جایگاه مشارکت و ابعاد آن در آموزش و پرورش جمهوری اسلامی ایران با توجه به اسناد فرادست | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 1، دوره 14، شماره 2 - شماره پیاپی 27، 1400، صفحه 13-46 اصل مقاله (727.04 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.14.2.13 | ||
| نویسندگان | ||
| رقیه فاضل1؛ بهروز مهرام* 2؛ رضوان حسینقلی زاده3؛ محسن نوغانی دخت بهمنی4 | ||
| 1دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی و بهسازی منابع انسانی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران | ||
| 2دانشیار گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 3دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 4دانشیار گروه علوم اجتماعی، دانشکده ادبیات و علوم انسانی دکتر شریعتی، دانشگاه فردوسی مشهد، مشهد، ایران | ||
| چکیده | ||
| هدف: هدف پژوهش، تبیین جایگاه مشارکت در اسناد فرادست و بررسی تطابق این اسناد حول موضوع مشارکت در آموزش و پرورش بود. عدم هماهنگی برنامه‌های آموزش و پرورش در موضوع مشارکت و تغییر مداوم آن ها، می‌تواند ریشه در تفسیرپذیری یا سکوت اسناد فرادست در آموزش و پرورش باشد. بر این اساس مطالعه و تحلیل اسناد فرادست نظام آموزشی –به‌عنوان منبع اصلی و جهت‌دهنده به تصمیم‌گیری‌های آموزشی- می‌تواند باعث شناخت و تبیین جایگاه مشارکت، عوامل سهیم و مؤثر در آموزش و پرورش شود و چگونگی انسجام سازواری جهت‌گیری اسناد را حول این مفهوم فراهم آورد. مواد و روش‌ها: پژوهش از نظر هدف کاربردی، رویکرد پژوهش کیفی، روش پژوهش، تحلیل اسناد و تکنیک مورد استفاده برای تحلیل داده‌های جمع‌آوری شده، تحلیل مضمون بود. جامعه پژوهش، اسناد فرادست نظام آموزشی بود و نمونه‌گیری به صورت تمام شمار انجام شد. اسناد مورد بررسی شامل قانون اساسی جمهوری اسلامی ایران، سیاست‌های کلی تحول آموزش و پرورش، مبانی نظری سند تحول آموزش و پرورش (فلسفه تربیت، فلسفه تربیت رسمی و عمومی، رهنامه)، سند تحول بنیادین آموزش و پرورش، برنامه درسی ملی، نقشه جامع علمی کشور و قانون برنامه ششم توسعه بود. بحث و نتیجه‌گیری: یافته‌ها نشان داد که جایگاه مشارکت در هفت مقوله؛ مبانی، اصول، ضرورت، سیاست‌های سوق‌دهنده، الزامات، عرصه‌ها و عوامل و مدل‌های مشارکت قابل دسته‌بندی است. تعارض نظری، ابهام و عدم صراحت، سکوت در برخی ابعاد و غلبه نگاه تک بعدی در مشارکت، سیاست‌های بدون پشتیبان در زمینه مشارکت و عدم امتداد سیاست‌های کلی در دیگر اسناد؛ باعث عدم انسجام و از دست رفتن جامعیت اسناد آموزش و پرورش در موضوع مشارکت شده است و بازنگری در برخی اسناد هم‌چون سند تحول بنیادین و مبانی نظری آن را ضروری می‌سازد. در بحث از اصول حاکم بر مشارکت؛ گزاره‌های متضادی در اسناد فرادست مشاهده می‌شود که قابل جمع با یکدیگر نیستند. اصل تحلیل هزینه منفعت با اصل تقدم مصالح تربیتی در سیاست‌ها مطابقت نداشته و در بسیاری از مصادیق به تضاد منجر می‌شود. اگر چه در مبانی نظری بر ابعاد مختلف مشارکت تأکید شده است، اما به میزانی که جایگاه اسناد از سطح کلان دور شده و به عرصه عملی و اجرا نزدیک‌تر می‌شود، بعد اقتصادی مشارکت غلبه پیدا کرده و دیگر ابعاد مشارکت تحت‌الشعاع بعد اقتصادی مشارکت قرار می‌گیرند. عدم تبیین شفاف مشارکت در دیگر ابعاد مثل بعد حرفه‌ای و تخصصی، والدین یا شوراها و در مقابل در دسترس بودن الگوهای شفاف از تجارب جهانی برای مشارکت در بخش اقتصادی و تقلید از آن‌ها باعث غلبه نگاه تک بعدی به مشارکت شده است و جامعیت اسناد را در موضوع مشارکت به خطر انداخته است. به نظر می‌آید اسناد فرادست باید میان بخش‌های حاکمیتی و غیرقابل واگذاری و بخش‌های تصدی‌گرایانه و قابل واگذاری مرزی تعریف نمایند. اما ابهام نظری و سردرگمی موضع اسناد در تقسیم عینی این وظایف مشهود است. اصلی‌ترین مشکل که جایگاه مشارکت را در اسناد فرادستی آموزش و پرورش متزلزل ساخته است، نداشتن الگویی بومی برای مشارکت و در عین حال استفاده گزاره‌ای و جسته و گریخته از مدل‌های لیبرال مشارکت در آموزش و پرورش است. این مسأله ما را به سوی بازنگری در مدل‌های مشارکت و تدوین الگویی بومی برای مشارکت رهنمون می‌کند. بدون در دست داشتن الگویی بومی و مبتنی بر مبانی دینی برای مشارکت، احتمال تأثیر گرفتن از الگوهای لیبرال بسیار بالا خواهد بود و این الگوها ما را به آرمان عدالت اسلامی نخواهند رساند. | ||
| کلیدواژه‌ها | ||
| آموزش و پرورش؛ اسناد فرادست؛ تحلیل اسناد؛ مشارکت | ||
| عنوان مقاله [English] | ||
| The position of participation and its dimensions in education of the Islamic Republic of Iran according to the documents | ||
| نویسندگان [English] | ||
| Roghayyeh Fazel1؛ Behrooz Mahram2؛ Rezvan Hosseingholizadeh3؛ Mohsen Noghani Dokhtbahmani4 | ||
| 1Ph.D. Student of Educational Administration, Department of Educational Administration and Human Resource Development, Faculty of Education Sciences & Psychology, Ferdowsi University, Mashhad, Iran | ||
| 2Associate Professor, Department of curriculum studies & instruction, Faculty of Education Sciences & Psychology, Ferdowsi University, Mashhad, Iran | ||
