Türkiye is one of the countries with a long history of development planning. The roots of development planning date back to industrial development programs in the 1930s. It started with the formulation of five-year development plans in the early 1960s and evolved through medium-term programs and strategic plans in the early 21st century. The main objective of this research is to study the evolution of the development planning system using a historical and documentary approach, and also to evaluate the governance of development planning with a systemic approach. With the systemic approach, we intend to describe the interactions and relationships of the components and elements of the planning system to achieve the objectives. The evaluation of the governance pattern of the planning system shows that the development planning system in Türkiye has been dynamic and has evolved over the past one hundred years through structural reforms. The national development planning system in this country is multi-level and includes five-year long-term development plans, three-year medium-term programs, three-year medium-term financial plans, one-year investment programs, presidential investment plans, and strategic plans of organizations, all of which are systematically interconnected.

A review of Iran's planning history, especially the post Islamic Revolution experience, as well as the impacts of the first two Development Plans and problems faced while executing them, sheds light on loopholes in the domestic planning system. A survey of Iran's planning process reveals the absence of a correct outlook toward planning and the general view that planning is at best a mechanical venture. As such, the variables incorporated in planning models are mainly those set forth by the developed countries and prevalent on the global scene. The models, therefore, comply more with the situation of the said countries (rather than that of Iran). This, of course, does not mean that the prevalent models cannot be implemented in Iran. It rather indicates that the said models should be revised to incorporate variables that pertain to the Iranian situation. Also the general outlook toward planning (and its stages) is incorrect. A close look at the planning process shows that this process is often devised up to the stage of enforcement (of course in an inefficient way), ignoring one of the most important phases of planning, namely the postimplementation auditing and assessment. In fact, the only official post-implementation auditing and assessment system that exists in Iran is the budget assessment. One of the major duties shouldered by the Management and Planning Organization, as indicated in its job description in the Plan and Budget Law, is not only planning but also auditing and assessing the performance of executive bodies. A review of Iran's economic realities and shortcomings underlines the need for the Management and Planning Organization to replace its traditional assessment with a modern one and to utilize the latter's elements, including assessment indices, standard performance criteria, standard assessment, information dissemination for the evaluated party, and improvement methods. The Organization should, moreover, update the country's performance eveluation which is the cornerstone of development. This task entails not only planning by the Management and Planning Organization but also creation of fit grounds by other influential bodies, among which the Majlis (Islamic Consultative Assembly) especially its specialized commissions, plays a major role as one the most important decision making and legislative bodies in the country.

Although nowdays, there is no tendency to national planning like before, that does not mean that planning should be left aside, rather today’s world is calling for modern and effective approaches for national planning. The main objective of national planning, with any approach, is to fulfill peoples needs and demands. Total Quality Management (T.Q.M) by taking into account the customer’s requirements and satisfaction can amply demonstrate a new perspective on national planning. This model is customer satisfaction oriented and if the requirements are fulfilled, the satisfaction could be obtained. Comprehensiveness, equity, flexibility, integrity, internal and external consistency, rationality and effectiveness are some of the characteristics that define the Model’s goal and could be gathered from planning experts. Optimization of planning process, empowerment of plan’s employees and focusing on customer requirements are three basic principles to reach the goal. The final goal of this paper (customer satisfaction) could be materialized when all the principles accounted for sofar come to a stage of continuous empoverment.

Curriculum development and changing it is one of the main challenges in various fields of studies and has different approaches and outcomes. However, systematic approach to curriculum development, due to its systematic nature, is more effective than other approaches. Increased content of knowledge in the field of engineering education, needs to use the best approaches to select the best curriculum. In this paper, first we examine the curriculum and systems approach to it and then we described this approach in engineering education’ curriculum development. Models introduced in this field indicates that the curriculum planners of engineering education in curriculum subsystems such as input, process, output and feedback and revision require to consider the various factors to achieve the best results in the designed curriculum. These models are helpful to develop better curricula for various courses and majors in Iranian engineering education and provide good ideas for curriculum developers in engineering education, in order to replace the traditional approach with more effective approaches in the curriculum development.

This paper is aboutprofessional components ofcurriculum literacy of lecturers in viewpoints of professors on curriculum studies. First, the perspective of curriculum theorists about the role of teachers (lecturers) in the curriculum, and the role that they have in this field are discussed. Phenomenon that requires serious consideration of the higher education system, but for some reason has been neglected. Professional competencies in the field of curriculum facilitate the participation of teachers in decisions regarding curriculum in college. This study used qualitative research method, and the depth semi-structured interviews with 12 professors of curriculum studies have done. The study is based on qualitative data through semi-structured interviews were conducted with 12 teachers of curriculum studies. Results about perspective of curriculum include three categories: curriculum as a document, curriculum as a plan, and the curriculum as a process. Each of them includes knowledge of the curriculum. The knowledge professional components of the curriculum include the basic knowledge of the curriculum, the Foundations of Curriculum and the higher education Policies. The limits of the professional components of each of the three main components of the perspective of curriculum are not the same.

This paper examines the curriculum theory university textbooks of Iran. In introduction, some definitions of curriculum, the status of theory and theorizing in curriculum as a scientific discipline and also the history, nature and functions of curriculum theory have been examined. Then, by a purposeful selection of Iran's university textbooks in curriculum theory courses, some criteria have been developed to evaluate the content of these textbooks. The results showed that the textbooks, regarding 11 criteria of evaluation, are in an average or low average level and none of them can fully cover curriculum theory subject matters. The most common subject matters that have been presented in the relevant textbooks include the nature of curriculum theory, typology of curriculum theory, relation between curriculum theory and foundations of curriculum design, and relation between curriculum theory and elements of curriculum. Finally, the article proposes compilation of a comprehensive university textbook for curriculum theory, and presents its features.

By recognising the importance of studying the relations between spatial planning and cultural contexts, the aim of this paper is to provide a theoretical and conceptual framework for a systematic analysis of planning practices related to a cultural and social context. Understanding of the relationships between the spatial planning as an operative instrument of territorial policy and cultural context—including the specific socioeconomic patterns and related cultural norms, values, traditions, and attitudes—is possible by introducing the concept of ‘planning culture’. By perception of planning culture as a cultural system, decisions and judgements of planners are affected by both individual and collectively shared cognitive frames, through which planners perceive the planning context. planning culture refers to the mental predispositions and shared values of those involved at all stages of the planning processes (agenda setting, decision making and implementation) influencing their behavior and action. Planners make different judgements in their daily work process – they define the planning problem, they formulate goals and objectives and implement certain instruments to develop, good or desirable places, neighbourhoods, cities or regions. They always perceive the world through a ‘cultural lens’ which consists of both individual planners’ and commonly shared accumulated attitudes, values, rules, standards and beliefs of planning institutions. To understand and compare the planning practices and judgements, the conceptual framework – consisting of the dimensions: cognitive frames of individual planners; actors and their interactions; the institutional context and the planning system and social context has been introduced affecting planning and planners’ judgements. The goal of such investigation is to avoid such a reductionist conceptualization of spatial planning and consider the planners so passive to interpret and re-interpret rules and norms in the framework of their individual and collective motivations.