Identifying Factors Affecting Educational Policy-Making Based on Third Millennium Characteristics

Curriculum Research

دوره 1، شماره 2، مهر 2020، صفحه 121-131   

نوع مقاله: Original Article

نویسندگان

Aazam Bahari¹؛ Fariba Hanifi^{* 2}؛ Asghar Sharifi²

¹PhD Student in Educational Management, Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

²Assistant Professor, Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

چکیده

Purpose: The purpose of this study was to identify the factors affecting educational policy-making based on the third millennium characteristics.
Methodology: This study was applied in terms of purpose and qualitative in terms of implementation of the data foundation type. The research population was the documents in 2009 to 20019 and educational policy-making experts in 2019, among which 15 were chosen according to the original saturation principle with purposive sampling method. The research tool was a semi-structured interview, whose validity was confirmed by experts and evaluated with proper triangulation method and its reliability was obtained by an internal agreement method of 0.83. For data analysis, content analysis method was used in MAXQDA12 software.
Finding: The findings showed that the factors affecting educational policy-making had 9 dimensions, 39 components and 209 indicators, including educational stakeholders, psychological factors, economic factors, technological factors, legal factors, social factors, cultural factors, belief and ideal factors, and political factors. Also, the third millennium education has 6 dimensions, 33 components and 74 indicators, including the characteristics of philosophy and training goals, characteristics of curriculum, educational system characteristics, environmental characteristics and educational space, characteristics of teachers and characteristics of principals and policymakers. In general, for factors affecting educational policy-making based on the third millennium was identified with 15 dimensions, 72 components and 283 indicators.
Conclusion: Considering the factors affecting educational policy-making based on the third millennium characteristics, the dimensions and components identified in the present era can be promoted.

کلیدواژه‌ها

policy-making؛ education؛ third millennium