Ukufundisa—Ilahleko Neengozi
“Kulindelwe lukhulu kubafundisi-ntsapho, kodwa ngokufuthi aba bahlohli bazinikeleyo kwizikolo zethu abafane badunyiswe . . . ekuhlaleni ngenxa yemigudu yabo.”—UKen Eltis, weYunivesithi yaseSydney, eOstreliya.
KUYAVUNYWA ukuba lo “msebenzi ungowona ubalulekileyo,” njengoko uye wabizwa njalo, uza nocelomngeni olukhulu—ukususela nje kukungahlawulwa kakuhle ukuya kutsho kumagumbi okufundela akwimeko engentle; ukususela kumsebenzi omninzi wamaphepha ukuya kwiiklasi eziphuphumayo ngabafundi; ukususela kukungahlonelwa nogonyamelo ukuya kutsho ekungakhathalini kwabazali. Abanye abafundisi-ntsapho bahlangabezana njani nolu celomngeni?
Ukungahlonelwa
Siye sabuza abafundisi-ntsapho abane besiXeko saseNew York ngezinto abacinga ukuba ziingxaki ezinkulu. Bonke baphendula ngelithi: “Kukungahlonelwa.”
Ngokutsho kukaWilliam, waseKenya, izinto zitshintshile kulo mba naseAfrika. Wathi: “Abantwana abaqeqeshekanga. Ndisakhula [ngoku ukwisithuba seminyaka engama-40 ubudala], abafundisi-ntsapho babephakathi kwabona bantu bahlonelwa kakhulu eAfrika ngokubanzi. Omncinane nosele ekhulile wayebona umzekelo wokulandela xa ebona umfundisi-ntsapho. Ngoku loo ntlonelo ayisekho. Indlela yaseNtshona yokwenza izinto iyabangena kancinane abantwana, kwanakumaphandle aseAfrika. Imifanekiso eshukumayo, iividiyo noncwadi zibonisa ukungahloneli gunya njengesenzo sobugorha.”
UGiuliano, ofundisa eItali, ukhala ngelithi: “Abantwana banomoya wemvukelo, ukungabi nantsebenziswano nokungathobeli okuchaphazela lonke ibutho labantu.”
Iziyobisi Nogonyamelo
Okulusizi kukuba, iziyobisi ziyingxaki ezikolweni—kangangokuba omnye umfundisi-ntsapho waseUnited States nokwangumbhali uLouAnne Johnson ubhala athi: “Ukuthintela ukusetyenziswa kweziyobisi phantse kuyinxalenye yezifundo kuso nasiphi na isikolo, ukususela kwizikolo zabantwana abancinane. [Akekeliswe sithi.] Ininzi into eyaziwa ngabantwana ngeziyobisi . . . ngaphezu kokuba kunjalo ngabantu abasele bekhulile.” Wongezelela ngelithi: “Abantwana abaziva belahliwe, bengathandwa, bengamalolo, bekruqukile okanye benganqabisekanga kungenzeka ukuba bazame iziyobisi.”—Two Parts Textbook, One Part Love.
UKen, ongumfundisi-ntsapho eOstreliya, wabuza lo mbuzo: “Abafundisi-ntsapho bahlangabezana njani nokufundisa umntwana oneminyaka esithoba ubudala ofundiswe ngabazali bakhe iziyobisi, nolikhoboka kungokunje?” UMichael, okwiminyaka engama-30 ubudala, ufundisa kwisikolo esineentlanga ezininzi eJamani. Ubhala athi: “Xa kuthethwa ngokuthengiswa kweziyobisi, sazi kakuhle ukuba loo nto iyenzeka; kodwa asifane siyibhaqe.” Kwakhona ugqabaza ngokungaqeqesheki yaye uthi loo nto “ibonakala kwisimo sabo sengqondo esiyingozi,” esongezelela ngelithi: “Iitafile neendonga ziyangcoliswa, kuze konakaliswe nefanitshala. Abanye abantwana endibafundisayo babanjwa ngamapolisa besiba ezivenkileni besenza nezinye izinto ezifana nezo. Nangoku izikolo zizaliswe bubusela!”
