Designing Policy Making Model in Iranian Education by Capability Approach

Interpretive approach followers see the policy making beyond the formal work of government involving discourses and approaches. According to Amartya Sen's capability approach (new human development discourse), human being is autonomous with a role of agency. Agency role is actualized by education systems and leads to fulfillment of human potential and multiple capabilities that cannot be found in Iran. The main issue in this research is unfulfilling of human multiple capabilities in Iranian education system. The main object of the research is designing a policy making model based on capability approach. The method used in this study is qualitative method using grounded theory strategy (from Glaser point of view). Findings show that policy making applying capability approach requires applying policy making model with capability approach elements as the policies content. In this model, manifestation of education is in the supreme council of education system that interacts with government (legislature, judicial system and executive), civil institutions, families and private sector. This education system, regarding the required freedoms, works within the framework of culture and value system for realizing capabilities development and transforming them into functions.