HALIN DA AKE CIKI A FANNIN ILIMI A NAJERIYA DA SAURAN JIHOHI — 2026
KASHI NA SHIDA:
GABATARWA
Samun gurbin zama a makaranta ba lallai ne ya tabbatar da cewa ɗalibi yana samun ilimin da ya kamata ba. Babbar manufar makaranta ita ce ɗalibi ya iya karatu, fahimtar abin da ya karanta, rubutu da kuma amfani da lissafi wajen warware matsalolin rayuwa.
Wannan ne ya sa bincikenmu na wannan mako ya karkata ga wata muhimmiyar tambaya: Yayin da ake ƙoƙarin shigar da yara makaranta da ƙara yawan malamai da azuzuwa, shin ɗaliban suna samun ilimin da ya dace da matakin karatunsu?
Wani bincike na ƙasa da Hukumar Ilimin Bai Ɗaya ta Najeriya (UBEC) ta gudanar tare da haɗin gwiwar Hukumar UNICEF ya nuna cewa akwai babban gibi a ƙwarewar ɗalibai a fannin lissafi da Ingilishi.
Binciken mai suna National Assessment of Learning Achievement in Basic Education (NALABE 2022) an gudanar da shi ne a watan Oktoba 2022, sannan aka wallafa rahotonsa a watan Disamba 2025. Saboda haka, alkaluman da za mu gabatar a nan sakamakon gwajin shekarar 2022 ne, ba sabon gwajin da aka gudanar a 2026 ba.
YADDA AKA GUDANAR DA BINCIKEN
Rahoton ya ƙunshi ɗalibai daga matakai uku na karatun bai ɗaya:
– Ɗaliban aji na uku na firamare (Primary 3), 75,067 daga makarantu 2,529.
– Ɗaliban aji na biyar na firamare (Primary 5), 71,041 daga makarantu 2,373.
– Ɗaliban aji na biyu na ƙaramar sakandare (Junior Secondary 2), 23,564 daga makarantu 788.
An zaɓi waɗannan ɗalibai daga jihohi 36 da Babban Birnin Tarayya, Abuja. An gwada su a fannonin lissafi da Ingilishi, yayin da ɗaliban Primary 5 da JS2 suka kuma yi gwaji a Kimiyya da Fasaha da kuma Social Studies.
Wannan ya ba da damar duba yadda ɗalibai suke ƙwarewa yayin da suke hawa matakan karatu.
LISSАFI: ƘWAREWAR DA KE RAUNANA YAYIN DA ƊALIBAI KE ƘARA MATAKIN KARATU
Bisa ga babban rahoton NALABE 2022, waɗannan su ne alkaluman ɗaliban da suka kai ko suka wuce matakin ƙwarewa mafi ƙaranci da ake buƙata a fannin lissafi:
– Primary 3: Kashi 50 cikin 100 sun kai matakin da ake buƙata.
– Primary 5: Kashi 34 cikin 100 ne suka kai matakin.
– JS2: Kashi 14 cikin 100 ne suka kai matakin.
Ma’ana, kashi 50 cikin 100 na ɗaliban Primary 3, kashi 66 cikin 100 na Primary 5, da kashi 86 cikin 100 na JS2 ba su kai matakin ƙwarewa mafi ƙaranci a lissafi ba.
Wannan sakamako yana nuna cewa ƙwarewar lissafi na buƙatar kulawa ta musamman, musamman a matakin ƙaramar sakandare.
Duk da haka, alkaluman ba sa nufin cewa duk ɗaliban da ba su kai matakin ba ba su iya lissafi kwata-kwata. Ma’anarsu ita ce ba su kai ƙayyadadden matakin ƙwarewar da binciken ya ɗauka a matsayin mafi ƙaranci ba.
INGILISHI: WANI GIBI DA BA ZA A YI WAFI DA SHI BA
Binciken ya kuma nuna cewa ƙwarewar ɗalibai a Ingilishi tana buƙatar ingantawa.
A cewar rahoton NALABE 2022:
– Primary 3: Kashi 32 cikin 100 sun kai ko sun wuce matakin ƙwarewa mafi ƙaranci.
– Primary 5: Kashi 44 cikin 100 sun kai matakin.
– JS2: Kashi 31 cikin 100 sun kai matakin.
Wannan yana nufin cewa kashi 68 cikin 100 na ɗaliban Primary 3, kashi 56 cikin 100 na Primary 5, da kashi 69 cikin 100 na JS2 ba su kai matakin ƙwarewa mafi ƙaranci a Ingilishi ba.
Ya kamata a fahimci cewa gwajin Ingilishi ya shafi fahimtar karatu da daidaiton nahawu, yayin da gwajin JS2 ya kuma ƙunshi fahimtar adabi. Don haka, sakamakon ya fi nuni da ƙwarewar da aka gwada, ba wai kowane fanni na iya magana ko rubutu ba.
ME YA SA WANNAN YA SHAFE MAKOMAR ILIMI?
Lissafi da ƙwarewar karatu ginshiƙai ne na sauran fannoni. Ɗalibin da ke fuskantar matsala wajen fahimtar abin da ya karanta ko warware tambayoyin lissafi na iya samun ƙarin wahala a sauran darussa.
Haka kuma, idan gibin bai samu kulawa da wuri ba, yana iya ci gaba da bayyana yayin da ɗalibi ke hawa matakan karatu.
Rahoton NALABE ya jaddada buƙatar tallafa wa ɗaliban da ba su kai matakin ƙwarewa ba ta hanyar koyarwa da aka tsara bisa ainihin buƙatunsu. Wannan ya sa ake buƙatar auna abin da ɗalibai suka koya, ba wai yawan waɗanda suka shiga makaranta ko suka kammala zangon karatu kawai ba.
