نوع مقاله : مقاله پژوهشی

نویسندگان

• فرشاد جمالی تنها ¹
• اسماعیل عالی زاد ²
• محمدحسین پناهی ³

¹ دانشجوی دکتری جامعه شناسی سیاسی دانشگاه علامه طباطبائی، تهران، ایران

² استادیار جامعه شناسی دانشگاه علامه طباطبائی، تهران، ایران

³ استادجامعه شناسی سیاسی دانشگاه علامه طباطبائی، تهران، ایران

چکیده

 
نظام‌های سیاسی همواره خواسته‌هایی را در قالب اسناد تحولی و دستورالعمل‌های اصلاحی برای تغییر و تبدیل بازدهی‌های آموزشی به بازدهی‌های اجتماعی، سیاسی و اقتصادی مطرح می‌کنند. در این پژوهش، الزامات نهادی-سیاسی را در سه بعد بررسی کرده‌ایم: 1- شکل‌گیری، قانون‌گذاری و برنامه‌ریزی؛ 2- اجرا؛ و 3- ارزیابی برنامه‌های مدون شده در نظام‌های آموزشی منتخب. روش پژوهش کیفی و از نوع اسنادی و تطبیقی است. برای تحلیل داده‌ها از شیوه تحلیل تماتیک و الگوی تطبیقی جرج بردی استفاده شده است. نتایج نشان می‌دهد که ساحت آموزش و پرورش و مسأله توسعه در آن، روابط پیچیده‌ای با نظام سیاسی دارد. شناخت نوع منافع بازیگران مؤثر درون و بیرون نظام آموزشی و شیوه کنشگری آن‌ها در فهم و چگونگی توزیع کنترل در جامعه و مقایسه مسیر توسعه‌گرایی نهاد آموزش اهمیت دارد. سطح تحقق الزامات نهادی-سیاسی دولت در جامعه کره جنوبی بیشتر از سایرین است؛ چین توانسته است با اعمال برخی پویایی‌های نهادی به توفیقاتی در این زمینه دست یابد؛ و تسهیل‌گری عناصر فرهنگی اسلامی در ترکیه موجب همگرایی بازیگران سیاسی و جلب مشارکت در این حوزه شده است. پیامد سخت‌کیشی عناصر مذکور در مصر و چین، چالش‌هایی برای نظام آموزشی آن‌ها به وجود آورده است.

کلیدواژه‌ها

• آموزش‌وپرورش توسعه‌گرا
• اصلاحات توسعه‌گرا
• الزامات نهادی- سیاسی اصلاحات توسعه‌گرا
• عدالت آموزشی

موضوعات

• جامعه شناسی

عنوان مقاله [English]

Political Systems and the Issue of Developmental Reforms in Educational Systems; A Comparative Study of the Four Countries of China, South Korea, Turkey and Egypt

نویسندگان [English]

• Farshad Jamali tanha ¹
• Ismail Aalizad ²
• Mohammad Hossein Panahi ³

¹ PhD Candidate of Political Sociology, Allameh Tabataba'i University, Tehran, Iran

² Assistant Professor of Sociology ,Allameh Tabataba'i University, Tehran, Iran

³ Professor of Allameh Tabatabai University, Tehran, Iran

چکیده [English]

 
Political systems always impose demands on their educational institutions in the form of transformational documents and reform instructions . In this regard, examining the experiences related to the executive development of governments, the impact of conflicts in the political structure of the society, understanding the relations between the government-society-educational system on the development achievements of some selected countries became problematic for this research. . This work is an epistemological thing to show the deficiencies in the educational systems that are not on the path of development and to explain the political obstacles to achieving this goal. The research approach is qualitative, its method is integrated (documentary and comparative). The analytical strategy includes documentary analysis and George Brady's comparative model. Four countries are investigated (South Korea, China, Türkiye and Egypt). The results show that in terms of attention to institutional requirements in executive development and the implementation of proposed reforms for the education system, the level of this is higher in South Korea's political system than others; China has also been able to achieve success of the education system with development by applying some powerful policies; this is relatively evident with the participation of foreign actors in Turkey., Egypt is fragile
Keywords: Developmental Education, Developmental Reforms, Institutional-Political Requirements of Developmental Reforms, Educational Justice.
 
