Universidade Federal de Santa Maria
REGET, Santa Maria, v. 24, e 37, 2020
DOI:
https://doi.org/10.5902/2236117043407
Received:
08/04/2020 Accepted: 08/04/2020 Published 21/05/2020
Enviromental Education
Identifying Top School Indicators in Education Transition Document
Identificação dos principais
indicadores da escola no documento de transição para a educação
Monir sadat EntezariI
Asgar SharifiII
I Department of Educational Management, Roudehen
Branch, Islamic Azad University, Tehran, Iran
- entezari@aftermail.ir
IIAssistant Professor, Department of Educational Management, Roudehen
Branch, Islamic Azad University, Tehran, Iran
- sharifi@aftermail.ir
Abstract
The purpose
of this study was to identify the characteristics of the top school in the
document of education transition. The research method was objective-fundamental
and qualitative in terms of data type. The statistical population of the study
consisted of the managers and staff of the Ministry of Education, the provincial
administrations and the educational districts. Sample size in the qualitative
section was determined by theoretical saturation principle of 23 people who
were selected by purposeful sampling. In the present study, semi-structured
interview tool was used for data collection. The validity and reliability of
both instruments were confirmed. Data analysis was done by coding method. The
results showed that the factors that constituted the top school in the
transition document balance included moral, social, economic, political, bio /
physical and scientific education and technology; Management, educational space and equipment, information technology, as
internal and Islamic community requirements, media, family, educational
justice, were external requirements.
Keywords: Transformation document indicators and requirements, Education, High
School, Agility, Development, Continuous learning
Resumo
O objetivo deste estudo foi
identificar as características da escola superior no documento de transição educacional. O método de pesquisa
foi objetivo-fundamental e qualitativo em termos de tipo de dados. A população estatística do estudo
consistiu dos gerentes e funcionários do Ministério da Educação, das administrações provinciais e
dos distritos educacionais. O tamanho da amostra na seção qualitativa foi
determinado pelo princípio de saturação teórica de 23 pessoas que foram selecionadas por amostragem intencional. No
presente estudo, foi utilizada a ferramenta de entrevista semiestruturada para
coleta de dados. A validade e a confiabilidade de ambos os instrumentos foram
confirmadas. A análise dos dados foi realizada pelo método de codificação. Os resultados
mostraram que os fatores que constituíram a escola superior no equilíbrio dos documentos
de transição incluíram educação e tecnologia moral, social, econômica, política, bio / física e científica; Gerenciamento, espaço e equipamentos
educacionais, tecnologia da informação, como requisitos da comunidade islâmica e interna, média, família, justiça educacional, eram
requisitos externos.
Palavras-chave: Indicadores e requisitos de documentos de
transformação; Educação; Ensino Médio; Agilidade; Desenvolvimento; Aprendizado contínuo
1. Introduction
In today's changing world, organizations need to engage in a continuous
process of change in order to stay away from global competition so that they
can stand up to organizational issues while taking advantage of the complex and
changing environment opportunities around them (JACOB ARIOLA ET AL., 2016: 56).
In today's changing environment, organizations need to continually develop
their abilities and competencies to respond to changing and changing
environmental conditions (JANE BERG, 2016: 31). In the meantime, organizations,
especially educational organizations, must adapt themselves to the pre-set
goals of their education system and move forward flexibly with environmental
change (VAN & VAN HEILERSBERG, 2018: 234).Schools are the main educational
institutions in society, as they are the first public and educational institution
that children set up. Also, numerous historical studies show that educating
exemplary and effective citizens for a society has always been one of the
highest goals of the education system, including the education system, and that
almost all educational systems formulate their programs in the ideology,
worldview and philosophy of society (Peterson). WEBENTLEY, 2017: 108).
Therefore, addressing schools and aligning schools with the goals of the
education outlook should be clearly and properly done.