UAmira ufundisa kwiLizwana laseGuanajuato, eMexico. Uyavuma: “Sijamelene neengxaki zogonyamelo nokukhotyokiswa ziziyobisi entsatsheni ezibachaphazela ngokuthe ngqo abantwana. Batshone zwabha phakathi kwemeko-bume apho bafunda intetho engakhiyo nezinye izinto. Enye ingxaki enkulu bubuhlwempu. Nangona apha kufundwa simahla, abazali kuye kufuneke bathenge iincwadi, iintsiba nezinye izinto. Kodwa eyona nto iphambili kukutya.”
Ngaba Sekukho Nemipu Ezikolweni?
EUnited States, iziganeko ezibandakanya ukudubula kutshanje ezikolweni ziye zabethelela ukuba ugonyamelo olunxulumene nemipu alungomdlalo wabantwana kwelo lizwe. Enye ingxelo ithi: “Kuqikelelwa ukuba imipu eli-135 000 ingeniswa kwizikolo zeli lizwe ezingama-87 125 mihla le. Ukunciphisa inani lemipu ezikolweni, amagunya asebenzisa izixhobo zokuva intsimbi, iikhamera zokuhlola, izinja eziqeqeshelwe ngokukhethekileyo ukusezela imipu, ukugqogqwa kweekhabathi zokugcina izinto, nokwalelwa kokuphathwa kweengxowa zeencwadi ezikolweni.” (Teaching in America) Amanyathelo anjalo okhuseleko enza umntu azibuze, Ngaba ezi zizikolo okanye ziintolongo? Le ngxelo yongezelela ngelithi abafundi abangaphezu kwama-6 000 baye bagxothwa ngenxa yokuya nemipu esikolweni!
UIris, umfundisi-ntsapho kwisiXeko saseNew York, wamxelela oku uVukani!: “Abafundi bayazithubelezisa izixhobo ezikolweni. Izinto zokuva ezi zixhobo azikwazi kuzifumana. Enye intsinda-badala kukonakaliswa kwezinto esikolweni.”
Kuloo meko ingaginyisi mathe, abafundisi-ntsapho abanenkathalo benza unako nako wokufundisa abanye imilinganiselo. Akumangalisi ke ngoko ukuba abafundisi-ntsapho abaninzi babe noxinezeleko baze badinwe kakhulu. URolf Busch, umphathi weTeachers’ Association eThuringia, eJamani, wathi: “Phantse isinye kwisithathu sabafundisi-ntsapho abasisigidi eJamani bayagula ngenxa yoxinezeleko. Baziva bedinwe gqitha ngenxa yalo msebenzi.”
Abantwana Ababa Neentsana
Enye ingxaki enkulu ziintlobano zesini zabakwishumi elivisayo. UGeorge S. Morrison, umbhali weTeaching in America, uthi ngelo lizwe: “Malunga nesigidi somthinjana ( i-11 ekhulwini lamantombazana aneminyaka eli-15 ukuya kweli-19 ayakhulelwa nyaka ngamnye.” IUnited States inomlinganiselo ophakamileyo womthinjana okhulelwayo kunawo onke amazwe ami kakuhle kwezoqoqosho.
UIris wakuqinisekisa oku xa wathi: “Ekuphela kwento ekuthethwa ngayo ngabakwishumi elivisayo sisini namatheko. Ayikho eny’ into abacinga ngayo. Ngoku sekufakwe neInternet kwiikhompyutha zesikolo! Loo nto ithetha ukuba bayangena kumaqela engxoxo nezinto ezibonisa amanyala.” UAngel waseMadrid, eSpeyin, wanikela le ngxelo: “Ukuziphatha okubi ngokwesini kwenzeka ngokwenene phakathi kwabafundi. Kuye kwakho abafundi abaselula gqitha abakhulelwayo.”
