Abbas Sadri; Mohammadreza Sarmadi; Mehran Farajollahi; Nazila Khatib Zanjani
Volume 19, Issue 2 , July 2021, , Pages 155-167
Abstract
The Fundamental Reform Document of Education, IRI was approved by the Supreme Council of Cultural Revolution in 2011. Based on different reports and studies, however, it seems that a decade after approval, not only the majority of its operational strategies have not been implemented, but its setting ...
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The Fundamental Reform Document of Education, IRI was approved by the Supreme Council of Cultural Revolution in 2011. Based on different reports and studies, however, it seems that a decade after approval, not only the majority of its operational strategies have not been implemented, but its setting and establishment is still in a state of ambiguity. As school's educational staff are the most crucial element of implementing such a document, this survey measures school readiness and staff familiarity. In this case, the survey method was used comprises the number of 129 educational staff working in public and private schools at different levels elementary, middle, and high schools including girls and boys) was studied in Tehran and Kerman provinces. Results showed that educational staff is familiar with the Fundamental Reform Document of Education, its theoretical foundation, and subsequently with its six subsystems, respectively. The readiness of schools to implement the Fundamental Reform Document of Education is also as follows: 81% for the relationship between schools and institutions, 77% for educational staffs readiness, 76% fostering affairs, 73% for the preparedness of classrooms, workshops, and laboratories, 72% for teachers with professional experiences, 71% for access to internet infrastructure, 66% for sports space, facilities, and equipment, 65% for schools' institutional autonomy for decision-making, and 56% for financial resources. At the final stage of this article, we submitted a model for utilizing the school’s capacity to implement the Fundamental Reform Document of Education. https://dorl.net/dor/20.1001.1.20088302.2021.19.2.11.9
Mahmoud Mehrmohammadi; Abbas Sadri
Volume 15, Issue 1 , December 2017
Abstract
Science popularization is an exigency in the era of knowledge explosion which has made the dissemination of scientific knowledge and attitudes of public aligned with such understanding of a prerequisite for further development of all societies. The concept of SKAQ has been introduced with an accompanying ...
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Science popularization is an exigency in the era of knowledge explosion which has made the dissemination of scientific knowledge and attitudes of public aligned with such understanding of a prerequisite for further development of all societies. The concept of SKAQ has been introduced with an accompanying argument that can play a constructive part in making an objective determination of nation’s attainment level. The author, then, explicates a variety of rationales behind such proposition and maintains that in light of such rationales the Islamic nations can be regarded as prime candidates for urgent policy and action in this respect. A conceptual framework has been developed envisions of science popularization at two critical layers referred to as the institutional and cultural one. At both layers, though, the formal schooling is argued to have a pronounced role to play. Finally, certain recommendations as action principles have been suggested to consolidate future efforts in this respect.