The topic of transformation in the education system is one of the
fundamental issues in the education system which is very important from the
perspective of policy, planning, management and implementation. The subject of
change, in fact, has drawn the attention of educational officials for many
years, largely because of the dynamic and continuous nature of the education
system, only through an institutionalized process of transformation can
educational goals be realized, and this can only be achieved through active and
continuous participation. is not. Following changes
and improvements to improve the educational situation, a document was prepared
and adjusted based on comprehensive research and consideration of community
development, which was in line with the Horizon 1404 Vision Document and the
Comprehensive Scientific Plan of the Country and the Expediency Council
Approvals. The document consists of eight chapters, which are the Statement of
Values, Mission Statement, Vision, Macro Goals, Macro Strategies, Operational
Goals and Strategies, and the Institutional Framework and Executive System for
Fundamental Education Development. According to Chapter Eight, the Basic
Education Transformation Document, to realize the goals and programs of the
National Education Document, the Higher Education Council, using all the
capacity of the Ministry of Education and other institutions and facilities of
the country, to review, approve, and implement implementing policies, design
and implement policies, Related structures and processes are responsible for
updating, repairing, coordinating and integrating policies, programs, and
overseeing the proper implementation of strategic transformation plans
(FUNDAMENTAL TRANSFORMATION DOCUMENT, 2011). A document of fundamental evolution
in education that is the result of a collective rationalization and strategic
thinking aimed at transforming the foundations of education to achieve goals
such as fostering a deep belief in Islam and its high values and ideas, and
ultimately achieving the vision and goals of education (ABAZARI & ZARGAR,
2016: 12).
The contents of the document on the fundamental evolution of education
in relation to the categories under study in this study, although it has
several strengths, but on some important and crucial issues such as the
discussion of promoting and developing national-Iranian culture, expanding and
strengthening Persian language and literature. The development of technical and
vocational centers and conservatory of music, attention to fine arts, foreign
language education, etc. have not been well addressed, leading to numerous
challenges in the implementation and operationalization of this document. In
sum, the fundamental transformation document for education in order to achieve
what is defined in Outlook 1404 requires substantial reforms, developments, and
transformations in relation to the categories examined in the present study
(ISLAMI et al., 2015: 3).
Experts now consider the fundamental evolution in education to be
three-fold: the "theoretical layer, the program layer, and the
operational-executive layer." The theoretical layer is what is referred to
as the "Theoretical Foundations of the Fundamental Transformation Document
and the Fundamental Transformation Document". In the application layer,
subsystem formulation is considered, and in the executable layer, executable
programs will be developed and implemented. The document of fundamental change
in education of education based on the teachings of the Qur'an, upstream
documents, including the Twenty Year Vision Document (HORIZON 1404 AH), is a
comprehensive scientific map of the country. The country's education goals are
designed to meet the goals of a comprehensive document at the end of each
course, but according to research, numerous challenges have been raised and not
only have the goals of the document been implemented, but some education
experts believe they have. Not even close. When it comes to education and
implementation of the development document, comments are drawn to the school
that symbolizes education. In fact, in the document of change, the school is
also the changing pillar. Because it is defined as the center
of formal education and learning environment in the document of fundamental
change. In the Transformation Document, the school is a rich place for
educational programs for all students, and its role is not only to enhance
students' knowledge and skills, but also to prepare them in line with current
and future community expectations. In such circumstances, and within the
country's 20-year horizon, the school will become a place where students enjoy
active participation and are reluctant to leave. At this school, the student
participates not only in education but also in his religious and ethical
training with teachers. Therefore, the student is the focus of activities. In
other words, in this school, student-centered approach is emphasized along with
subject-centered and teacher-centered approaches (HAJI BABAEI, 2012: 53). In
this document, the school should be a suitable place for the human education of
the believer and of Islamic ethics, familiar with, and committed to, the
responsibilities and duties of God, himself, others, and nature;
Self-sacrificing, patriotic, collectivist, waiting and universal-minded,
willful, hopeful, self-confident, self-respecting, wise and capable, pure and
honest, selective and free-spirited, creative and entrepreneurial and
determined, healthy and arrogant, law-abiding and orderly Specialized training
for decent individual, family and social life based on the Islamic standard
system (HAJI BABAee,2013:53).
Accordingly, and given the challenges that scholars today point to in
the absence of document goals in schools, planners and policymakers must
consider the establishment and implementation of a school based on the document
and its goals. And identify various factors that may affect this.
