چکیده:
Cultural development as a goal depends on the coordination and synergy of the elements influencing it, including the policies of the educational system. The main objective of this article is to identify and determine the status of consistency and synergy of the macro policies governing the educational system of the Islamic Republic of Iran in line with cultural development indicators; indicators that have been determined in the 1404 Vision Document and the Fifth Development Plan Law of the Islamic Republic of Iran. This study was conducted using library methods and the analysis of existing documents and resources. Intellectual and aesthetic, political, social, creativity, and cultural dialogue indicators are generally recognized as cultural development indicators. In the 1404 Vision Document, these indicators are considered at a very general level according to the nature of that document, and emphasis has also been placed on education as an important part of the cultural development indicators. In the Fifth Development Plan, these components have also been considered in more detail, but with different strengths and weaknesses. Analysis of the relevant chapters shows that, in order, the intellectual and aesthetic, creativity, political, social, and cultural dialogue indicators have been emphasized more, while the cultural dialogue indicator and the consistency and synergy between its related educational levels have received less attention compared to the other aforementioned general policies. Additionally, consistency and synergy are observable between the Vision Document and the Fifth Development Plan, but the internal consistency of the Fifth Plan has not been at the level of coordination between the Vision Document and the Development Plan.
خلاصه ماشینی:
Analysis of the relevant chapters shows that, in order, the intellectual and aesthetic, creativity, political, social, and cultural dialogue indicators have been more emphasized, and the cultural dialogue indicators and the alignment and synergy between its related educational levels, compared to the other aforementioned general policies, have received less attention.
The principles of coordinating quantitative and qualitative growth, adaptation to national development needs (both economic and cultural), attention to increasing needs and foresight, coordination and attention to realities alongside ideals and desiderata, attention to the participation and cooperation of relevant individuals and groups, establishment of information and management systems, continuous evaluation, and the utilization of information and communication technology are each powerful arms for planning that have been shaped over time through numerous experiences that must be utilized.
To what extent have consistency, coordination, or necessary synergy been considered between the general policies and orientations proposed for the educational system (with a focus on cultural development) in existing documents, including the 1404 Vision Document and the Fifth Development Plan Law of the Islamic Republic of Iran?
In this regard, in the continuation of the discussion, first, in order to answer the mentioned questions, topics are presented sequentially in the fields of: the necessity of consistency and synergy of policies and the role of certain structures and planning approaches, including: the interactive pattern, culture, cultural development, and its indicators and approaches; and then, how inward-looking and outward-looking development occurs, with an emphasis on the dimension of comprehensiveness and interconnectedness in the general policies of the educational system with a focus on cultural development is studied; and finally, results and solutions for its realization are provided.
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