The Agreement Degree of between the Sustainable Development Education Policies with the Document of Fundamental Change in Education in Iran

1282/5000The purpose of this study is to determine the degree of agreement between sustainable development education policies and the document of fundamental change in education in Iran. The method of descriptive research included documentary analysis and content analysis and its approach is also applied. The analytical community consists of two sections of texts related to the frameworks, policies and principles of education for sustainable development and the text of the document on the fundamental transformation of education approved in December 2011. Documentary data were qualitatively analyzed using descriptive indicators in Shannon entropy process. Findings indicate that the frameworks and policies of sustainable development education can be developed based on the relevant documents in 6 frameworks and macro policy and 34 sub-frameworks, policy and its sub-components. Out of 347 frequencies related to the frameworks and policies of sustainable development education in the document of fundamental change, the highest frequency with 168 frequencies (48.4%) is allocated to the section of operational goals and solutions and the lowest frequency is related to the institutional framework and executive system with 5 Frequency (1.4%). Also, among the frameworks and components of sustainable development education policies, the highest importance factor (.394) is related to empowerment and skills development to improve the quality of life and the lowest importance factor is related to the components of economic and environmental integration (016). /.) And the principle of all segregation and holism (. / 101) is dedicated.