BAZRAFSHAN et al. (2015: 28), in his research points to the role of
managers in achieving the goals of the transformation document. Effective and
efficient managers, he says, make the most of this success by making the most
of the available resources and active and effective interaction with other
components of the organization. Another important factor affecting teachers is
a key pillar in schools; teachers have an effective role in the implementation
of this document in schools. While they have not played a significant role in
preparing this document, this is one of the challenges ahead. KARIMI et al.
(1986) point out in their research the role of society in achieving the goals
of the document of transformation. On the other hand, curriculum, financial
resources, space, and equipment are also important factors influencing
document-based school deployment (HEDAYATI & KHARAZMI, 2016: 63). There
have also been several studies in external research on the impact of different
factors on the implementation of the educational landscape. BELL and HARRISON
(2018), for example, consider teacher and management factors to be effective in
better implementation of the educational landscape. In their research, ECKERT
et al. (2018) examined teachers' professional qualification programs to achieve
higher education and quality goals. This research is a descriptive-survey
research and the results have shown that the promotion of teachers'
professional competence affects the quality of education and achievement of
high educational goals. CHATSIFATO (2018), in a study examines education for
sustainable development: perspectives, policies and actions. This is a review
study and the results show that teacher and educational environment have a
significant impact on implementation of vision and policy and educational
measures. Also, GLEEVE et al. (2018), in a study examined the evaluation of
educational perspective and its scientific results. This research is a
qualitative one and the results have shown that evaluation of educational
perspective provided to schools has an impact on the scientific results
obtained from school education. BEER et al. (2018), in a research study ideal
school. This research is a qualitative one and the results show that different
factors must be considered in order to reach the ideal school. These include
the teacher, family, administrator, and curriculum. As stated, the
implementation of a desirable school that is fundamental to the balance of
change document requires additional efforts because in the current situation
such a major failure has not been achieved and the schools have not implemented
the goals stated in the transformation document properly. This can be well
understood from studies that have examined the various challenges and obstacles
to achieving document goals. Critics of the school believe that the lack of
proper training for teachers and the lack of management support and the lack of
technological structure that fits in with today's world, as well as the culture
of a society that continues to use prescriptive rather than practical concepts,
has not come close to the goals of the document. On the other hand, the
Transformation Document itself has many critics who believe that it refers to a
non-realistic idealistic society and ignores the phenomenon of globalization
and increasing global change. Based on the aforementioned, the present study
seeks to identify the challenges of not achieving the goals of the
Transformation Document, to help establish a capable school in the
Transformation Document, and to answer the essential question of the superior
school characteristics in the Transformation Document. And what are the
breeding?
2 Research Methodology
Given that the purpose of this study was to identify the top school
indicators in the document of education transformation, the research method was
applied-fundamental; in terms of data type, it was qualitative.
2.1 Statistical population, sample size and sampling method
The statistical population of the study consisted of the managers and
staff of the Ministry of Education, the provincial offices and the educational
districts. Samples were selected by purposive and judgmental sampling. The
sample size was not determined and 23 individuals were selected based on the
theoretical saturation principle.
2.2 Data Collection tools
The research tool consisted of semi-structured interviews that were used
to answer the question about identifying the main components of the research
and its characteristics. The details of the interview are as follows:
Table 1 - Interview Profile
|
Row |
Question |
|
1 |
What is your definition
of school implementation in the balance sheet of fundamental change? |
|
2 |
What features do you
think the top school has and how can these features be evaluated? |
|
3 |
What do you think are the
internal and external requirements for getting to a top school? |
|
4 |
In your opinion, to what
extent can the identified requirements of the document be fundamental to the
realization of the goals of the country vision document? |
|
5 |
In your opinion, what are
the barriers to implementing a top-level school in the balance sheet of
fundamental change? |
|
6 |
What is
the input, process, and output of the top school according to the fundamental
transformation document? |
|
7 |
What are your suggested
strategies for implementing and establishing a school in alignment with the
fundamental transformation document? |
2.4 Validity and Reliability of Research Tools
Validity: The coding method was used by several researchers to determine
the reliability and repeatability of the interview results.
