میزان ضریب توافق سیاست‌های آموزش توسعۀ پایدار با سند تحول بنیادین آموزش و پرورش ایران

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استادیار، گروه مدیریت آموزشی، دانشکدۀ هدی، وابسته به جامعۀ‌الزهراء، قم، ایران

2 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان پردیس آیت‌الله طالقانی قم، قم، ایران

3 دانشجوی کارشناسی‌ارشد، رشتۀ مدیریت آموزشی، دانشکدۀ هدی، وابسته به جامعۀ‌الزهراء، قم، ایران

چکیده

هدف این پژوهش تعیین میزان ضریب توافق سیاست‌های آموزش توسعۀ پایدار با سند تحول بنیادین آموزش و پرورش ایران است. روش پژوهش توصیفی، شامل تحلیل محتوا و تحلیل اسنادی، بوده و از نوع تحقیقات کاربردی است. جامعۀ تحلیلی شامل دو بخش متون مرتبط با چارچوب‌ها و سیاست‌ها و اصول آموزش برای توسعۀ پایدار و متن سند تحول بنیادین آموزش و پرورش مصوب آذر 1390 است. ابزار اندازه‌گیری استفاده‌شده در این تحقیق فیش‌برداری و سیاهۀ تحلیل محتوا بوده است. داده‌های اسنادی به‌شیوۀ کیفی با استفاده از شاخص­های توصیفی در فرایند آنتروپی شانون مورد تحلیل قرار گرفت. یافته‌های پژوهش بیانگر این است که چارچوب‌ها و سیاست‌های آموزش توسعۀ پایدار را می‌توان براساس مدارک و مستندات مرتبط در 6 چارچوب و سیاست کلان و 34 خرده‌چارچوب، سیاست و زیر‌مؤلفه‌های آن تدوین کرد. از مجموع 347 فراوانی مرتبط با چارچوب‌ها و سیاست‌های آموزش توسعۀ پایدار در سند تحول بنیادین، بیشترین فراوانی با 168 فراوانی (4/48 درصد) به بخش هدف‌های عملیاتی و راهکارها اختصاص دارد و کمترین فراوانی مربوط به بخش چارچوب نهادی و نظام اجرایی با 5 فراوانی (4/1 درصد) بوده است. همچنین در بین چارچوب‌ها و مؤلفه‌های سیاست‌های آموزش توسعۀ پایدار، بیشترین ضریب اهمیت (394/.) مربوط به توانمندسازی و توسعۀ مهارت‌ها درجهت ارتقای کیفیت زندگی است و کمترین ضریب اهمیت به‌ترتیب به مؤلفه‌های یکپارچگی اقتصادی و محیطی (016/.) و اصل همه‌سونگری و کل‌نگری (101/.) اختصاص یافته است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Agreement Degree of between the Sustainable Development Education Policies with the Document of Fundamental Change in Education in Iran

نویسندگان [English]

  • Hadi Haji Hassan Donyadideh 1
  • Hamid Jafarian Isar 2
  • Leila Motaghi 3
1 Assistant Professor, Department of Educational Management, Faculty of Hoda Associated with Jama al-Zahra, Qom, Iran
2 Assistant Professor, Department of Educational Science, Farhangian University Taleghani Branch Qom, Qom, Iran
3 MA Student of Educational Management, Faculty of Hoda Associated with Jama al-Zahra, Qom, Iran
چکیده [English]

The aim of this research is to estimate the degree of agreement between the sustainable development education policies and the fundamental change in education in Iran. The research method is descriptive through content and document analysis as a practical research. The population of research consisted of two parts: the related texts of policies and principles of education for sustainable development, and the fundamental change document in education issued in 2011. The measurement tool is note-taking and the content-analysis notes. The documents were qualitatively analyzed through the descriptive indexes of Shannon entropy. The findings indicated that the frameworks and education policies of sustainable development could be categorized into 6 macro-policies and 34 micro-policies. Among the total 347 frequencies of sustainable development education policies in the fundamental change document, the most frequent one (48.4%) was attributed to the performances and strategies, and the least frequent one (1.4%) was associated with the institutional aspect and executive system. In addition, among the elements of sustainable development education policies, the highest significance (0.394) was related to strengthening and developing skills for improving the quality of life, while the lowest significance was attributed to the economic and environmental homogeneity (0.016) and comprehensive and general outlook (0.101).

کلیدواژه‌ها [English]

  • Sustainble development education
  • fundamental education change document
  • content analysis
  • Shannon entropy

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