جستجوی مقالات مرتبط با کلیدواژه "نابرابری آموزشی" در نشریات گروه "علوم تربیتی"

The aim of this study was to evaluate the indicators that determine equal access to higher health education opportunities and to present a model for reducing inequality in Kermanshah University of Medical Sciences.The present research is applied in terms of purpose and descriptive-analytical in terms of method. The method of collecting statistics and data was documentary and survey. The statistical population in two parts included documents and statistics of 7 faculties of Kermanshah University of Medical Sciences and students of the faculties of Kermanshah University of Medical Sciences in the academic year 2020-2021. In the documentary part, the census sampling method was used and in the descriptive part, the relative stratified random sampling method was used. In analyzing the data, TOPSIS models, path analysis, and neural networks were used. Rankings of the faculties of Kermanshah University of Medical Sciences using entropy and TOPSIS weighting techniques showed inequality between the faculties in terms of having research indicators. Scattering coefficient also showed the highest inequality in output indices and the lowest inequality in output indices. Cluster analysis and division of regions into three levels: rich, semi-rich, and poor showed that there was a difference between the faculties of Kermanshah University of Medical Sciences. The results neural networks also showed that the input index had the highest and the output index had the lowest direct impact on the inequality of the faculties of Kermanshah University of Medical Sciences.

In this study, we tried to analyze of the role of various factors in creating and reproducing educational inequality and opportunities to access higher education and provide a basis for reviewing the policies and plans of the education system.

According to the objectives, this research is applied and considering research questions has been done by descriptive-analytical method. Library resource and documentary methods were used to identify the contexts and factors of creating and reproducing educational inequality. To add the richness of analytical findings, we used the National Organization of Educational Testing’ data and analyze them with comparing means and Mann–Whitney U tests.

The findings show that the demand for higher education is increasing in the world. In developed countries it is a function of the demand for educated labor but in Iran, the expansion of higher education is demand-oriented and is not based on economic and social needs.

Policy-making to address inequality should be based on removing barriers in the local community. Ensuring the social inclusion of all groups, reducing the gap between educational institutions and disciplines, improving the quality of all educational institutions to an acceptable level and equal access for all are among these items. Higher education can lead to income redistribution when the benefits of a job related to college education are not limited to family and social benefits. At the same time, it is very important to consider the role of individual variables in reforming the developed policies and redistributing the facilities, both in the privileged and non-privileged areas.

The present article has been compiled with the aim of exploring the theoretical and experimental foundations of educational inequalities in the light of the developments of industrial revolutions, especially the fourth industrial revolution. Using the method of qualitative meta-analysis, the theoretical foundations and infrastructures of the developments resulting from the four industrial revolutions have been studied. Then the effects of revolutions and especially the fourth industrial revolution on educational inequalities in three main areas: access to or access to education; Resources at the disposal of the educational system; and was evaluated in terms of the performance of the educational system. The results showed that based on the theoretical foundations of economic inequality (Kuznets), social theory or the school of conflict and competition (Marx and the Frankfurt school), cultural theory (Bourdieu) and the theory of educational inequality (Rawls), the problem of inequality in the system can be stated. Education is constantly expanding in the three main areas of access, resources and performance of the education system. The first to third industrial revolutions have increased the quantitative and qualitative depth of educational inequalities, especially in developing or low-growth countries in the three main areas of access, resources and performance of the education system. The Fourth Industrial Revolution, with the emergence of opportunities such as the integration of technologies based on physical cyber systems and digital transformation, has positive, negative and conditional effects on the access, resources and performance of the educational system and educational inequalities.

The purpose of this study was to determine the causes of educational inequalities in Sistan and Baluchestan in comparison with national indicators and to present a model for achieving educational justice with emphasis on the philosophy of Islamic education that using the grounded theory method in 1397 to 1398 in Sistan and Balochistan was done. The statistical population of the study includes background and sample which includes scientific elites, university professors in relation to the subject and teachers, religious elites including clerics and religious scholars and directors of education (former directors to date) from 32 educational districts. Data were collected through document review, interview and questionnaire and the validity and reliability of the interview based on Goba and Lincoln theory and the validity of the questionnaire based on its content and reliability were estimated 0.79 using Cronbach's alpha. The data of this study were analyzed using coding, one-factor test and multivariate regression analysis. The results showed that the greatest impact on educational injustice due to unfair budget allocation, lack of facilities in the vast geography of the province and its extent and dispersion in the province and the least impact due to lack of local forces in decision-making, desire for ethnicity, not demanding and Grouping is between people when making decisions.

The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components.

The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components.