Shafin Farko

Jagorancin Sana'a

Gabatarwa

Sambo (2008), ya ruwaito cewa, Ƙungiyar Jagorancin Sana’a ta Ƙasa (National Vocational Guidance Association) ta shekarar 1937 da ke ƙasar Amurka ta fassara Jagoranci Sana’a (Vocational Guidance) a matsayin: hanyoyin taimakawa mutum ya zaɓi sana’a, ya shirya mata, ya shiga cikinta sannan kuma ya samu nasara a cikinta. Hanya (process) ce ta taimakawa mutum ya san kansa da kuma irin gudunmawar da zai bayar a duniyar aiki, ya gwada wannan zato nasa a aikace, sannan ya aiwatar da shi yana mai gamsuwa da shi, sannan kuma ya zama mai amfanar da jama’a.

Manufofin Jagorancin Sana’a

Nwoye (1999), ya fitar da abubuwan da ƙwararru a fannin ‘vocational guidance’ suke gani a matsayin manufofin ‘vocational guidance’
  1. Ƙarfafar guiwar mai karɓar shawara ya samu cikakkiyar masaniya da kuma haƙiƙanin darajojinsa.
  2. Gina halayyar bibiyar kai da kuma yiwa kai hisabi (mutum ya riƙa bibiyar abubuwan da yake yi yana tantancewa game da samun ci gaba ko akasin haka).
  3. Cusawa ɗalibai tunanin sana’a.
  4. Ƙarfafawa ɗalibai guiwa su shiryawa rayuwar bayan gama karatu, su kuma faɗaɗa ta iya rayuwa dangane da abun da za su iya yi.
  5. Samar da bayanan sana’a da suka dace ga masu karɓar shawara (clients).
  6. Baiwa ɗalibai bayanan da suke buƙata game da yanke hukunci mai inganci  dangane da sana’a (wato bayana nan da suke buƙata dan su zaɓi kyakkyawar sana’ar da ta dace da su ta kowace fuska).

Shi kuwa Sambo (2008) ya ce dalilan (purpose) jagorancin sana’a (vocational guidance) su ne:

  1. Samar da ilimi (masaniya) game da duniyar aiki.
  2. Samar da ilimi (masaniya) game da abubuwan da ba sana’a ba kamar hutu (leisure).
  3. Taimakawa ɗaiɗaikun mutane su fahimci kansu ta fuskanci ƙwazo (strength) da rauni (weakness).
  4. Taimakawa mutum ya daidaita tsakanin waɗannan biyun (ƙwazo da rauni).
  5. Yana taimakawa wajen zaɓin sana’a da kuma daidaituwa da aiki (wato komai ya yi daidai da aiki).

Shirya Shirin Jagorancin Sana’a

Za a iya bin matakan da za a zayyano wajen shiryawa (planning) da kuma gina (developing) shirin jagorancin sana’a (vocational guidance)

Matakin Farko: A ra’ayin Borman, Colson, Cox, da Herring (1981) matakin farko shi ne a nemi shugabannin makaranta su kafa Kwamatin Jagorancin Sana’a (Career Guidance Committee) wanda ke da ciyaman. Amma a makarantar da ake da mai bayar da shawara (counsellor), kwamatin sai ya ƙunshi masu bayar da shawara (counsellors), malamai (teachers), da kuma shuwagabanni (administrators). Haka nan kuma makarantar da babu mai bayar da shawara (counsellor), kwamatin sai ya ƙunshi mambobi 8 zuwa 10 waɗanda suka nuna matuƙar sha’awarsu game da sabon shiri da kuma kayan aiki (materials) da aka tsarawa ɗalibai kuma ya zamo a shirye suke su haɓɓaka shirin jagorancin sana’a.

