar Amurka. Manufar wannan ƙuduri ita ce zaƙulo ɗalibai masu hazaƙa ta musamman, don a ƙarfafe su kan zurfafa karatunsu, da kuma taimaka musu wajen bin tafarkin da ya dace da hazaƙarsu. Haka nan kuma wannan ƙuduri ya tallafa da kuɗaɗen da za su taimaka wajen aiwatar da shirin Jagorancin Ilim (educational guidance) a matsayin wani ɓangare na harkokin karantarwa a makarantun gwamnati.

Ƙudurorin Jagorancin Ilimi (Objectives of Educational Guidance)

  1. Taimakon ɗalibai su fahimci kansu, abin nufi a nan shi ne, taimaka wa ɗalibai su fahimci irin hazaƙa (potentialities), ƙwazo/ƙarfi (strength), da kuma raunin (limitation) da suke da shi.
  2. Taimaka wa ɗalibai su yi kyakkyawan tsarin karatu wanda ya yi daidai da hazaƙarsu, ra’ayinsu, da kuma buƙatunsu.
  3. Taimaka wa ɗalibai su samu cikakke kuma gamsasshen bayani dangane da fannin da su ke karanta. Misali, meye shi fannin ko kwas ɗin? Me ake buƙata don samun nasara a cikinsa? Menene wa’adin samun horo a fannin? Waɗanne guraben ayyuka ne ke ɗamfare da shi bayan an kammala samun horo? Da sauransu.
  4. Tallafa wa ɗalibai su samu sakamako mai kyau a sauran darrusan da su ke koya a makaranta.
  5. Taimaka wa ɗalibai su samu kyakkyawar ɗabi’ar karatu (study habit).
  6. Taimaka wa ɗalibai su samu halartar sauran shagulgulan karatu da ake yi a wajen makaranta, wanda kan taimaka musu wajen samun ƙwarewar shugabanci da kuma iya cuɗanya da jama’a.

A saboda haka:

  • Na farko a matakin firamare ya kamata shirin jagoranci (guidance programme) ya kintsa ɗan makaranta ya samu tushe mai kyau, don ya yi tsari na hankali da kuma shirya shi don shiga makarantar sikandire. Haka nan kuma shirin jagoranci (guidance programme) ya zama yana zaƙulo matsalolin ɗalibai don taimaka musu a wajen da suke da buƙata.
  • Na biyu kuma a matakin sikandire, ya zama shirin jagoranci (guidance programme) ya taimaka wa ɗalibai su san kansu sosai, su san ɓangarorin makaranta, su zaɓi fannin da ya dace, su samu masaniya game da damammankin karatu, da kuma cusa musu halayyar karatu (study habit). Sannan kuma a fahimtar da ɗalibai zaɓuɓɓukan sana’o’i da suke da dangantaka da ɗaiɗaikun fannoni.
  • Na uku kuma shi ne matakin karatun gaba da sikandire (tertiary education), wanda ka iya zama kwaleji, jami’a, ko waninsu (colleges, polytechnics, and universities). A wannan mataki dole shirin ya gogar da ɗalibai game da manufa da kuma dalilin yin shi kansa ilimin gaba da sikandiren (tertiary education), sannan kuma ya taimaka musu su fuskanci karatunsu. Ya kamata, ko a ce dole ne kowace kwaleji ko jami’a ta samu ingantaccen sashen jagoranci (guidance unit) wanda ke da cikakkun kayayyakin aiki.

Manazarta:

Jones, A. J. (19510). Principles of Guidance and Pupil Personnel work, New York, MacGraw Hill.

Kochhar, S. K. (1985). Educational and Vocational Guidance in Secondary Schools, New Delhi, Starling Publisher.

Fruehling J.A. (2009). Educational Guidance. Microsoft Encarta 1993-2008, Microsoft Corporation.