Five recommendations of Qalab leaders regarding five defects in the implementation of the fundamental change document – Mehr news agency Iran and world’s news

Mehr news agency; community group It has been more than ten years since the document on the fundamental transformation of education has been implemented. in four governments; Three presidents, seven ministers and three acting ministers of education emphasized the implementation of this document and took many measures to realize this document.

Now, after about twelve years have passed since the implementation of this document and under the pretext of the recent words of the revolutionary leader regarding the implementation of this important and strategic document in the field of education, we are trying to examine the dimensions and extent of the realization of the transformation document in this report.

In a meeting with a group of teachers and educators from all over the country on Tuesday, the 12th of May, the Supreme Leader made five recommendations to the officials, referring to the status of the implementation of the document on the fundamental transformation of education:

“First, the transformation document should be continuously completed and updated”. “Second, support the transformation document decisively and help its implementation”. “Third, for the transformation document, which is a solid and good document alternative And don’t create a rival.” “Fourth, a detailed roadmap for the implementation of the transformation document from headquarters to schools should be prepared and supported by the government and parliament” and “fifth, measurable indicators should be determined in the roadmap, based on which the progress of the document’s implementation will be constantly monitored”.

The document on the fundamental transformation of education as a strategic document of the education system is organized in eight chapters. At first, he explained the values ​​and then the missions and vision size will pay.

According to the transformation document, the school in Horizon 1404 should have the decision power get be; To understand the individual differences of students and be able to adopt a separate educational method for each of them.

In chapter five and six, the transformation document first outlines its major goals and then introduces major strategies to realize each of them. For example, increasing the participation of institutions in the matter of education is considered as a general goal and as a general strategy of participation joy Ministry of Education and invites organizations and institutions for the matter of schooling as a strategy.

Also, in the transformation document, it is clearly emphasized that after graduation, students must have at least one useful skill to provide a halal livelihood in such a way that in case of separation from the formal education system at any stage, the ability to provide for their own life and manage have a family

Therefore, in recent years, a lot of attention has been paid to conservatories and the development of workshop skills in education.

After graduation, students must have at least one useful skill to earn a halal livelihood

Mehdi Kazemi, deputy of secondary education of the Ministry of Education, in a detailed interview with Mehr, announced that the number of students in the conservatory is one million and 79 thousand, which is the most unprecedented number since modern education in Iran.

Kazemi emphasized: When the technical and vocational education period was four years and students studied in four grades, the number of our students was about 900 thousand, and this one million and 79 thousand students in three grades is a significant and acceptable number. And so far, either before the revolution or after the revolution, this number had not been achieved.

fundamental transformation document; Five recommendations for leadership and vision size progressive

While the document on fundamental transformation is in its 10th year of implementation, most education experts believe that it has not achieved its goals as it should and perhaps during this period.

Far from exaggeration and flattery, and by examining the problems and obstacles in the education system, it can be said that the five recommendations of the leadership regarding the transformation document are exactly related to the problems in the document and the obstacles to its implementation. In this report, we will try to examine each of the five recommendations of the Supreme Leader of the Revolution on a case-by-case basis for the implementation of the Transformation Document.

1- The transformation document should be continuously completed and updated

One of the most important features of the document of fundamental transformation in education is the ability to modify and update it in five-year intervals.

Hamidreza Hajibabai, the Minister of Education at the time, who initiated the implementation of this document; May 1391 promised that this document will definitely be revised every five years.

Mahdi Navid Adham In 2014, the Secretary General of the Supreme Council of Education emphasized the issue of revising this document every five years and said: We will look for what needs to be done in 2014, 2015 and 2016, and organizations, types The activities, schedule and executives have also been determined to follow how to do things as a roadmap for the fundamental transformation of education.

Of course, these officials are no longer responsible, and the officials after them never took any official action to change and revise the document.

Due to the fact that no expert review has been done on some of the contents of the document, it is not even possible to give an unequivocal opinion on whether that item should be corrected or not.

For example, in the document on the fundamental transformation of education, distance education system is mentioned, but the Ministry of Education has not announced, at least officially, how successful this distance education system has been.

distance system It is a system in which a teacher accompanies his students in several educational levels. Of course, this type of education system has been enforced in regions that are facing a shortage of teachers, but there are no accurate statistics on the success and efficiency of this system.

Also, in the transformation document, the school should be independent and privileged in the decision get and can be a decision maker. Unfortunately, after ten years of the implementation of the document, schools have not yet achieved such a capability so that we can discuss this policy. Independence of the schoolcomment and check its advantages and disadvantages.

Or, for example, it is stated in the document that the provision of foreign language education should be within the framework of the optional (semi-prescriptive) part of the curriculum and in accordance with the principle of establishing and strengthening the Islamic-Iranian identity.

In the school reform document, the school should be independent and entitled to make decisions and be able to make decisions

That is, schools can teach one or more foreign languages ​​at their own discretion and according to the interest of the students, or introduce students to the centers of the Iranian Language Center (which is under the supervision of the Intellectual Education Center) for a specific foreign language.

this design The optionality of studying a foreign language desired It was recently formed in the Supreme Council of Education and has not yet been definitively implemented in schools. It is natural that in case of revision of the transformation document, it is still not possible to make a specific opinion about this policy.

