Rarraba ilimi

The **knowledge divide** is the gap between those who can find, create, manage, process, and disseminate information or knowledge, and those who are impaired in this process. According to a 2005 UNESCO World Report, the rise in the 21st century of a global information society has resulted in the emergence of knowledge as a valuable resource, increasingly determining who has access to power and profit. The rapid dissemination of information on a potentially global scale as a result of new information media and the globally uneven ability to assimilate knowledge and information has resulted in potentially expanding gaps in knowledge between individuals and nations. The digital divide is an extension of the knowledge divide, dividing people who have access to the internet and those who do not.&#x5B;**&#x5D; The knowledge divide also represents the inequalities of knowledge among different identities, including but not limited to race, economic status, and gender.

## Bayani
A ƙarni na 21, ƙasashe da yawa suna komawa ga abin da masana ke kira al'umma mai ilimi, inda bayanai, ra'ayoyi, da fasaha ke taka muhimmiyar rawa wajen tsara tattalin arziki da rayuwar yau da kullun. Manuel Castells ya bayyana wannan sauyi a matsayin fitowar "al'ummar hanyar sadarwa," ma'ana sadarwa ta dijital da ICT suna haɗa mutane da cibiyoyi ta hanyoyin da ke canza yadda al'ummomi ke aiki gaba ɗaya (Castells, 1996). Saboda fasaha tana bunƙasa da sauri, al'ummomi yanzu suna dogara sosai ga mutanen da za su iya ƙirƙira, sarrafawa, da raba ilimi, suna mai da ilimi da ƙwarewar dijital ya fi muhimmanci fiye da kowane lokaci.

Duk da haka, duk da cewa fasaha ta sa bayanai su zama masu sauƙin isa, ba ta rufe gibin da ke tsakanin ƙungiyoyi masu ilimi daban-daban ba. Hasashe na gibin ilimi ya yi jayayya cewa mutanen da ke da matsayi mafi girma a fannin zamantakewa da tattalin arziki suna ɗaukar bayanai daga kafofin watsa labarai da sauri fiye da waɗanda ke da ƙarancin albarkatu, wanda hakan ke faɗaɗa gibin akan lokaci (Tichenor, Donohue, & Olien, 1970). Wannan ra'ayin har yanzu ya dace a yau saboda mutanen da ke da ilimin dijital mai ƙarfi suna amfana sosai daga fashewar bayanai ta yanar gizo, yayin da wasu na iya fuskantar matsala wajen ci gaba ko amfani da fasaha yadda ya kamata.

Gabaɗaya, haɓakar al'ummar ilimi yana buɗe damammaki ga kirkire-kirkire da ci gaban tattalin arziki, amma kuma yana ƙarfafa rarrabuwar kawuna tsakanin mutanen da za su iya bincika bayanai masu yawa da waɗanda ba za su iya ba. Rage wannan rarrabuwar ba yana buƙatar samun damar fasaha kawai ba, har ma da tsarin ilimi mai ƙarfi da shirye-shiryen karatu na dijital don kowa ya iya shiga cikin duniyar da ilimi ke jagoranta.

## Manazarta

* Hakkarainen, K., & Palonen, T. (2003). Tsarin shigar ɗalibai mata da maza cikin hulɗar takwarorinsu a cikin ilmantarwa da kwamfuta ke tallafawa. Kwamfutoci & Ilimi, 40, 327–342.( http://innovations.oise.utoronto.ca/~jhewitt/ctl1603/papers/Hakkarainen%20&%20Palonen%202003.pdf )
* Scardamalia, M. (2003). Ketare bambancin dijital: Karatu da rubutu a matsayin sakamakon gina ilimi. Mujallar Ilimi Mai Nisa, 17 (Kayayyaki 3, Kirkirar Fasahar Koyo a Kanada), 78–81. ( http://ikit.org/fulltext/2003_Crossing.htm )
* Scardamalia, M., & Bereiter, C. (2003). Muhalli na gina ilimi: Faɗaɗa iyakokin da za a iya samu a cikin aikin ilimi da ilimi. A cikin A. DiStefano, KE Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning (shafi na 10).&nbsp;269–272). Thousand Oaks, CA: Sage Publications. ( http://ikit.org/fulltext/2003_KBE.pdf )
* Dessy, S., Tiberti, L., & Zoundi, D. (2023). Gibin ilimin jinsi a ƙasashe masu tasowa: Matsayin girgizar kuɗi da al'adu. Mujallar Tattalin Arziki Mai Kwatantawa, 51(1), 160-180. https://doi.org/10.1016/j.jce.2022.11.002
* Castells, M. (1996). Bunƙasar ƙungiyar sadarwa. Blackwell Publishers. https://doi.org/10.1002/9781444319514
* Tichenor, PJ, Donohue, GA, & Olien, CN (1970). Yaɗuwar kafofin watsa labarai da bambancin ci gaban ilimi. Ra'ayin Jama'a Kwata-kwata, 34(2), 159–170. https://www.jstor.org/stable/2747414
* Scardamalia, M. (2003). Ketare bambancin dijital: Karatu da rubutu a matsayin sakamakon gina ilimi. Mujallar Ilimi Mai Nisa, 17(Kayayyakin 3), 78–81. https://www.ijede.ca/index.php/jde/article/view/419