Akram Talebi; Ali Khorsandi Taskoh; Saeed Ghiyathi Nedushan
Abstract
The purpose of this study is to analyze the values affecting teacher empowerment in Iranian education. The above goal by two sub-goals, identifying the obstacles that exist in the path of teacher empowerment and providing the necessary policy guidelines in order to improve teacher empowerment programs ...
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The purpose of this study is to analyze the values affecting teacher empowerment in Iranian education. The above goal by two sub-goals, identifying the obstacles that exist in the path of teacher empowerment and providing the necessary policy guidelines in order to improve teacher empowerment programs was guided. For this purpose, research data were collected by applying a combined approach in two steps of comparative study and critical analysis. In the first part, data related to teacher training in Finland, Singapore, Japan, Austria, France and Iran were provided in specific areas. In the second part, a semi- structured interview was conducted with (14) education specialists, administrators and faculty members of Farhangian University. The results showed that teacher empowerment faces many obstacles from both macro and micro dimensions. The weak economic, social and cultural status of teachers from a macro perspective and the weaknesses of in-service training, in- service, support for continuous professional development and the lack of appropriate inclusive policies from a micro perspective have hindered the empowerment of teachers. Therefore, it is recommended to change the attitude of the officials towards education and this profession in different dimensions and in a practical way in order to promote the society and move in the direction of sustainable development, In order to attract talented and interested people, inclusive recruitment policies should be reformed and appropriate in-service and in- service training and skills programs should be developed and necessary support should be provided for teacher professional development.
shahram mehravar; ali .rashidi; taghi Akbari
Abstract
The purpose of this study was to examine the attitude, environmental knowledge and sustainability components of the university. The present research is applied in the field of applied research and in the method of data collection in descriptive-survey research. The statistical population of this study ...
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The purpose of this study was to examine the attitude, environmental knowledge and sustainability components of the university. The present research is applied in the field of applied research and in the method of data collection in descriptive-survey research. The statistical population of this study includes all students of Faculty of Management of Farabi College of Tehran University, among them 200 persons by sample method Randomly selected. To collect the data, three questionnaires, a Researcher-made questionnaire from the University of Persia Maleki (1393) with a reliability of 0.89, and environmental science questionnaire Hey et al. (2011) with a reliability of 0.87 and a non-scale with a reliability coefficient of 85 / 0 was used. Data analysis was done on two levels of descriptive and inferential statistics. The inferential part of Friedman test, correlation, T-test was used. The results of the analysis showed that the students in the environmental aspect 3) are in a relatively favorable situation, and also in the environmental knowledge aspect, with an average (4.9), were in a favorable situation. In addition, the result of prioritizing knowledge and environmental attitudes is significant and, finally, the result of correlation study showed that , The relationship between the dimensions of sustainable university and knowledge and attitude toward the environment is positive and significant and among the factors of sustainable university Sustainable education and research had the highest correlation with environmental attitudes. Among these dimensions, the highest correlation was found with environmental management knowledge and sustainable services.
Emad Malekinia; Abbas Bazargan; Sedighe Feizi
Abstract
The main goals of sustainability evaluation is measuring the educational, research, outreach and other university programmes based on sustainable development’s principles and concepts. The main purpose of this study is indentification of sustainability factors and criterias, and then evaluation ...
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The main goals of sustainability evaluation is measuring the educational, research, outreach and other university programmes based on sustainable development’s principles and concepts. The main purpose of this study is indentification of sustainability factors and criterias, and then evaluation of Tehran University sustainability based on them. Exploratory mixed method research used to accomplish this goal. In the qualitative part, the focus groups research method and individual interview was used and in the quantitative part analytical-descriptive research method was employed at the University of Tehran area. In the qualitative part, purposive non-probability sampling method and in the quantitative part, stratified sampling method was used for selection of students and faculty. The results of the study show that the main factors of sustainability evaluation include: education, research, governance system, environmental management system, sustainable financing system, and outreach. These factors can be assessed using 34 criteria and 81 indicators. The results of the sustainability assessment at UT show that significant difference between present situations with ideal level. Also, Analysis of data using inferential statistics indicates that there is a significant difference between the views of faculty members and students regarding the sustainability condition of UT. Identified model in this research is a pioneer initiative in sustainability evaluation of Iran’s higher education institutions. This model can be used by senior managers of higher education system and university leaders.
Ehsan Parvin; Saeed Ghiasi Nodoushan; Sharare Mohammadi
Abstract
Education is the most effective mechanism for dealing with one of the biggest challenges of this century, i.e., sustainable development. Sustainable development needs a holistic human being with systemic thinking ...
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Education is the most effective mechanism for dealing with one of the biggest challenges of this century, i.e., sustainable development. Sustainable development needs a holistic human being with systemic thinking and interdisciplinary and intra-disciplinary vision who is informed, creative and participatory. Production of such qualified human resources needs high quality elements and factors of the educational system (input, process, output, and outcome) in line with sustainable development. Higher education and expert human resources play a key role in sustainable development of any societies. Universities, as places for study and research, should strive for sustainable development. Higher education should acquire the best way to exploit limited resources and facilities. In this article, developing a model for assuring the quality of higher education system in order to reach sustainable development based on systems approach is discussed. To reach sustainable development, we should provide coordination and interaction among the parts of development. A descriptive-analytic method, similar to library studies, is used in this article.