Reliability: Reliability refers to the consistency of the research
findings. Reliability of the interview is discussed in stages such as interview
position, transcript and analysis. Also, the reliability of the interviewee
indicates how to guide the questions. In the transcript validity, the intrinsic
validity of the transcripts made during the typing of the texts by two individuals
should also be noted. Considering the percentages reported by two coders during
the classification of interviews is also a method for determining reliability.
The rate (percentage) of in-subject agreement between the two coders (who
should be 60% or more) for an interview (control analysis) is also a method for
analyzing reliability. In the present study, the test-retest reliability and
in-subject agreement method were used to calculate the reliability of the
interviews.
In order to calculate test retest reliability, several interviews were
selected as sample and each was coded twice in a short interval. The codes were
then compared at two intervals for each of the interviews. The retesting method
is used to evaluate the consistency of the researcher's coding. In each
interview, codes that are identical in the two time intervals are labeled
"agreement" and dissimilar codes are identified as
"disagreement". The method of calculating the reliability of the
coding performed by the researcher in two intervals was as follows:
·
Reliability
percentage = 2* (Number of agreements): Total number of codes*100
2.5 Methods of data analysis
Content analysis was used to analyze the qualitative data of the study.
In this project, the qualitative data analysis steps were collected through
open coding and axial coding. Open coding is an analytical process by which
concepts are identified and their features and dimensions discovered from
within. In the open coding phase, the researcher identifies concepts and
expands them according to their properties and dimensions. At this stage, the
researcher from the raw data base, prioritizes categories related to the
phenomenon under investigation by segmenting information, formulating
information categories about the phenomenon under study, asking questions about
the data, Compare cases, events, and other phenomena states to find
similarities and differences. In the next step, axial coding, the researcher
places one of the categories at the core of the process being explored (the
main dimension) and then links the other categories (components) to it. In this
regard, the main components and related indicators were identified in this
study. Therefore, in the first stage, the main components and indicators are
based on the open and pivotal coding process of data from semi-structured and
exploratory interviews. The conceptual codes were presented and the priority of
each factor was determined based on the frequency of the concepts mentioned in
the interviews. Concepts were the central unit of analysis for open and axial
coding. When precisely analyzing the data, concepts were coded, either directly
from the transcript of the participants' interviews or according to their
common uses. The transcripts of the interviews were regularly reviewed to find
out the main and sub-categories and the importance and priority of these
categories. Data were analyzed at sentence and phrase level for each interview
and conceptual codes were extracted from transcripts of interviews. Sometimes a
sentence was related to more than one concept. By extracting common conceptual
codes and by refining and removing duplicates, by applying the theoretical
foundations and applying some conceptual codes, the concepts are identified and
identified and by refining and reducing these concepts into subcategories
(components) ) Were organized. Accordingly, the researcher in the axial coding
stage is necessarily considering the role of the concepts obtained in
explaining the pattern of school deployment in the transformation document, the
sum of the categories derived from the raw data, the categories extracted into
three categories, input, process and The outputs were categorized and their
theoretical relationships were designed in the selective coding section.
According to Strauss and Korben (1990), if this model
is not used, the fundamental data theory will lack the necessary accuracy and
complexity (p. 87).
3. Results
In this section, the research data are analyzed and evaluated using
scientific methods. Since the research is of mixed type. Data analysis consists
of two parts: qualitative data analysis. The following is an analysis of the
content of the interview data.
3.1 Qualitative data analysis:
Question 1: What are the main and secondary school benchmarks in the
document aligning the fundamental transformation document of education?
Question 2: What are the internal and external requirements and
infrastructures required at school for the establishment of a document that
aligns with the fundamental transformation of education?
23 experts were interviewed on the first question based on a
semi-structured interview with 7 questions. This question was answered using
the grounded theory approach and the MAXQDA software.
Factor analysis results show that out of 219 indicators, 20 main
components can be identified.
3.2 Qualitative side findings
Side Question 1: What are the Implementation Strategies for Balancing
Documentation of Fundamental Education Transformation?
In general, based on the research background, theoretical foundations,
interviews with experts, as well as document status analysis of the fundamental
transformation of education and its constituents and indicators (moving from
undesirable to desirable as well as maintaining and enhancing desirable status)
executive mechanisms In order to implement the document, the basic educational
transformation document alignment is given priority in the following table 2.
