The position of participation and its dimensions in education of the Islamic Republic of Iran according to the documents

Document Type : Scientific - Research

Authors

1 Ph.D. Student of Educational Administration, Department of Educational Administration and Human Resource Development, Faculty of Education Sciences & Psychology, Ferdowsi University, Mashhad, Iran

2 Associate Professor, Department of curriculum studies & instruction, Faculty of Education Sciences & Psychology, Ferdowsi University, Mashhad, Iran

3 Associate Professor, Department of Educational Management and Human Resources Development, Faculty of Education Sciences & Psychology, Ferdowsi University, Mashhad, Iran

4 Associate Professor, Department of Social Sciences, Faculty of Literature and Humanities Dr. Shariati, Ferdowsi University, Mashhad, Iran

Abstract

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.

Keywords


Alaqeband, A. (2017). Introduction to Educational Management. Tehran: Ravan. [In Persian].
Altheide, D. (1996) ‘Process of Document Analysis’, in D. Altheide, Qualitative Media Analysis, Thousand Oaks: SAGE Publications: 23–43.
Alves, M. G., Neves, C., & Gomes, E. X. (2010). Lifelong learning: conceptualizations in European educational policy documents. European Educational Research Journal, 9(3), 332-344.
Amin Beidokhti, A., Fathi, K., Moradi, s. (2017) Structural Analysis of Parameters of School-Based Management on Comparative Theorization. Journal of new Approach in Educational Administration. (29): 27- 50. [In Persian].
Amin Shayan Jahromi, sh., Taheri, A., Masodinezhad, F. (2011) On the Relationship between Organizational Health and the Establishment of School-based Management. Journal of new Approach in Educational Management. (8): 169- 194. [In Persian].
Azizi, N; Jafari, P; Farzad, V & Senobari, M. (2013). Obstacles to the expansion of private sector participation in education and training in Iran: Case study of nonprofit schools. Journal of Educational Sciences, Shahid Chamran University of Ahvaz, 6(1): 75-94. [In Persian].
Baniasad, S., Hosseingholizadeh, R., Amin khandaghi, M. (2018). Evaluation of School Management Excellence Program with Goal free Model. Journal of school administration. 6 (2): 56- 77. [In Persian].
Barahooei, P. (2017). Comparison of teachers' job aspirations and job performance in Educational Services Purchase Plan with other teachers. Sistan and Baluchestan University, Faculty of Psychology and Educational Sciences. [In Persian].
Bazrafshan moqadam, M., Shoqi, M., Rahmankhah, R. (2016). The Place of Educational Supervision in the Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran. Journal of Foundations of Education. 5 (2): 23- 43. [In Persian].
Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (Vol. 4). Sage.
Cheshomi, A., Karimzadeh, M., Tavasoli, N., Shahparast, E. (2015). Investigation of educational services purchase plan in education. First National Conference on the Economics of Education with Resistance Economics Approach. [In Persian].
Constitution of the Islamic Republic of Iran (1989). [In Persian].
Davodi, R. (2012). Evaluating Student Council’ Performance and Obstacles to Involve Students in School Activities. Journal of new Approach in Educational Management. (12): 147- 161. [In Persian].
Hallak, J. (1990). Investing in the Future: Setting Educational Priorities in the Developing World.
Hasan heydari, A. (2018). Investigating the Relationship between Outsourcing (Educational Services Purchase Plan) and Innovative Organizational Climate from the Perspectives of Experts and Managers (Case Study of Qom Province Education). Payame Noor University of Tehran, South Payame Noor Center. [In Persian].
Hematifar, M., Ahanchian, M. (2014) Introducing the Model of Assessment of the Theory of Combined Theory in the Philosophy of Education; A Case Study of the "Philosophy of Education of the Islamic Republic of Iran" in the National Document of Fundamental Education Transformation. Journal of Foundations of Education. 3(2). 25- 48. [In Persian].
Hoseinqolizadeh, R. (2019) Challenges and Opportunities of Purchasing Educational Services Compared to Public Schools in Khorasan Razavi Province. Research project for the administration of Education in Khorasan Razavi. [In Persian].
Islamic Parliament Research Center of The Islamic Republic Of IRAN (2013). Basic Issues of the Country, sectional and ultra sectional Areas [In Persian].
Jafari, P. (2010).  Private sector participation in education. Tehran: Privatization organization, Management of Studies and Planning. [In Persian].
Khamenei. S. A., (2013). General Policies on Educational Transformation.
