الگوی پارادایمی تمرکززدایی از نظام آموزش و پرورش ایران | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 6، دوره 16، شماره 1 - شماره پیاپی 30، 1402، صفحه 123-148 اصل مقاله (945.74 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2023.102815 | ||
| نویسندگان | ||
| محمد صادق کریمی* 1؛ رضا هویدا2؛ سید علی سیادت3 | ||
| 1دانشجوی دکترای مدیریت آموزشی دانشگاه اصفهان و مربی گروه علوم تربیتی دانشگاه فرهنگیان | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و رواشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| چکیده | ||
| هدف: بهمنظور شناسایی راهبردهای تمرکززدایی، از طریق ارائۀ الگوی پارادایمی عدم تمرکز در نظام آموزش و پرورش ایران، این پژوهش بهدنبال تعیین شرایط علّی، زمینهای و مداخلهگر مؤثر در تعیین سطوح تمرکز و عدم تمرکز در نظام آموزش و پرورش ایران، بر اساس تجارب زیسته و مطالعات صاحبنظران و مدیران عالی و میانی آموزش و پرورش از سال 1357 تا کنون بوده است. مواد و روشها: این پژوهش از نوع کیفی با استفاده از رویکرد دادهبنیاد اجرا شده است. از جامعۀ هدف، شامل صاحبنظران و مدیران ارشد آموزش و پرورش، 15 نفر مدیر و 10 نفر صاحبنظر به شیوۀ هدفمند انتخاب شدند. دادهها از طریق مصاحبه حضوری نیمه باز جمعآوری شد. مصاحبهها ضبط و در کدگذاری باز مضمونها، مفاهیم و مقولهها تعیین گردید. در کدگذاری محوری، مفاهیم و مقولهها ذیل شرایط علّی، مداخله، زمینهای، راهبردها و پیامدها، طبقهبندی و با تعیین مقولۀ محوری، کدگذاری انتخابی انجام شد. بحث و نتیجهگیری: آموزش و پرورش دارای ساختاری متمرکز، ناهماهنگ و کمیگرا است. این نظام، برنامههای یکسانی را برای همه دانشآموزان در جامعهای متکثر تجویز میکند که پاسخگوی نیازهای فردی و اجتماعی نبوده و فاقد کارآیی است. تمام صاحبنظران و مدیران در ضرورت تمرکززدایی از این نظام توافق دارند. اما شرایطی مانند؛ سیاستزدگی، مقاومت کانونهای قدرت ستادی، بیانگیزگی منابع انسانی، ضعف اقتصادی، شرایط سیاسی، وابستگی به بودجه عمومی، نگرانی از قومگرایی در عدم تمرکز، عزل و نصبهای رانتی و سیاسی، بیثباتی مدیریت و مقررات و ... طرحهای تمرکززدایی را به شکست میکشاند. راهبردهایی مانند تشکیل شورای راهبردی بهعنوان اهرم قدرت حاکمیت در حمایت از تمرکززدایی اداری، اطمینانبخشی به مدیران و نیروهای ستادی از نقش آنها در نظام غیرمتمرکز، تقویت موقعیت قانونی شوراهای استان، منطقه و مدرسه، تدوین استراتژیهای طراحی برنامه و محتواهای آموزشی بومی در کنار برنامههای ملی در چارچوب منافع ملی، تشکیل و تقویت انجمنهای علمی و نظام معلمی، توانمندسازی نیروهای صف، تدوین سند و برنامه عملیاتی مناطق و استانها براساس نیازسنجی، حمایت فنی و مالی از مناطق کمبرخوردار و استفاده از قابلیتهای بومی برای تمرکززدایی تدریجی میتواند به بهبود کیفیت آموزش و پرورش و ایفای نقش این سیستم در فرآیند توسعه بیانجامد. | ||
| کلیدواژهها | ||
| آموزش و پرورش؛ تمرکززدایی؛ تمرکز؛ دادهبنیاد؛ عدم تمرکز | ||
| عنوان مقاله [English] | ||
| Paradigm Model of Decentralization of the Iranian Education System | ||
| نویسندگان [English] | ||
| Mohammad Sadegh Karimi1؛ Reza Hoveida2؛ Seyyedali Siadat3 | ||
| 1Ph.D. Student in Educational Management, University of Isfahan and faculty member of Farhangian University | ||
| 2Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| 3Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| Objectives: To identify decentralization strategies, by presenting a paradigm model of decentralization in the Iranian Education system, this study seeks to determine the effective causal, contextual, and intervention conditions in determining the levels of centralization and decentralization in the Iranian Education system based on lived experiences and studies of experts and senior and middle managers of Education since 1978 until now. Materials and Methods: This qualitative research has been performed by using the Grounded theory approach. From the target community, including Education experts and senior managers, fifteen managers and 10 experts were purposefully selected. Data were collected through semi-open interviews. Interviews were recorded and themes, concepts, and categories were identified in open coding. In axial coding, concepts and categories were categorized under causal conditions, intervention, context, strategies, and consequences; selective coding was performed by determining the axial category. Discussion and Conclusions: Iranian Education has a centralized, uncoordinated, and quantitative structure. This system prescribes the same programs for all students across the country, with diverse climatic, cultural, and social conditions that do not meet individual and societal needs and this structure is ineffective. All experts and managers agree on the need to decentralize this system. But conditions such as politicization, the resistance of headquarters power centers, staff apathy, economic weakness, political conditions, dependence on the public budget, fear of ethnicity in decentralization, the political selection of non-professional managers, the instability of management and regulations, etc. make decentralization plans fail. Strategies such as the forming of a strategic council as a lever of governance power in support of administrative decentralization, assuring managers and staff of their role in a decentralized system, strengthening the legal status of provincial, district and school councils, preparing strategies for designing and preparing indigenous educational programs and content alongside national programs in the framework of national interests, forming and strengthening of scientific associations and organization of the teacher system, empowerment of staff, preparing of document and action plan of regions and provinces based on needs assessment, technical and financial support for disadvantaged areas and the use of indigenous capabilities for gradual decentralization can improve the quality of Education and the role of this system in the development process. | ||
| کلیدواژهها [English] | ||
| Centralized, Decentralized, Decentralization, Education, Grounded Theory | ||
| مراجع | ||
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