“Abagcini-bantwana Ababhetele”
Esinye isikhalazo sabafundisi-ntsapho kukuba abazali abaninzi abayithwali imbopheleleko yabo yokufundisa abantwana babo ekhaya. Abafundisi-ntsapho bavakalelwa kukuba abazali bafanele babe ngabokuqala ukufundisa abantwana babo. Imbeko ifanele iqale ekhaya. Akumangalisi ukuba uSandra Feldman, umphathi weAmerican Federation of Teachers, esithi “abafundisi-ntsapho . . . bafanele baphathwe njengezinye izifundiswa kungekhona abagcini-bantwana ababhetele.”
Abazali badla ngokungakwazi ukwakhela kwingqeqesho efumaneka esikolweni. ULeemarys ocatshulwe kwinqaku elingaphambili, wamxelela oku uVukani!: “Ukuba uxela abantwana abangathobeliyo kwinqununu, sel’ usazi ukuba abazali baza kuba yintw’ ibila kuwe!” OkaBusch, ocatshulwe ngaphambilana, wathi ngokuhlangabezana nabafundi abayinkathazo: “Iintsapho azisawenzi umsebenzi wazo wokukhulisa abantwana. Abasekho abantwana abasuka kwiintsapho ezikhulisa kakuhle.” UEstela, waseMendoza, eArgentina, wathi: “Thina bafundisi-ntsapho siyaboyika abafundi. Xa sibanike amanqaku aphantsi, basigibisela ngamatye okanye basihlasele. Xa sineenqwelo-mafutha, bayazikroboza.”
Ngaba kuyamangalisa ukuba kumazwe amaninzi kungabikho bafundisi-ntsapho baneleyo? UVartan Gregorian, umphathi weCarnegie Corporation of New York, walumkisa ngelithi: “Izikolo zethu [eUnited States] ziya kufuna abafundisi-ntsapho abatsha abazizigidi ezingama-2,5 kwinkulungwane ezayo.” Izixeko ezikhulu “zibafuna ngamandla abafundisi-ntsapho eIndiya, kwiiWest Indies, eMzantsi Afrika, eYurophu naphi na apho kunokufumaneka khona abafundisi-ntsapho abafundisa kakuhle.” Kambe ke, oku kuthetha ukuba loo mimandla iya kufuna abafundisi-ntsapho abangakumbi.
Kutheni Abafundisi-ntsapho Benganelanga?
UYoshinori, umfundisi-ntsapho kwisikolo saseJapan kangangeminyaka engama-32 wathi “ukufundisa kungumsebenzi ophucukileyo okhuthazayo, yaye uhlonelwa gqitha libutho laseJapan.” Ngelishwa, akunjalo kuwo onke amazwe. UGregorian, ocatshulwe ngaphambilana, waleka ngelithi abafundisi-ntsapho “abayinikwa imbeko ebafaneleyo, ukugqalwa nentlawulo. . . . Ukufundisa kumazwe amaninzi [eUnited States] kuhlawula imali encinane kunawo nawuphi na omnye umsebenzi ofuna isidanga nee-masters.”
UKen Eltis, ocatshulwe ekuqaleni wabhala wathi: “Kwenzeka ntoni xa abafundisi-ntsapho befumanisa ukuba imisebenzi emininzi engafuni zimfaneleko zininzi kangako ihlawula ngaphezu kokufundisa? Okanye xa abafundi ababebafundisa kwiinyanga ezilishumi elinesibini ezidluleyo . . . befumana imali engaphezu kweyabo okanye mhlawumbi kwisithuba seminyaka emihlanu? Loo nto isenokumenza umfundisi-ntsapho azive engaxabisekanga.”
UWilliam Ayers wabhala wathi: “Abafundisi-ntsapho abahlawulwa kakuhle . . . Ubuncinane sihlawulwa ikota yemali ehlawulwa amagqwetha, isiqingatha saleyo yabaphathi-mali, ngaphantsi kweyabaqhubi beelori nabo basebenza kwindawo eyakhela iinqanawa. . . . Awukho omnye umsebenzi olucelomngeni kangaka nohlawula imali encinane ngolu hlobo.” (To Teach—The Journey of a Teacher) Kwakulo mba, uJanet Reno, owayesakuba ligqwetha eUnited States, wathi ngoNovemba 2000: “Sithumela amadoda enyangeni. . . . Sihlawula iimbaleki iimali ezinkulu. Kutheni ke singenakubanika uchatha abafundisi-ntsapho?”
