Strengths, Challenges, and Solutions for Implementing the Fundamental Transformation Document of Education

Abstract

Purpose: The aim of present study was identifying the strengths, challenges, and solutions for implementing the Fundamental Transformation Document of Education.

Methodology: The present study was applied in terms of purpose and descriptive from type of qualitative in terms of implementation method. The research population was experts (faculty professors and managers and policymakers of the education system) who according to the theoretical saturation principle, the sample size was cosidered 15 people and this number were selected by purposive sampling method. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding methods.

Findings: The results of the present study showed that the strengths and weaknesses of the policies of implementing the Fundamental Transformation Document of Education included 37 open codes, 25 core codes, and 13 selected codes, including centralized and inflexible policymaking, improving educational quality, developing educational justice, social participation, educational management and leadership, physical and technological infrastructure, socio-cultural attachment of document, performance evaluation and monitoring, intra-organizational coherence, paying attention to environmental considerations in the implementation policies of the Transformation Document, strengthening national and cultural identity in implementation policies, role of technology in implementing the Transformation Document, and the implementation gap and inconsistency of policies with the goals of the Transformation Document. Also, the obstacles and challenges to implementing the Fundamental Transformation document of Education included 26 open codes, 12 core codes, and 7 selected codes, including structural problems and lack of financial resources, weakness of human resources and lack of specialized skills, management problems and weakness of organizational coordination, cultural and social challenges in accepting the document, problems in the education system, complexity of the document and inefficient translation, and solutions to improve the efficiency of implementing the document.

Conclusion: According to the results of this study, efficient management and targeted policy-making for the implementation of the fundamental transformation document of education can lead to a sustainable, balanced, and comprehensive transformation in the country's education system and pave the way for the realization of educational and developmental goals in the Iranian education system.