Abstract:
In 2000, an evaluation of Iranian elementary education revealed that it did not successfully prepare students for the future. The failure was attributed to the teacher centered, content-oriented education system. In 2001, the Iranian Ministry of Education began a pilot project that introduced an alternative curriculum, known as “Global Education,” with UNICEF’s participation. Global education, a participatory and collaborative approach to learning, proposes a holistic curriculum that encompasses all dimensions of learning.In a qualitative case study, this author evaluated the implementation of global education on Iranian learners in two provinces: Sistan-Baluchistan and Tehran. The data showed that the pupils not only learned life skills and the importance of sustain ability, but enjoyed the process as well. They also established relationships with their peers, parents and teachers. However, pupils, teachers and principals also found global education ambiguous. Teachers and principals found it time-consuming, hard to implement, and hard to explain it to government officials. In addition, global education’s philosophy and content hardly complied with Islamic teachings, the main focus of government policy-makers.The results of this study suggested that the Iranian future curriculum should emphasize present and future needs, both locally and globally. Emphasis on learners as self affricate Iranians and their ability to establish global relationships is more important than any other immediate or long-term program for education in Iran.
Machine summary:
Key Words: Global education, UNICEF, Holistic education, Teacher-centered education, Content oriented education, participatory and collaborative approach to learning AN EVALUATIVE CASE STUDY OF THE UNICEF GLOBAL EDUCATION PROJECT IN IRAN Mehdi Mahdavinia Assistant Professor The University of Azad, Tehran south Branch Mahdavinia@mahdavischool.
Its goal is to explore the degree of the effectiveness of the implementation of the project of a model of global education on Iranian elementary students and looking at the available documents in two provinces (Sistan-Baluchistan, the most deprived; and Tehran, the most facilitated one) as two different cases of this study.
Participants My major target populations are learners, teachers, parents, and administrators of pilot schools in the Global education Project in two provinces in Iran.
(Pike & Selby, 1988) Research Plan Introduction The researcher used three strategies of evaluative case study research (qualitative design) by interviewing learners, teachers, parents and administrators, observing classes at each school, and analyzing available documents.
111) Data Collection The researcher intended to study the impact of Global Education Project on learners in pilot schools in my home country, Iran, emphasizing the interaction between learners and their peers, teachers, and parents.
The authority concluded that global education could be more effective, should it understand the actual need of the region and is planned accordingly: "A huge amount of contaminated meat from Pakistan is smuggled into An Evaluative Case Study Of The Unicef Global Education Project In Iran Journal of Language and Translation Vol. 1 No. 1 the country and makes people sick.