Mataki na Biyu: Bayan an samar da kwamatin jagorancin sana’a, abu na gaba shi ne zaɓar salon tsara shirin jagorancin sana’a (career guidance planning model). Wannan salo (model), zai iya zama maimaicin (replication) wanzajjen salon da ake da shi, ko kuma a tsara wani sabo baki ɗaya. Mafiya yawan salon suna amfani da tsarin kwamati (committee form of organization) kuma suna dogara da ‘chairperson’ (mafiya yawancin lokuta mai bayar da shawara -wato ‘counsellor’ ne ke zama ‘chairperson’) dangane da alƙibla. Sannan kuma abubuwan cikakken tsarin salo (components of comprehensive career guidance planning model) su zama sun ƙunshi -tsararrun matakan da  za su taimakawa ɗalibi ya samu:

  • Fahimtar kai (Self-understanding).
  • Tallafin gogayyar aiki (Job enhancement skills).
  • Masaniyar muhalli (Environmental awareness).
  • Ƙwarewa kan yanke hukunci (Decision making skills).

Abin da zai auku bayan amfani da salon, shi ne tsarin jagorancin sana’a (career guidance plan) wanda ke ƙunshe da manufa da kuma jeren ayyukan jagorancin sana’a (career guidance activities) ga dukkan makarantun da ke yankin, idan har dukkan makarantun sun yanke shawara haɗa-ƙarfi waje guda su samar da tsari guda ɗaya dan amfanin dukkansu.

Mataki na Uku: Mataki na gaba kuma sai kwamatin jagorancin sana’a (career guidance committee) ya tsara dabarun tattaro ra’ayuyyuka game da buƙatar jagorancin sana’a (need for vocational guidance programme) daga ɗalibai, malamai, shugabanni, da kuma iyaye. Wannan shi aka fi sani da tantance buƙatu (needs assessment). Wannan tantance buƙatun kuma zai dogara da salon (model) da aka zaɓa.

Mataki na Huɗu: Kwamatin jagorancin sana’a zai samar da tsarin jagoranci sana’a (career guidance plan), ga makaranta wanda ke da manufa da kuma jeren ayyukan jagoranci (sequence of career guidance activities). Mambobin kwamatin su za su riƙa bayyana ayyukan jagoranci sana’a (career guidance activities) da kuma kayan aikin (materials) da za a yi amfani da su wajen aiwatar da shirin (plan). Mai bayar da shawara (counsellor) a makaranta shi zai zama mai bayyana kayan aikin (materials); wato shi zai ce ga yadda za a yi, kuma ga abubuwan da za a yi amfani da su.

Mataki na Biyar: A haƙiƙance shi ne cewa ƙoƙarin kwamatin ya samar da rubutaccen tsarin jagorancin sana’a (career guidance plan) wanda ke da ƙudurori (goals), manufofi (objectives), da kuma jerin sunayen ayyuka (list of activities), da kayan aiki (list of materials) da masu bayar da shawara (counsellors), da malamai za su yi amfani da su wajen aiwatar da shirin (programme). Za a gabatar da wannan tsarin (plan) ga shugabannin makaranta, da malamai dan su bibiya (review), su kama bayar da shawara (suggestions). Matuƙar aka amince (approved) da shi, sai kuma a shirya (assemble) kayan aikin (materials) jagorancin sana’a, sannan a shirya taron ƙarawa-juna-sani ga waɗanda za su aiwatar da shirin misali, malamai, da sauransu.

Mataki na Shida: Tantancewa (evaluation), kwamati sai ya zayyana (determine) sharruɗan (criteria) da za a yi amfani da su wajen gane cewar wannan shiri (programme) ya cimma manufofinsa (objectives). Sakamakon (sakamakon tantancewar da aka yi), sai a yi amfani da shi wajen waiwaya (revise) da kuma sabunta shirin (praogramme).

