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

نوع مقاله : علمی - پژوهشی

نویسندگان

1 عضو هیات علمی گروه مدیریت آموزشی دانشکده هدی

2 عضو هیات علمی دانشگاه فرهنگیان قم

3 دانشجوی کارشناسی ارشد مدیریت آموزشی دانشکده هدی

10.30507/jmsp.2021.252358.2137

چکیده

هدف این پژوهش تعیین میزان ضریب توافق سیاستهای آموزش توسعه پایدار با سند تحول بنیادین آموزش و پرورش ایران است. روش پژوهش توصیفی، شامل تحلیل اسنادی و نیز تحلیل محتوا بود و رویکرد آن نیز کاربردی محسوب می گردد. جامعه تحلیلی شامل دو بخش متون مرتبط با چارچوب ها و سیاست ها و اصول آموزش برای توسعه پایدار و متن سند تحول بنیادین آموزش و پرورش مصوب آذرماه 1390 است ابزار اندازه گیری ، فرم فیش برداری و نیز سیاهه تحلیل محتوای محقق ساخته بود. داده های اسنادی به شیوه کیفی با استفاده از شاخص-های توصیفی در فرآیند آنتروپی شانون مورد تحلیل قرار گرفت. یافته های پژوهش بیانگر آن است که چارچوب ها و سیاست های آموزش توسعه پایدار را می توان بر اساس مدارک و مستندات مرتبط در 6 چارچوب و سیاست کلان و 34 خرده چارچوب ، سیاست و زیر مولفه های آن تدوین نمود. از مجموع 347 فراوانی مرتبط با چارچوب ها و سیاست های آموزش توسعه پایدار در سند تحول بنیادین ، بیشترین فراوانی با 168 فراوانی(4/48 درصد) اختصاص به بخش هدفهای عملیاتی و راهکارها و کمترین فراوانی مربوط به بخش چارچوب نهادی و نظام اجرایی با 5 فراوانی ( 4/1 درصد) بوده است. هم چنین در بین چارچوب ها و مولفه های سیاست های آموزش توسعه پایدار، بیشترین ضریب اهمیت(394/.)مربوط به توانمندسازی و توسعه مهارت ها در جهت ارتقاء کیفیت زندگی و کمترین ضریب اهمیت به ترتیب به مولفه های یکپارچگی اقتصادی و محیطی (016/.) و اصل همه سونگری و کل نگری (101/.) اختصاص یافته.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The degree of agreement of sustainable development education policies with the document of fundamental change in education in Iran

نویسندگان [English]

  • hadi hajihasan donyadideh 1
  • hamid jafarian yasar 2
  • leila motaghi 3
1 Faculty member of Educational Management Department, Hoda College
2 Faculty member of Qom Farhangian University
3 Master student of educational management, Hoda College
چکیده [English]

۱۲۸۲/۵۰۰۰
The purpose of this study is to determine the degree of agreement between sustainable development education policies and the document of fundamental change in education in Iran. The method of descriptive research included documentary analysis and content analysis and its approach is also applied. The analytical community consists of two sections of texts related to the frameworks, policies and principles of education for sustainable development and the text of the document on the fundamental transformation of education approved in December 2011. Documentary data were qualitatively analyzed using descriptive indicators in Shannon entropy process. Findings indicate that the frameworks and policies of sustainable development education can be developed based on the relevant documents in 6 frameworks and macro policy and 34 sub-frameworks, policy and its sub-components. Out of 347 frequencies related to the frameworks and policies of sustainable development education in the document of fundamental change, the highest frequency with 168 frequencies (48.4%) is allocated to the section of operational goals and solutions and the lowest frequency is related to the institutional framework and executive system with 5 Frequency (1.4%). Also, among the frameworks and components of sustainable development education policies, the highest importance factor (.394) is related to empowerment and skills development to improve the quality of life and the lowest importance factor is related to the components of economic and environmental integration (016). /.) And the principle of all segregation and holism (. / 101) is dedicated.

کلیدواژه‌ها [English]

  • Coefficient of agreement "
  • " Education policies "
  • " Sustainable development "
  • "Document of fundamental change
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