| 3Associate Professor, Department of Educational Management and Human Resources Development, Faculty of Education Sciences & Psychology, Ferdowsi University, Mashhad, Iran | ||
| 4Associate Professor, Department of Social Sciences, Faculty of Literature and Humanities Dr. Shariati, Ferdowsi University, Mashhad, Iran | ||
| چکیده [English] | ||
| Objective: The purpose of this study was to explain the place of participation in education super ordinate documents and to examine the compatibility of these documents around the issue of participation in education. The lack of coordination of education programs on the issue of participation and their constant change can be rooted in the interpretability or silence of education documents. Accordingly, studying and analyzing the documents of education system as the main source and orienting educational decisions can lead to recognizing the position of participation of contributing and effective factors in education; and explaining how to integrate and adapt the orientation of documents around concept of participation. Materials and Methods: Type of research in terms of purpose was applied research and it`s approach was qualitative research. The research method was document analysis and the technique used to analyze the collected data was content analysis. The study population was educational documents and sampling was done in full. Documents include the Constitution of the Islamic Republic of Iran, general education transformation policies, theoretical foundations of the educational transformation document (philosophy of education, philosophy of formal and public education, guideline), fundamental education reform document, national curriculum, map of country's scientific comprehensive and the Sixth Development Plan Act. Discussion & Conclusion: The findings showed that participation status can be categorized into seven categories: foundations, principles, necessity, driving policies, requirements, areas and factors and models of participation. Theoretical conflict, ambiguity, silence on some dimensions and overcoming one-dimensional views on participation, unsupported policies on participation, and lack of general policies across other documents; It has been revised and made necessary in some documents, such as the document of fundamental change and its theoretical foundations. In the issue of the principles governing participation, there are contradictory statements in the super ordinate documents that contradict each other. the principle of cost-benefit analysis is inconsistent with the primacy of educational materials in politics, and in many cases leads to conflict. Although various dimensions of participation has been highlighted in the theoretical principles, the economic aspect of participation prevails to the other aspects of partnership to the extent that the position of documents moves away from the big level and gets closer to the practical realm. The lack of a clear explanation of participation in other aspects, such as professional and specialized aspects, parents or councils, and conversely, the availability of clear models of global experiences of participation in the economic sector and imitating them has overwhelmed the one-dimensional view of participation endangering the integrity of the documents on the subject of the participation since there is no comprehensive model for participation. it seems that the super ordinate documents should define a boundary between the sovereignty and nontransferable sectors and the incumbency and transferable sectors. But the theoretical ambiguity and confusion of the position of the documents in the objective division of these tasks is evident. the main problem that has undermined the position of participation in super ordinate education documents is the lack of an indigenous paradigm for participation, and at the same time the propositional and austere use of liberal models of participation in education. This leads us to revise models of participation and to formulate an indigenous model for participation. Without an indigenous and religious-based model for participation, it will be very likely to be influenced by liberal models and these models will not lead us to Islamic justice. | ||
| کلیدواژه‌ها [English] | ||
| Participation, Super Ordinate Documents, Education, Document Analysis | ||
| مراجع | ||
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