Table 2 - Implementing Mechanisms for Implementing the Documentation of
the Basic Education Transformation Document
|
Row |
Priority of implementing
mechanisms for implementation of the document Balanced Education
Transformation Document |
Abundance |
|
1 |
Continuous school
improvement |
21 |
|
2 |
Developing and enhancing
the professional competence of teachers |
18 |
|
3 |
Enrich curriculum content |
17 |
|
4 |
Cultivation |
14 |
|
5 |
Paying attention to
ethical, socio-cultural and economic education at the same time |
14 |
|
6 |
media literacy |
12 |
|
7 |
To meet the needs and
expectations of the translators by observing Islamic standards |
11 |
|
8 |
Spreading
Entrepreneurship |
11 |
|
9 |
Attention to national
interests |
9 |
|
10 |
Paying attention to the
principle of all-encompassing participation of all institutions and factors
contributing to the establishment of the school in the balance of development
document |
6 |
|
11 |
Paying attention to the
public education system for educational policy and policy making |
6 |
|
12 |
Establishing educational
justice |
4 |
|
13 |
Focus on creating
effective, effective, learner-centered, equity-oriented, participatory, and
competitive schools; featuring forward-looking, perfectionist,
transformational, faithful, thoughtful, compassionate, and trustworthy
mentors |
3 |
|
14 |
Continuous research and
evaluation to improve |
3 |
Second Side Question2: What Are the Obstacles to Document
Implementation?
In general, based on the research background, theoretical foundations, interviews with experts on the barriers to implementation of
the document, the fundamental balance of education reform document is presented
in the following table 3.
Table 3 - Barriers to
Implementation of the Document The Balance Sheet of
Basic Education Transformation
|
Interference or obstacles |
Priority of implementing
mechanisms for implementation of the document Balanced Education
Transformation Document |
Abundance |
|
Continuous school improvement |
22 |
|
|
Developing and enhancing the professional
competence of teachers |
18 |
|
|
Enrich curriculum content |
18 |
|
|
Cultivation |
15 |
|
|
Paying attention to ethical, socio-cultural
and economic education at the same time |
14 |
|
|
media literacy |
13 |
|
|
To meet the needs and expectations of the
translators by observing Islamic standards |
11 |
|
|
Spreading Entrepreneurship |
10 |
|
|
Attention to national interests |
8 |
|
|
Paying attention to the principle of
all-encompassing participation of all institutions and factors contributing
to the establishment of the school in the balance of development document |
8 |
|
|
Paying attention to the public education
system for educational policy and policy making |
7 |
|
|
Establishing educational justice |
4 |
|
|
|
3 |
|
|
Focus on creating effective, effective,
learner-centered, equity-oriented, participatory, and competitive schools;
featuring forward-looking, perfectionist, transformational, faithful,
thoughtful, compassionate, and trustworthy mentors |
22 |
|
|
Continuous research and evaluation to
improve |
18 |
4 Discussion and conclusion
By examining the first question of the research on identifying the main
and secondary school indicators in the Education Transformation Document, the
research findings showed that educational factors such as ethical, social,
economic, political, biological and physical education and science and
technology are among the indicators. And in other words, the characteristics of
the school are in the balance of the fundamental evolution of education. Given
the challenges that threaten education in the country, such as modern
technologies and environmental uncertainties, education as an organization that
is a scapegoat in all areas of society must take into account various factors,
one of the strategies that education can address. Repeating the problems and
turning the schools under it into Bratz and
empowering schools is the focus of upstream documents such as the fundamental
transformation document. In the present study, it has been suggested that in
the Transformation Document, the school is a enriched
place for educational programs for all students, and its role in addition to
enhancing students' knowledge and skills, is to prepare them in line with
current and future community expectations. In such circumstances, and within
the country's 20-year horizon, the school will become a place where students
enjoy active participation and are reluctant to leave. The other element
mentioned in the Transformation Document for the Superior School is the Social
Education component. In this type of education, students are trained to become
professional and ethical citizens. Citizens who are
responsible for their own affairs and are not indifferent to their kind.