Ɗaiɗaikun Bayanan Sana’a da Ɗalibai ke Buƙata

  1. Yanayin aiki (Nature of job): Dukkan shirin sana’a (career planning) dole ya yi kyakkyawan yunƙurin da zai yiwa ɗalibai bayanin yanayin aiki. Wannan ya haɗa da siffanta musu yadda aikin yake, lokutan aiki, tsawon lokacin da za a ɗauka ana aikin, da kuma abubuwan da za a yi amfani da su (kayan aikin da za a yi amfani da su wajen aiwatar da aikin). Za ka so sanin cewa aikin ya keɓanta da wani lokaci ne ko kuwa na din-din-din ne, wace darajar karatu ake buƙata (qualification), sannan kuma wane darasi (subject) ne ya dace da aikin? Da sauransu.
  2. Makoma da Kuma Bunƙasar Aiki (job prospects and advancement): Dukkan wani tsari game da sana’a, dole ya wadatar da ɗalibi da bayanai game da makoma da kuma bunƙasa game da aikin. Ɗalibi yana buƙatar sani, kuma ya kamata ya tambaya cewa shekaru nawa zai yi a cikin aiki kafin ya samu ƙarin girma, kuma me da me ake buƙata a aikin kafin samun ƙarin girma, ana ƙarin girman ne bisa la’akari da ƙwazon aiki wanda yake samun tantancewa daga shugaba ko mai kulawa, ko kuwa ana samu ne ta hanyar wallafe-wallafe ko gabatar da ƙasidu, halartar tattaunawa (interview) ko jarrabawa, ina da buƙatar zuwa ƙarin karatu ko kuma wasu ƙarin takardu? Da sauransu.
  3. Albashi da Sauran Damammaki (Salary and other benefits): Bincike ya tabbatar da cewa ɗaya daga cikin muhimman abubuwan da ke kwaɗaitar da zaɓin aiki (sana’a) shi ne romon tattalin arziƙi (economic benefit) da ke ɗamfare da aikin. Idan kuwa har dalilai na tattalin arziƙi ba su zamo ababen kulawa ba su kaɗai, albashi da sauran damammaki suna da matuƙar muhimmanci a lura da su. Wannan saboda adadin abin da mutum ke samu, shi ke bayyana irin salon rayuwar da zai iya yi, gidan da zai rayu a ciki, abincin da zai ci, suturar da zai saka, kiwon lafiya, da sauransu. Haka nan ya kamata ɗalibi ya san cewa aikin wuni ne (aikin da za a riƙa biya duk wuni), ko aikin wata ne, sannan kuma akwai wasu alawus-alawus da za a riƙa biya kamar kuɗin gida, kuɗin sufuri, kuɗin tsautsayi (hazard) kuɗin utiliti, kuɗin kiwon lafiya, kuɗin karatun yara, da sauransu.
  4. Hatsarin Aiki (Jon Hazard): Ɗalibi ya san cewa babu wani aiki da baya tattare da hatsari. Ana iya bayyana hatsarin aiki a matsayin dukkan wani tsautsayi (danger), ko wahalhalu, ko tozartawa da ma’aikaci zai iya fuskanta wanda ke yiwa rayuwarsa barazana. Wannan kuma zai iya kasancewa mutuwa, cututtuka, hatsarin (accident) da zai iya kaiwa ga tawaya (deformity), ko zama a gidan kaso, da sauransu. Misali, a fannin lafiya, likitoci da sauran ma’aikatan lafiya suna iya kamuwa da cututtuka (infection) musamman lokacin gudanar da fiɗa, ko kuma kawai sanadin cuɗanya da maras lafiya. Jimawa ana aiki yana haifar da gajiya (occupational stress), wanda ka iya haifar da wata cuta mai tsanani. Haka nan lauya yana iya fuskantar barazanar farmaki daga ɓangaren wanda aka yi galaba a kansa, ko kuma yana iya shiga hatsari a ƙoƙarin zaƙulo wasu bayanai game da wata shari’a. Ma’aikacin kamfani na iya rasa yatsunsa a lokacin da yake aiki, ko kuma yana iya samun raɗaɗin jiki kamar kafaɗa ko ƙafafuwa saboda doguwar tsayuwa ko zama. Haka nan manomi na iya cin karo da cizon maciji ko kunama a lokacin da yake noma.

