نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه مدیریت دولتی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران
2 دانشیار گروه مدیریت دولتی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
3 استادیار، گروه مدیریت صنعتی، دانشکده علوم اقتصادی و اداری، دانشگاه مازندران، بابلسر، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Context and Purpose: This study investigates the key events influencing educational policy in Iran over the past two decades (2005–2025). The significance of this inquiry lies in the fact that, during this period, recurrent policy shifts and numerous challenges have hindered the realization of educational goals.
Methodology: This study is qualitative in orientation and adopts an analytical–applied purpose. In terms of data collection, it is grounded in a document-based and comparative analysis. The research population consists of Iranian educational policy documents issued between 2005 and 2025, from which purposive samples were drawn, including higher-order policy texts, official reports, authoritative statements, and scholarly studies. Data were collected through systematic document review and the extraction of analytical propositions, and subsequently examined using directed qualitative content analysis within the framework of established policy theories and comparative approaches. Given the limited volume and policy-oriented nature of the data, theory-driven categorization was employed instead of inductive coding.
Findings: Educational policy-making in Iran over the past two decades has been marked by a pronounced gap between policy formulation and implementation. Although major documents such as the Fundamental Transformation Document were formally adopted, institutional constraints, centralization, limited resources, and weak accountability hindered their realization. The Multiple Streams Model underscored the necessity of alignment among problem, solution, and political will; the Advocacy Coalition Framework highlighted the persistent tensions between traditionalist and reformist coalitions; and institutional analysis demonstrated that without structural reforms, stakeholder participation, and sustainable resources, even progressive policies remain unimplemented. Overall, the system appears unstable, shaped by discursive and institutional contestations.
Conclusion: The policy implications of the study underscore the necessity of establishing political stability, institutionalizing stakeholder participation, and securing sustainable financial resources. Consequently, the future success of Iran’s educational system requires coherent governance, a multi-faceted approach, and continuous responsiveness to environmental and social changes.
کلیدواژهها [English]
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