جستجوی مقالات مرتبط با کلیدواژه « Educational policies » در نشریات گروه « علوم اجتماعی »

With the rise of the Pahlavid dynasty, the modern education of women became a necessity for the innovation project in Iran. Therefore, women education became pivotal in the discourse of modernization advocated by the Pahlavid dynasty. Due to the political standoff as a result of Reza Shah’s exit from Iran, the modern education for women underwent discourse turmoil. With the empowering of the rival discourses and their arrival on the political scene, the dominant discourse for women education lost its vigor and the central focus of innovation which was predominant in Reza Shah’s era lost its force. This led to the formation of the concept of “Muslim Woman” versus “Modern Woman”. This historical era, regarding the education of women, is the time of the formation of policies and educational programs which finally led to the educational revolution in 1345 S.H. This Study employing the traditional continuity concept in history through a descriptive – analytical approach intends to survey the plans, and the pace of the changes in girls’ educational programs as reflected in high school text books, in order to identify the identity of women and their role in the modernization of Iran.Key Terms: Women education, Innovation, Educational policies, Mohammad Reza Shah

In recent decades Iranian public education system faced enormous challenges and issues in the area of planning, performance, and interaction among stockholders. Nevertheless, little wonder that by gaining the trust of parents and attracting their efforts, there will be a novel approach to the issues. This research aims to address educational policy issues through public participation. First of all, a qualitative method, the meta-synthesis had been used to identify the main components of participation. Initial findings have been 9 main components which are: citizen’s empowerment and beliefs, justice, information flow, quality and quantity of information, executive agencies, legal support, social factors, and the impacts of previous policies. The qualitative-quantitative method, ISM, then, has been used to discover the final model. In the final model, a five-level shape appeared. This ladder-shaped model requires entering each stage by ensuring a certain level of confidence in the previous stage. At the bottom of the model, the result of previous policies and social factors are the primary forces of society to participate. On the next level, legal support is necessary to create a participatory culture in the atmosphere of public opinion and the administrative structure of the educational system. Justice is a manifestation of the realization of a participatory culture in society resulting in opening a special account on the trends of citizenship. The final model of research requires a balance action by causal view but with culturist approach that will enable us to have participation maturity in the education system.

The second phase of modernization in Iran began with the compilation of the fundamentals and principles of the White Revolution. The education of women which was formerly considered a part of Iranian innovation program gained momentum and went under consideration and investigation. The innovative discourse of the Reza Shah era that was formed under women emancipation and included the education of women was also affected by the White Revolution and the political, social and economic situations of that period. “National education” as the most significant educational policy of this period along with the concept of women emancipation led to the formation of the programs and plans for women education. Therefore, in this period. the education policy of women’s education was a movement from house and family to social and economic and political aspects. This new study employing the traditional continuity concept in history and through a descriptive analytical approach, follows the plans and programs for women education in the textbooks of this period in order to illuminate the identity of the modern woman and the application of this identity in the process of modernization in Iran.

The purpose of the present study was to determine the role of educational policy-making in changing awareness and attitude (risk perception) in adolescents and the youth in preventing substance dependence. 

 This research was applicable in terms of purpose and the research method was a mixed method with the exploratory approach. At first, 15 experts in the field of education and psychology were interviewed using a qualitative method. In the quantitative part, the target population was male and female adolescents and the youth aged 12 to 35 years old in selected cities of Isfahan province, among them 384 people were selected using multi-stage cluster random sampling and the research questionnaire was distributed among them. The data were analyzed by the Delphi technique. 

 The results of the Delphi technique identified eight indicators (sensitization, awareness in family education sessions, training of educators, new teaching methods, mass media, cleaning polluted environments, modeling, and rules and regulations). 

 The results indicate that attention to cultural strategies in comparison with other strategies, by influencing the attitude of the target community, plays an important role in limiting and preventing substance dependence.