Hanyoyin Yaɗa Bayanan Sana’a ga Ɗalibai

Ana iya bin waɗannan hanyoyi dan yaɗa bayanan sana’a ga ɗalibai ko dai ga ɗaiɗaikun mutane ko kuma a ƙungiyance:

  1. Ranar/Makon Sana’a (Career Day/Week): Makaranta, wacce ka iya zama firamare, sikandire ko babbar makaranta kamar jami’a ko kwaleji ta riƙa shirya rana ko makon sana’a ga ɗalibanta. Wannan kuma ya haɗa da gayyato wani ƙwararre ko wanda ya yi nasara, ko fice a sana’arsa, ya yiwa ɗalibai jawabi game da sana’ar. Irin waɗannan mutane su zamo daga kowane fanni na rayuwa, ba lallai ba ne su riƙa fitowa daga sanannun sana’o’in da ɗalibai suka sani.
  2. Mutanen su zamo suna bayar da nagartattun jawabai da shawarwari, masu amfani, sannan kuma daidai da zamani (up to date). Makaranta ta riƙa gayyato muhimman mutane sannan kuma waɗanda suke ababen koyi a cikin jama’a. 
  3. Filin Taron Makaranta (School Assembly): Hanya mafi sauƙi kuma wacce aka saba wajen yaɗa bayanai ga ɗalibai ita ce ta hanyar filin taron makaranta (school assembly). A nan, shugaban makaranta zai baiwa mai bada shawara (counsellor) dama ya yiwa ɗalibai jawabi game da shirin makaranta na samar da shirin haɓɓaka sana’a.
  4. Allon Sanarwa (Bulletin Board): Su ne irin allunan da ake sakawa a muhimman gurare (guraren haɗuwar jama’a) dan yaɗa kowane irin bayani game da Jagoranci da Bayar da Shawarwari (guidance and counselling). Ana iya maƙala bayanan sana’a (career information) ga ɗalibai su gani, su kuma karanta. A riƙa maƙala abubuwan da aka yanko daga mabambantan hanyoyi (variety of sources), misali jarida, muƙala, ƙasida, littattafai, da sauransu. Sannan kuma bayanan su riƙa zamowa daidai da zamani (up to date).
  5. Tarurrukan Ƙarawa Juna Sani Kan Sana’a (Career Conferences): Tarurrukan ƙarawa juna sani suna da matuƙar amfani, saboda suna tattaro mutane masu mabambantan tunani daga kowane fanni na rayuwa. Mutane sukan yi musayar (share) gogayya (experiences), rashin nasara (failures) a kan aiki, sannan kuma su faɗi sakamakon wani bincike da aka gudanar a fannonin sana’a da dama. A irin waɗannan tarurruka ne ɗalibai suke cin karo da bayanan sana’o’i da dama wanda zai yi musu amfani.
  6. A riƙa ƙarfafawa ɗalibai da malamai guiwa suna halartar irin waɗannan tarurrukan ta hanyar ɗaukar nauyinsu da kuma basu kayayyakin da suka dace. A lokacin irin waɗannan tarurruka, a riƙa baiwa ɗalibai dama su koyi abubuwa da yawa game da sana’o’i ta hanyar basu damammakin yin tambayoyi. A ƙarshen irin waɗannan tarurruka, ya zamo ana bin diddigin (evaluate) shirin (programme) dan a gane cewa ko akwai buƙatar irin waɗannan tarurrukan ko babu.
  7. Ziyarar Gani-da-Ido (Excursion): A riƙa ɗaukar ɗalibai zuwa ziyarar gani-da-ido. Wannan kuma na iya kasancewa koma ina ne, amma ya zama yana da dangantaka da fannin karatu. Zai iya zamowa kamfani ko wata masana’anta wanda ake yin wasu kayayyaki. Idan ɗalibai suka samu irin waɗannan damammaki, sukan koyi ko kuma ganewa idanuwansu yadda ake yin kayayyaki da kuma irin yanayin yadda abubuwan ke gudana. Sukan ga yanayin aikin, awannin da ake ɗauka, kayayyakin da ake buƙata, da kuma irin hatsarin da ke tattare da sana’ar.
