تحلیل سیاست های آموزشی و پژوهشی کشورها با افق های پیش روی آموزش عالی ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش، تحلیل مبانی راهبردی سیاست های آموزشی و پژوهشی در کشورهای اسکاندیناوی است که افق امیدبخشی برای ارتقای حکمرانی آموزش عالی در بستر ملی مورد واکاوی قرار گرفته است. این مطالعه با رویکرد تفسیر و تاویل گرایی(تفسیر و تاویل گرایی) و مبتنی بر پنج پرسش اساسی پژوهش است. جامعه آماری با تأکید بر معیار فرهنگی شامل پنج کشور سوئد، دانمارک، فنلاند، نروژ و ایران می باشد. سیاست های آموزشی- پژوهشی در چهار کشور مبتنی بر اجرای طرح بولونیا بر اساس بافتار آن جامعه بوده است. این بررسی پس از مطالعه مقالات این حوزه و نیز تفسیر آراء و اثرگذاری سیاست های آموزشی و پژوهشی صورت پذیرفته است. بررسی مورد نظر در کشور ایران نیز در پاسخ به افق های پیش روی آموزش عالی با توجه به نهادهای علم و فناوری و اسناد مرتبط بر اساس برداشت ضمنی از برنامه های منتخب به انجام رسیده است. نتایج بررسی در کشورهای منتخب نشان داد سه عامل جایگاه اجتماعی، مشروعیت، و وابستگی منابع اهمیت دارد. این عوامل یک دیگر را تقویت کرده و رابطه ای تنگاتنگ میان آنها وجود دارد. جریان افکار در میان کشورهای اسکاندیناوی، تغییرات مشابه سایر نقاط اروپا را در سطح سیاست گذاری رقم زده است. در ایران بیشترین تأثیر در جهت گیری برنامه ها وجود دارد. زیرا سیاستگذاری درون زمینه اتفاق می افتد. لذا ریشه سیاست های آموزشی و پژوهشی کاملاً وابسته به زمینه های فرهنگی، سیاسی و اجتماعی است. از این رو، به منظور افق های پیش روی آموزش عالی ایران، شبکه سازی فرهنگی، توسعه آگاهی عمومی، پویایی کنشگران و تقویت اجماع نخبگانی کشور پیشنهاد می گردد.Analysis of educational and research policies in countries with horizons for higher education in Iran
Introduction
Governance refers to the mechanism of coordination of activities on how things are run. Governance is a complex system of interactions between structures, traditions, functions and practices, which is characterized by three key values: accountability, transparency and participation. In higher education, research on governance ends up in areas such as the balanced relationship between higher education institutions and the government (in terms of the degree of autonomy and accountability of the university versus the type and extent of government control) as well as the administrative structure and management mechanism within these institutions. University governance encompasses different dimensions such as supportive frameworks, academic freedom, independence, strategic vision, superior culture, etc. Governance is considered an important factor in the promotion of universities, which tries to establish a balance between the degree of autonomy and accountability.
The aim’s paper is to explore the foundations of educational and research policies in Eastern European countries, which are examined as a promising horizon for the governance of higher education in Iran. This research will seek to identify successful approaches and practices in alternative educational and research policies that can help the Iranian higher education system achieve its goals.
Methodology
This research is based on a hermeneutic approach that investigates the foundations of educational and research policies. The statistical population includes five countries: Sweden, Denmark, Finland, Norway, and Iran. The educational research policies in the four Eastern European countries have been shaped by the Bologna Process, reflecting the culture of those societies. This study follows a review of relevant literature and an interpretation of the impact of educational and research policies. The analysis in Iran also responds to the future horizons of higher education, considering parallel institutions related to science and technology activities and various documents in this regard. Using document analysis and implicit interpretation aligned with the hermeneutic approach, it examines development programs from the First to the Seventh Development Plan of the country, the Vision Document of the Islamic Republic of Iran for 2025, and the science and technology policies issued by the Supreme Leader. The focal point of the investigation in each country is based on the element of local culture. Consequently, four main research questions are interpreted through a unified approach to the Bologna Process, and the findings are analyzed and interpreted based on a free interpretation of the aforementioned documents in Iran.
Results and Discussion
The analysis of findings in Sweden, Denmark, Finland, and Norway revealed that the development of evaluation schemes has largely been based on policy-making and supervised by national institutions and organizations, resulting in evaluation playing a central role in transforming higher education governance. This aligns more closely with market-oriented approaches, whereas the university is a unique organization. It emphasizes many characteristics such as self-governance, institutional independence, tolerance of diverse opinions, openness to dialogue, and the search for consensus. These processes facilitate concepts like good governance and are nurtured following an institutional approach. In Iran, however, there is generally a lack of coordination in the implementation of programs. In the academic sector, the degree of influence of policies is low. This may be attributed to the unmanageable nature of science and scholarly work, as well as the dominance of an individualistic culture. This issue highlights the existence of structural, historical, and cultural problems that have led to policies remaining on paper. Furthermore, documented programs and policies resemble ideals and ideological statements. These documents often lack precise targeting monitoring and evaluation systems, resulting in minimal enforcement. Typically, the relationships between sectors and cross-sectoral entities are not clearly defined, and both stewardship and budgetary allocations are only at a general level. Another point is that institutional synergy in scientific and research policies is weak. The level of interaction and information exchange among policymaking institutions—including the Supreme Council of the Cultural Revolution, the Supreme Council of Science, Research and Technology, the Ministry of Science, the Ministry of Health, the Expediency Council, the Education and Research Commission of the Islamic Consultative Assembly, the Vice Presidency for Science and Technology, the Management and Planning Organization of the country, the Higher Education Expansion Council, and the Supreme Planning Council of the Ministries of Science and Health—does not exist.
Conclusion
The results of the study in the selected countries indicated that three factors—social status, legitimacy, and resource dependency—are of great importance. These factors reinforce each other and are closely interconnected. It also became clear that the flow of ideas among Eastern European countries has led to similar policy changes as seen in other parts of Europe. In Iran, there is a significant impact on program orientation because policymaking occurs within a specific context. Therefore, it can be stated that the roots of educational and research policies are entirely dependent on cultural, political, and social contexts. In the four countries examined, it was evident that explicit and documented policies serve as a basis for action; however, in Iran, implicit and unwritten policies often have the greatest influence on program orientation because policymaking occurs within a cultural-historical framework. Additionally, it is necessary to gradually transform implicit policies into explicit and written ones. This way, on the one hand, government accountability will improve, and on the other hand, the enforcement of policies will increase. Thus, for the future horizons of higher education in Iran, it is suggested to focus on aspects such as cultural networking, public awareness development, dynamism among stakeholders, and strengthening elite consensus in the country.
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