Khanche sepehr, H. (2015) Investigating the Relationship between Knowledge Management Implementation, Organizational Innovation and Successful Outsourcing of Tehran City's Private Education Projects and Activities. Islamic Azad University of Shahroud, Faculty of Humanities. [In Persian].
Matin, N. (2013) The importance of involvement in education and the ways to alleviate the shortcomings (Persian)]. Journal of Sociol Education; 3(3):143-76. [In Persian].
Mehralizade, Y., Sepasi, H., Atashfeshan, F. (2005). Backgrounds and Obstacles to School-Based Management in Iran: A Study in Ahvaz Public Schools, Khuzestan Province. Journal of Educational Sciences and Psychology. 3 (2): 1- 22. [In Persian].
Meidanipour, K., abbaspour, A., khorsandi taskoh, A., Borzooian, S. (2019). Linking Theory and Practice in Educational Management: Exploring School Principals' Interaction with University Professors. Journal of school administration. 7 (3): 25-66
Mirkamali, S. M., Elami, F. (2009) Feasibility of using school-based management in Tehran elementary schools: teachers' views. Journal of New Educational Thoughts. 5 (1): 147- 171. [In Persian]
Mohamadi, F., Noghani dokht bahmani, M., Kermani, M., Khaleq panah, K. (2016). An Examination of the Contradiction or Conformity between the Goals and Rules of the Secondary Education System. Journal o Quarterly Journal of Education. (131): 111- 129. [In Persian].
Mohamadpoor, A. (2010) Anti-Method; Logic and Design in Qualitative Methodology. Tehran: Sociological Publications. [In Persian].
Momeni, H., Rohani, Z. (2017). Investigate the relationship between professional competences and the job motivation with willingness to participate teachers in curriculum development. Journal of new Approach in Educational Management. (31): 239- 256. [In Persian].
Moradi, S., & Amin, B. A. (2019). The education system and a ten-year lack of an operational model for evaluating the performance of the board of trustee's schools from the perspective of schoolbased management system. Journal of Management and Planning in Educational Systems. 12 (1):101-124 . [In Persian].
Mozafarinia, M., Manoochehri, A., Ghafari, M. (2016) political ideonomy of Structural Adjustment model (the relationship between development and political thought in Structural Adjustment model). Journal of Contemporary Political Essays. 7(20):93-116. [In Persian].
Maynard, M. T., Gilson, L. L., & Mathieu, J. E. (2012). Empowerment—fad or fab? A multilevel review of the past two decades of research. Journal of Management, 38(4), 1231-1281.
Nazari, R., Vaziri, M., Adli, F. (2013). Parent Assessment of Public and Non-Governmental School Staff Performance Based on Customer-Centered Dimensions of the SERVQUAL Model. New Educational Thoughts. 9 (2): 151- 174. [In Persian].
Official Newspaper (2017). Sixth Development Plan Act and its Implementing Regulations. [In Persian].
Patrinos, H. A., Barrera-Osorio, F., & Guáqueta, J. (2009). The role and impact of public-private partnerships in education. The World Bank.
Psacharopoulos, G., & Woodhall, M. (1986). Education for Development: An Analysis of Investment Choices.
Risteska, M., Mickovska, A., Kraja, M. (2010). Good governance in education, Case studies: Municipalities of Kisela Voda, Kriva Palanka, Vrapchishte, Bitola, Strumica, Shtip, Kicevo and Veles. Skopje: see university.
Shayan Jahromi, Sh. A., Taheri, A., Masodinezhad, F. (2011). On the Relationship between Organizational Health and the Establishment of School-based Management. Journal of new Approach in Educational Administration. (8): 169-194. [In Persian].
Strauss, Anselm L., & Corbin, Juliet (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 2nd Ed., Sage
Supreme Council of the education (2012). National Curriculum of the Islamic Republic of Iran. [In Persian].
Supreme Council of the Cultural Revolution. (2011). Comprehensive scientific map of the country. [In Persian].
Supreme Council of the Cultural Revolution. (2011). Document of the fundamental change of education. [In Persian].
Supreme Council of the Cultural Revolution. (2011). Theoretical foundations of fundamental change in the system of formal education of the Islamic Republic of Iran. Tehran: Secretariat of Higher Education Council and Ministry of Education. [In Persian].
Termes, A., Edwards Jr, D. B., & Verger, A. (2020). The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization. Educational Policy, 34(1), 91-117.
Verger, A., Altinyelken, H. K., & Novelli, M. (Eds.). (2018). Global education policy and international development: New agendas, issues and policies. Bloomsbury Publishing.
Wach, E., & Ward, R. (2013). Learning about qualitative document analysis.
Whitty, G., & Power, S. (2000). Marketization and privatization in mass education systems. International Journal of Educational Development, 20(2), 93-107