ULeemarys uthi: “Abafundisi-ntsapho xa bebonke abahlawulwa kakuhle. Kuyo yonke le minyaka ndifunda, ndifumana umvuzo wonyaka omncinane apha kwesi siXeko saseNew York, phezu kwalo nje uxinezeleko nengxubakaxaka ebangelwa zizixeko ezikhulu.” UValentina, ongumfundisi-ntsapho eSt. Petersburg, eRashiya, wathi: “Xa kufikelelwa emvuzweni, akukho nto ikukuba ngumfundisi-ntsapho. Besisoloko sihlawulwa ngaphantsi komlinganiselo.” UMarlene, waseChubut, eArgentina, uvakalelwa ngendlela efanayo: “Umvuzo ophantsi usibangela sisebenze kwiindawo ezimbini okanye ezintathu, sihle sinyuka. Ngokwenene, oku kwenza singawenzi kakuhle umsebenzi wethu.” UArthur, umfundisi-ntsapho waseNairobi, eKenya, wamxelela oku uVukani!: “Njengoko iimeko zoqoqosho zijongis’ umetyiso ezantsi, ubomi bam njengomfundisi-ntsapho abukho lula. Njengoko uninzi lwabo ndisebenza nabo beya kuvumelana nam, umvuzo ongemhle wenze abantu abaninzi ababi namdla wokungenela umsebenzi wethu.”
UDiana, umfundisi-ntsapho wesiXeko saseNew York, wakhalazela umsebenzi omninzi wamaphepha obophelela abafundisi-ntsapho kangangeeyure ezininzi. Esinye isikhalazo esiqhelekileyo kukuba: “Ndiyawaza kutyobela amaphepha amaninzi, amaphepha adikayo—imini le yonke.”
Beshokoxekile Nje Abafundisi-ntsapho, Baninzi Kakhulu Abafundi
UBerthold, waseDüren, eJamani, wabeka esinye isikhalazo esiqhelekileyo: “Azinkulu iiklasi! Ezinye apha zinabafundi abangama-34. Loo nto ithetha ukuba asikwazi kunikela ingqalelo kubafundi abaneengxaki. Iingxaki zabo azilungiswa. Iimfuno zabo zibethwa ngoyaba.”
ULeemarys, ocatshulwe ngaphambilana, wathi: “Kulo nyaka uphelileyo eyona ngxaki yam ibinkulu, ngaphandle kwabazali abangakhathaliyo, ibisisibakala sokuba ndinabantwana abangama-35 kwiklasi yam. Khawucinge nje ngokusebenza nabantwana abangama-35 abaneminyaka emithandathu ubudala!”
UIris wathi: “Apha eNew York akukho bafundisi-ntsapho baneleyo, ingakumbi abezibalo nenzululwazi. Bafumana imisebenzi ebhadlileyo kwezinye iindawo. Ngoko kwesi sixeko kuye kwaqeshwa abafundisi-ntsapho abaninzi abasuka kumazwe angaphandle.”
Ngokuqinisekileyo, ukufundisa kungumsebenzi olucelomngeni. Ngoko yintoni enokukhuthaza abafundisi-ntsapho? Kutheni beqhubeka benyamezele? Inqaku lokugqibela liza kuyiphendula le mibuzo.
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Kuqikelelwa ukuba imipu eli-135 000 ingeniswa kwizikolo zaseUnited States mihla le
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Yintoni Eyenza Umfundisi-ntsapho Aphumelele?
Unokumchaza njani umfundisi-ntsapho ophumelelayo? Ngaba ngumntu onokubumba inkumbulo yomntwana ukuba akwazi ukukhumbula izibakala aze aphumelele iimviwo? Okanye ngumntu ofundisa umntwana ukuba abuze, acinge aze aqiqe? Ngubani onceda umntwana ukuba abe ngummi olunge ngakumbi?