Also, social education refers to social accountability and restructuring.
Students undergoing this education are accountable for their mistakes and
maintain their interactions with the world around them. The school has a
leadership role in this area and leads students towards positive social
interactions. Economic education is also highly valued, in today's economy the
economy is at the forefront, so ways to earn profits and produce in schools
should be used as ways to train economic experts. Learning economic literacy,
commercialization, and how to produce are examples of economic education. With
all these interpretations, one should not overlook the important feature of the
top school, that is, political education. Political education leads to
increased political literacy. With this kind of education, students learn how
to analyze what is going on around them and what efforts they can make to
enhance their political vision. Also, given that today there is war but a soft
type that relies heavily on political literacy, so having political literacy
helps students identify the consequences and factors of soft
ware. Biological and physical education is also very important. This
kind of education is also mentioned in the document of fundamental
transformation, and schools are called high schools that first introduce
students to physical and environmental health. Students, as the future-makers
of the country, need to know what the earth is about to destroy and how we, as
Ashraf creatures, have a mission and how to protect it. Environmental literacy,
understanding physical and mental needs, and acquiring knowledge of individual
and collective health care concepts that are addressed in bio-physical
education, but today's world is complex and countries are at the forefront of
progress and development that go hand in hand. Move with the technologies of
the day, and that requires training. One of the goals of top schools is to
target lesson based on new technologies. Accordingly, e-learning, as one of the
factors of learning in the digital world, should be given special attention.
What is mentioned in the document of fundamental change and in other countries
is used as a factor of progress and agility. Information technology should also
be used for scientific research. Technology-based education facilitates this
and teaches students that learning should not rely on a specific resource and
that there should be no end-to-end learning. In the present study, it was also
suggested that factors need to be taken into account for the implementation of
the top school in the Transformation Document Balance, which has the
characteristics mentioned above. These factors are the causal factors superior
to school implementation. In the present study, causal conditions were examined
in two parts: internal factors or external requirements and external
requirements, and the results showed that internal factors, such as, teacher,
curriculum, management, educational environment and information technology are
involved. It should be noted that, first of all, the factor that plays the most
important role in the process of school education is the teacher. The teacher
is, in fact, a pivotal factor whose knowledge, skills, and attitudes toward
learning and education have many consequences. Taking into account the findings
of the philosophy of education as well as the meaning of education, the teacher
can be regarded as a wise trustee whose task is to plan, educate, support,
counsel, feedback and persuade students to challenge current opportunities to
expand their existing capacities. Is responsible. The
teacher at this school is able to identify his / her strengths and weaknesses
and can improve his or her mental and intellectual maturity. It can organize
its education and training programs in such a way as to provide the basis for
the development and development of existential capacities and the achievement
of students for the most part of life. The next component to consider is the
curriculum. In fact, the syllabus is a set of systematic and planned
educational opportunities at different levels that students are exposed to to acquire the skills necessary to understand and modify
their situation so that they can achieve an acceptable degree of life by
continually developing and enhancing their identity. Tayebeh
includes all aspects and includes four dimensions of design, formulation,
implementation and evaluation. The syllabus helps implement the top school in
both explicit and hidden types of content. Management is another important
element of the school's internal requirements. Management means strong and
effective school management. Strong and knowledgeable management and leadership
is one of the most important elements of this school. In addition
to its executive function, its leadership function is more prominent and
important in the school. At this school, the principal is eager for the school,
the teacher and the student. He has a holistic view, passionate about change
and leading it according to the circumstances, high personal and interpersonal
efficiency, rational and transparent in conducting affairs and communication,
stimulating human capital abilities, enhancing the participation of people and
leading the activities to reach. It is great. The school document also mentions
the educational space and equipment available at the school.
But it is not only the internal requirements of the school that
influence the implementation of the school in the balance of development document, there are also external factors that affect this.