  8. A yi kyakkyawan shiri game da irin tambayoyin da ɗalibai za su yi. Ziyarar ta zamo zuwa ga wata babbar makaranta da ke yankin. A tambayi ɗalibai su kwatanta abubuwan da suka gani dangane da sana’o’in da suka zaɓa a matsayin hanyar bibiya. Wannan zai taimakawa ɗalibai su fahimci muhimman ɓangarorin sana’o’i da dama. Idan aka yi kyakkyawan amfani da wannan hanyar, ɗalibai za su fahimci abubuwan da ake koya musu fiye da darrusan da ake yi musu a aji ko kuma suke karantawa a littattafai ko kuma malamansu suke gaya musu.
  9. Ƙirƙira Fayil Ɗin Sana’a (Career file creation): Ƙirƙira da kuma amfanim da fayil ɗin sana’a abu ne mawuyaci ga ɗalibai. A riƙa koyawa ɗalibai yadda za su samar da fayil ɗin sana’a. Wannan kuma na iya samuwa ta hanyar tuntuɓar iyaye, malamai, da kuma yayye game da abubuwan da suke yi idan suka je guraren ayyukansu. Bayanan da ake samu sai a adana su a fayil, wanda kuma ka iya zamowa irin aikin da aka yi (type of job done), gurin da ake aikin, awanni nawa aka ɗauka ana aikin, ana karɓa-karɓa (shift)? Wahalhalun aiki da sauransu. A riƙa sabunta bayanan da ake adanawa a fayil ɗin da zarar ɗalibai sun samu zuwa ajin gaba. A lokacin da ɗalibai suka kai babban aji na uku (SS III), bayan sun tattara bayanai na shekaru, zai taima musu wajen yin kyakkyawan zaɓin sana’a ko fannin karatu saboda tulin bayanan da suka tattara.
  10. Ɗakin Karatu na Sana’a (Career library): Ɗaya daga cikin abubuwan da mai bayar da shawara (counsellor) zai yiwa ɗalibai shi ne samar musu da isasshen bayani a ɗakin karatu (career library). A ware wani sashe na ɗakin karatun makaranta (section of school library) musamman dan adana bayanan sana’a. idan ɗalibai suna buƙatar bayanan sana’o’i daga littattafai, jaridu, mujallu, kasussuwa masu murya, to sai a samar musu da su daga ɗakin karatun sana’a. A koyawa ɗalibai yadda za su zaƙulo bayanai masu amfani daga wannan sashe.
  11. Kafofin Laturonik (Electronic media): Mai bayar da shwara (counsellor) ya riƙa yaɗa bayanan sana’a ga ɗalibai ta hanyar saka musu jawabai a kaset na radiyo su saurara, sannan ya buƙaci su riƙa rubuta tambayoinsu waɗanda za a tattauna game da su bayan an gama sauraron jawaban. Zai iya zama a kowanne fanni ne na rayuwar ɗalibai.
  12. Haka nan ma mai bayar da shawara (counsellor) zai iya amfani da talabijin da kuma kaset ɗin bidiyo. Gaskiyar magana ita ce cewa idan ɗalibai suka kalli abin da ake magana a kansa zai zauna musu a ƙwaƙwalensu, da wuya su manta. Daga baya a saka ɗalibai su kwaikwayi ayyukan da suka gani; yin haka zai basu gamsasshen bayani. A baiwa ɗalibai bayanan sana’a masu yawa ta hanyar kwamfuta.

    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.