ME YA KAMATA HUKUMOMI SU YI?
Bisa ga sakamakon binciken, akwai wasu matakai da ya kamata hukumomin ilimi su ba fifiko:
1. A riƙa tantance ƙwarewar ɗalibai a karatu da lissafi tun daga ƙananan azuzuwa.
2. A gano ɗaliban da suke baya wajen fahimtar darasi, sannan a ba su taimako na musamman.
3. A ƙarfafa horar da malamai kan dabarun koyar da karatu, fahimtar rubutu da lissafi.
4. A samar da littattafai da kayan koyarwa masu dacewa da matakin ɗalibai.
5. A riƙa wallafa sakamakon tantance ilimi a kai a kai domin jama’a su iya bibiyar ci gaba ko koma-baya.
6. A tabbatar cewa ana amfani da kuɗin ilimi wajen inganta abin da ɗalibai suke koya, tare da auna sakamakon ayyukan da aka kashe kuɗin a kansu.
Waɗannan shawarwari ba sa nufin cewa babu wani shiri da ake aiwatarwa. Manufarsu ita ce a mayar da ƙwarewar ɗalibi ɗaya daga cikin muhimman ma’aunan nasarar manufofin ilimi.
ME GAME DA JIHOHI, MUSAMMAN KANO?
Binciken NALABE ya ƙunshi jihohi 36 da Abuja, kuma rahoton ya bayyana cewa akwai bambance-bambance tsakanin jihohi. Amma ba zai dace mu yi amfani da alkaluman ƙasa mu jingina su kai tsaye ga Kano ko wata jiha ba.
Domin a tantance halin da ake ciki a Kano, ana buƙatar duba sakamakon jihar daga rahoton NALABE, tare da samun bayanan baya-bayan nan daga hukumomin ilimi domin a ga ko an samu ci gaba tun bayan gwajin 2022.
A wannan mataki, ba mu gabatar da wani kaso na musamman na Kano ba, saboda ba mu tabbatar da takamaiman alkaluman jihar da za su goyi bayan irin wannan ikirari ba.
TSAKANIN SAMUN MAKARANTA DA SAMUN ILIMI
Bincikenmu na baya ya duba yaran da ba sa zuwa makaranta, ƙarancin malamai, azuzuwa da kayan koyarwa. Wannan kashi ya ƙara nuna cewa batun ilimi yana da ɓangarori biyu masu alaƙa: samun damar zuwa makaranta da kuma samun ilimin da ya dace.
Ba za a iya cewa an cimma cikakkiyar nasarar ilimi saboda an gina makaranta ko an ɗauki malamai kawai ba. Haka kuma, ba za a iya yanke hukunci kan dukkan makarantu daga sakamakon gwaji guda ɗaya ba.
Abin da ya dace shi ne a haɗa bayanan samun damar karatu da bayanan ƙwarewar ɗalibai, a kuma riƙa bibiyar canje-canje daga shekara zuwa shekara.
KAMMALAWA
Sakamakon NALABE 2022 ya nuna cewa ƙwarewar ɗalibai a lissafi da Ingilishi na buƙatar kulawa mai zurfi. A lissafi, kashi 86 cikin 100 na ɗaliban JS2 da aka tantance ba su kai matakin ƙwarewa mafi ƙaranci ba. A Ingilishi kuwa, kashi 69 cikin 100 na ɗaliban wannan mataki ba su kai matakin da ake buƙata ba.
Waɗannan alkaluma ba hukunci ne kan kowane malami, makaranta ko ɗalibi ba. Su ne gargadi cewa ya kamata a ƙara mayar da hankali kan abin da yara suke koya da kuma irin tallafin da suke buƙata.
Babbar manufar ilimi ba wai yara su zauna a aji kawai ba ce. Manufar ita ce su fita da ilimin da zai taimaka musu wajen rayuwa, ci gaba da karatu da bayar da gudummawa ga al’umma.
ALFIJIR LABARAI — GASKIYA • KAN LOKACI • AMINTACCE
MANAZARTA
1. Universal Basic Education Commission (UBEC) da UNICEF, National Assessment of Learning Achievement in Basic Education (NALABE 2022), an wallafa Disamba 2025: https://www.unicef.org/nigeria/reports/national-assessment-learning-achievement-basic-education
2. Cikakken rahoton NALABE 2022: https://www.unicef.org/nigeria/media/14341/file/NALABE%202022%20Report_pdf
3. UNICEF Nigeria, Public Finance for Basic Education in Nigeria, Satumba 2026: https://www.unicef.org/nigeria/reports/public-finance-basic-education-nigeria
ƘARIN BAYANI GA EDITA
A rahoton NALABE na asali, kashi 50% na Primary 3, 34% na Primary 5 da 14% na JS2 sun kai ko sun wuce matakin ƙwarewa mafi ƙaranci a lissafi. Saboda haka, idan aka lissafta waɗanda ba su kai matakin ba, sakamakon ya zama 50%, 66% da 86%.
Sai dai taƙaitaccen rahoton UNICEF da aka wallafa a Satumba 2026 ya bayyana waɗanda ba su kai matakin ba da kashi 49%, 67% da 86%, bi da bi. Saboda akwai ɗan bambanci tsakanin taƙaitaccen bayani da rahoton asali, wannan labari ya yi amfani da alkaluman rahoton NALABE na asali, tare da bayyana tushen su, maimakon haɗa alkaluman daga takardu daban-daban ba tare da bayani ba.
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