The present study addresses factors such as Islamic society, the media, the
family and educational justice. The basis of an Islamic society is the rule of
law. In such a society, the law is accepted and enforced by everyone. The law
also emphasizes the implementation of documents such as the Transformation
Document. On the other hand, Islamic society has its core mission, and when it
is pervasive throughout society, it affects the schools and ultimately the
students. Strengthening social participation is another indicator of Islamic
society. Students who grow up in such a society can think of an empowering and
superior school. In the meantime, one should not ignore the educational
awareness of the media. The media has a huge responsibility in today's world,
while also having a significant impact on the social relationships and
performance of various organizations, especially educational organizations. The
media should promote the process of socialization, socialization, and
participation in students and schools, and be able to inform half of the
students' education informally. Educational justice, which rules in society and
throughout the country, is another important factor that promotes fairness and
equity in schools. When students, teachers, administrators, and all educational
agents see that justice is done in the community and all organizations act on
it, they are bound to follow it and achieve it. Distinguishing between learners
of different gender, ethnicity, and race is one of the most prominent examples
of attention to educational justice. Students learn about justice in society,
but at first they understand it and grow in another institution called the
family. The fundamental change document emphasizes the family's educational
role and role and enhances its participation in effective interaction with the
formal and public education system. In addition to what has been said in the
present study, the implications or, in other words, the implications of the
creation of a higher school in the developmental balance sheet are mentioned,
and the findings of the research include the implications of agility,
continuous learning and development. It has been said that the school in line
with the evolution of the document will be fully developed, with full education
in all areas of social, economic, political, environmental and technological
development. Such a school is moving and accelerating things as the current
world changes. It is an agile school and does not easily understand change, but
looks at opportunities to make the best use of it. On the other hand, such a
school pays close attention to the improvement of the professional competence
of its agents and always provides training to enhance their competence.
Moreover, such a school is booming and transcendent, as the participation of
the members of the school speaks for itself and everyone steps in and redefines
each other on the basis of a predetermined mission and environmental change.
This is where continuous learning takes place. A learning culture that no
longer has an end, and students donate it to the
community after leaving school. By reviewing the theoretical foundations and
using the experts' point of view, the present study proposes mechanisms to
implement the document to align the fundamentals of education development,
including continuous school improvement, teacher development and professional
development, enriching curriculum content. , Culture, paying attention to
ethical, socio-cultural and economic education at the same time, media
literacy, meeting the needs and expectations of translators, observing Islamic
standards, promoting entrepreneurship, attending to national interests, paying
attention to the principle of all-round participation. And the factors
contributing to the establishment of the school in the balance of evolution
document Public education system for educational policy making and policy
making, educational justice, attention to efficient schools, effective,
learner, justice oriented, participatory and competitive; possessing futuristic
managers, perfectionism and change makers, faithful coaches, thoughtful
Compassionate and trustworthy, the foundation of a global justice community and
continuous research and evaluation to improve the situation. In addition,
barriers to implementation of the EDF document were also identified in the
present study, including the coordination of principals and staff mental plans
with the fundamentals of the EDF, lack of adequate budget allocation to schools
for full implementation of the document. Transformation, lack of convergence
between fundamental change and beliefs of education managers, centralized and
bulky staff structure and lack of agility in schools, lack of family support,
lack of media support, lack of passion for culture among teachers and teachers,
lack of dynamics in school activities, lack of Attention to educational
justice, rational management, lack of culture of transformation Creating a
community in the current way, taking the exam in the current way, are micro and
macro injuries in the education system and lack of attention to technology.
Concerning the findings of the present study, some studies are
consistent. Bazrafshan et al. (2015: 28), in his
research points to the role of managers in achieving the goals of the
transformation document. Effective and efficient managers, he says, make the
most of this success by making the most of the available resources and active
and effective interaction with other components of the organization. Another
important factor affecting teachers is a key pillar in schools; teachers have
an effective role in the implementation of this document in schools. While they
have not played a significant role in preparing this document, this is one of
the challenges ahead. KARIMI et al. (1986) point out in their research the role
of society in achieving the goals of the document of transformation. On the
other hand, curriculum, financial resources, space, and equipment are other
important factors influencing document-based school deployment. There have also
been several studies in external research on the impact of different factors on
the implementation of the educational landscape. Bell and Harrison (2018), for
example, consider teacher and management factors to be effective in better
implementation of the educational landscape.
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