“Xa thina njengabafundisi-ntsapho siqonda ukuba singamaqabane abafundi kuhambo lobomi bonke nolunzima, xa sibaphatha ngesidima nentlonelo ebafaneleyo njengabantu, siza kuba ngabafundisi-ntsapho abaxabisekileyo. Kulula gqitha—kuphinde kube nzima.”—To Teach—The Journey of a Teacher.
Umfundisi-ntsapho ofanelekileyo uyawaqonda amandla omfundi ngamnye yaye uyakwazi ukuwakhulisa. UWilliam Ayers wathi: “Sifanele sifune indlela ebhetele, indlela yokwakha iimpawu ezintle, amava, ubuchule namandla . . . Ndikhumbula isikhalo somnye umzali ongummi woMthonyama waseMerika ononyana oneminyaka emihlanu ubudala ekwakusithiwa ‘uthatha kade’: “UWind-Wolf wazi iintaka ezingaphezu kwamashumi amane neendlela ezifuduka ngazo. Uyazi ukuba kukhozi oluqhelekileyo kukho iintsiba ezisemsileni ezilishumi elinesithathu. Ufuna nje umfundisi-ntsapho oza kuwaqonda amandla akhe.’”
Ukuze akwazi ukunceda mntwana ngamnye, umfundisi-ntsapho umele afune into ebangela umdla okanye emkhuthazayo nento emenza asabele ngendlela ethile. Yaye umfundisi-ntsapho ozinikeleyo umele abathande abantwana.
[Inkcazelo]
United Nations/Photo by Saw Lwin
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Ngaba Ukufunda Kufanele Kusoloko Kuluyolo?
Umfundisi-ntsapho uWilliam Ayers wenza uludwe lwezinto ezilishumi ezingaqondwa kakuhle ngokufundisa. Enye yazo nantsi: “Abafundisi-ntsapho abaphumelelayo benza ukufundisa kube luyolo.” Uqhubeka athi: “Uyolo luyaphazamisa, luyahlekisa. Abantu abanoburharha banokuhlekisa. Iziqhulo zinokuhlekisa. Ukufunda kunokukubophelela, kukuthath’ ingqondo, kumangalise, kuphazamise yaye amaxesha amaninzi kuluyolo gqitha. Ukuba kuluyolo, kulungile oko. Kodwa akuyomfuneko ukuba kube luyolo.” Wongezelela ngelithi: “Ukufundisa kufuna ulwazi oluninzi, amandla ubuchule, nokuqonda—yaye okona kubalulekileyo kufuna umntu onengqiqo nenkathalo.”—To Teach—The Journey of a Teacher.
USumio, wesiXeko saseNagoya eJapan, ufumanisa le ngxaki kwabo abafundisayo: “Abafundi abaninzi besikolo samabanga aphakamileyo abafuni eny’ into kodwa bafuna nje uyolo yaye abenzi mgudu.”
URosa, umcebisi wabafundi eBrooklyn eNew York wathi: “Abafundi ngokubanzi bathi ukufunda kuyadika. Umfundisi-ntsapho uyadika. Bacinga ukuba yonke into imele ibe luyolo. Abaqondi ukuba ukuze uncedwe kukufunda ufanele wenze okuthile.”
Ukufuna uyolo kwenza kube nzima ngabantu abaselula ukuba benze umgudu baze bazincame. USumio, ocatshulwe ngasentla, wathi: “Eyona nto abakwazi ukucinga kusengaphambili. Bambalwa gqitha abafundi bamabanga aphakamileyo abacinga ukuba xa bezibhokoxa ngoku, baya kufumana lukhulu kwikamva.”
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UDIANA, WASEUNITED STATES.
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‘Kuxhaphakile ukusetyenziswa kweziyobisi, kodwa akufane kubhaqwe.’—UMICHAEL, EJAMANI
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“Sijamelene neengxaki zogonyamelo nokukhotyokiswa ziziyobisi entsatsheni.”—UAMIRA, EMEXICO
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“Abafundisi-ntsapho . . . bafanele baphathwe njengezinye izifundiswa kungekhona abagcini-bantwana ababhetele.”—USANDRA FELDMAN, UMPHATHI WEAMERICAN FEDERATION OF TEACHERS