 
Introduction
Political systems that include an organized society with a specific ideology and a specific form of government; they always demand demands in the form of transformative documents and reform instructions from their educational institutions. It is in the form of these documents that laws are established for developmental reforms; to determine the role, structure and content of educational systems in the path of overall development; These policy-oriented demands contain special goals for the development and transmission of culture, reproduction and preservation of the social system and political structure of society. But in this context, paying attention to the ability and level of executive power of governments is a research-oriented necessity.
Therefore, knowing and understanding the institutional-political requirements in some successful countries (South Korea) or those that have gone through a relatively favorable process in this field (China and Turkey) as well as countries that have not achieved much success (Egypt) in the order of the comparative study of this Research was done. The main indicators of the selection of these countries were, on the one hand, paying attention to the records of their efforts in the field of transformative policies or standardization of the consequences of educational policies at the national level; On the other hand, their applied reforms regarding policy making in educational systems have taken place after a period of political transformation. For this reason, according to the characteristic of the post-revolution political structure of 1357 in Iran, a kind of thematic convergence was seen in these countries despite the huge political, social, geographical and demographic differences with Iran, which convinced the researchers to prepare such a sample.
Research Question(s)
Now the central questions of this research are conceptualized as follows:
1- How has the change in the political-institutional situation of the elected governments in recent decades affected the type of revolutionary demands for their educational system?
2- In terms of the level of central development or anti-development, how can we compare the institutional-political situation of the government and the way of action of effective actors inside and outside the education system in the selected countries?
Conceptual Framework
The conceptual approach of this research shows that the realization of developmental reforms in a part of the society, especially in the educational system, will not happen in a vacuum. Rather, how to formulate and determine the content of the goals and ideals of these policies within a cycle of mutual relationships between different elements of society and its political, social and economic context, and the process of implementation and realization of the aforementioned goals will depend on understanding how these elements and concepts interact. Especially in the field of government and society. Therefore, in order to explain the differences in the policy making capacity and the implementation of transformative policies, we are forced to examine the structural contexts and institutional conditions affecting the desired implementation trends. Because the ineffectiveness of educational policies is the result of structural weakness, tensions and inconsistencies in the political system and its relationship with society.
Methodology
This research is a qualitative-descriptive study with analytical and interpretative aspects. The method of doing it is a combination of documentary research and comparative method. Because the main issues of the research are such that it requires multilateral investigations. In this way, the need to understand the components related to historical-political developments and the desired wishes of educational policy makers in the selected countries along with the recognition of their political-institutional requirements dictated that we first use the documentary research method to prepare the necessary qualitative and background information. Then, to explain the differences in the different levels of the institutional requirements of the government and society to realize development-oriented reforms in the selected countries, let's use the "Beradi" comparative method. The method of analyzing the collected data is the thematic technique based on analytical induction.
Results
The results of this research show that the field of education and the issue of development in it have complex relationships with other elements of society and the political system. Knowing the type of interests of effective actors inside and outside the education system, the way these social movements act is effective in understanding how control is distributed in the society and can clarify the path of development of the education institution. In the meantime, dynamizing the policy-making structure in overcoming the political and cultural dogmas of this field (the case of China, South Korea and Turkey), paying attention to the element of social participation (the case of South Korea, Turkey) and accordingly developing issue-oriented policy content along with the continuous convergence of demands Political elites and effective political currents reduce internal tensions and ultimately make the capacity and capability of the government suitable for cultural and executive development in the education system.
In this regard, political-cultural obstacles appear for this dimension of development that cannot be overcome. For example, the political structure of the party-government of the People's Republic of China by applying authoritarian policies to industrialize education; The element of educational justice and equality in quality, which is one of the main indicators of development approaches as human empowerment, has faced a serious challenge. The attention of cultural policymakers to the fields and effective actors of the society is another important factor in the process of shaping the development of the educational system. For example, the way of distribution of cultural elements (Islamic and Confucian) as two effective forces in the societies studied in this research has affected the way of control by the government institution in this field. Facilitation of the mentioned elements in Türkiye and South Korea is the cause of harmony, cohesion and movement in the development path. The strictness of the mentioned religion in China and Egypt has sometimes created many challenges for the realization of reform policies.
Conclusion
Finally, reflecting on the evidence of this research showed the clarity of the theoretical vision of this project. Discussions that lie in the concepts and content of the critical view of some theoretical insights, around the critique of the development paradigms. Their emphasis on the necessity of passing these foundations and paying attention to the ability and capacity of the government to realize reforms is considered essential. This means that in the scientific investigation of the obstacles to the realization of planned reforms, it is not possible to simply describe or build a conceptual model of the institutions located in the cultural center of the society, such as the developmental education system. Rather, it is necessary here to examine structural-content requirements and obstacles in three dimensions: 1- formation, legislation and planning; 2- implementation and 3- follow the evaluation of the codified programs. Because each of the mentioned stages can potentially turn into conflicts and conflicts at the level of society in the political, economic and social arenas; Make the way for the implementation of the approved policies of that government, especially in the public institutions of the society.
 
 
 
 
 

کلیدواژه‌ها [English]

• Developmental Education
• Developmental Reforms
• Institutional-Political Requirements of Developmental Reforms
• Educational Justice