In one of the last comments regarding the revision of the transformation document, Ali ago The minister’s adviser on the implementation of the Fundamental Transformation of Education document in March last year said in a press conference: According to the document itself, this document must be revised every five years, but unfortunately, the document has not been revised yet. We also made proposals for revision to the Supreme Council of Education and this issue is under consideration in the council. Of course, at least 90% of our needs are still met by the implementation of this document.

2- To give decisive support to the transformation document and help in its implementation

The document on the fundamental transformation of education is a high-level and comprehensive document for education. This document is so comprehensive and extensive that by reading it quickly, it can be clearly understood that its implementation cannot be done by education alone.

for example Optimizing the payment system, Based on competencies and based on competitive approach As solution 1-12 has been proposed in the transformation document, we can mention the teacher rating law as a law to realize this solution.

Obviously the implementation Teacher rating law It would not have been possible without the support and cooperation of the Government Board, the Parliament, the Program and Budget Organization, and the Administrative and Employment Affairs Organization. Perhaps, if the aforementioned institutions had cooperated more strongly and supported education in the way of implementing this solution, we would not have seen the delay in applying the ranking and the late payment of Esfand Farhangian salaries, and this issue would not have led to the resignation of Yusuf Nouri.

The implementation of the transformation document in many other solutions also requires the cooperation and support of other organizations.

For example, the creation of museums and scientific exhibitions in each city until the end of the 6th country development plan, which is included as a solution 3-6 in the transformation document; It requires the support of institutions such as the National Elite Foundation, municipalities and media such as radio and television.

Developing the penetration rate of the national information and communication network (intranet) as solution 1-17 in the transformation document is another such thing that requires a detailed design from the headquarters to the school. The question must be answered that to what extent students can have access to the Internet according to their grades and educational levels and to what extent the National Information Network is capable of educating each of them. The realization of this part of the document is not possible without the firm support of the Ministry of Communications and Information Technology.

3- Don’t create a substitute or competitor for the transformation document, which is a valid and good document

Perhaps, the issue that is paid less attention to in the implementation of the transformation document is the issue of the competitor of Tashi. The document on the fundamental transformation of education is a high-level document that includes the basic dos and don’ts, and it is necessary that all the components of the public formal education system be in harmony with them, and all policy makers and agents of the system must be committed to it. A be n’s

However, the implementation of some policies and orders in the executive system of the country is sometimes against the path of the realization of the document and is an obstacle on the way to achieve the goals of the document.

Some experts believe that a number of departments Government waiting document Education is different from the goals and visions of the transformation document.

In this context, it is necessary for institutions such as the Government Board, the Supreme Council of Cultural Revolution, and the Supreme Council of Education to define all their communicated cultural policies in order to achieve the goals of the fundamental transformation document.

4- Prepare a detailed roadmap for the implementation of the transformation document from the headquarters to the schools and support it in the government and parliament

Another problem in the implementation of the document on the fundamental transformation of education is the lack of a road map and implementation path from the headquarters to the school. Most of the macro-policies proposed in the document have not yet found a way to schools for implementation.

In the last few months, education has unveiled the first school edition of the Transformation Document by activating the implementation center of the Transformation Document.

Ali ago The minister’s adviser on the implementation of the document on the fundamental transformation of education, referring to this edition and the school guidelines, said: This plan shows how to act in the school. What are the characteristics of the school environment in line with the transformation document?

ago He believed that with this plan, a conceptual model has been defined for the implementation of the document in the school.

However, no plan has yet been implemented to implement the general and partial policies of the transformation document in schools. The school, which in the transformation document should be independent and have decision-making power, is still waiting for the announced policies.

5- In the road map, measurable indicators should be determined based on which the progress of document implementation can be constantly monitored

The fundamental transformation document of education includes many quantitative and qualitative goals. If to check the degree of fulfillment of quantitative goals, measurable indicators get There is; There is no other way than defining a series of measurable indicators to monitor the achievement of quality goals get we don’t have

During the last ten years, all the education authorities emphasized on the implementation of the transformation document, but as Reza Murad Sahrai, the Acting Minister of Education, has acknowledged it; Many of these policies are not visible on the school floor.

The same problem shows the determination of measurable indicators get To what extent can the implementation of the document be realized in practice, away from slogans and claims of officials.

Among the qualitative goals mentioned in the document that must be considered for that index, the following can be mentioned:

Creating all-round responsibility among students, developing the spirit of self-sacrifice, raising a united human being, a believer and believer in the resurrection, expanding and deepening the culture of research and evaluation, developing the culture of prayer and fostering understanding of economic concepts among students.

There are many such cases in the transformation document without considering the measurable indicators get There is no way to check the success of the education system in implementing the document.

Also, some of the quantitative goals, although they have quantitative indicators, have not yet been carefully monitored and investigated.

For example, extending the preschool period, especially in disadvantaged areas, is one of these goals, but it is not yet clear how many kindergartens have been established under the goals of the document in disadvantaged and less privileged areas, or how many are expected to reach by the end of the year.

Active participation in education and breeding Facing the urgent and general needs of the society, such as the spread of widespread diseases and earthquakes, are other goals mentioned in the document. However, there are no statistics on the level of participation of schools during crises.

Although the basic delivery document in the education and training system is a comprehensive and complete document, it always needs improvement and growth, and its 100% fulfillment is the permanent goal of the education and training system; But it seems that without removing the weak points and without following the five leadership recommendations regarding the document, the document will never pass the initial stages on the way to implementation.