Identifying the Influencing Factors on the Participation of the Family Institution in Educational Cultural Policies in Tehran Metropolis (Study of Regions 2 and 12)

Cultural policymaking as one of the pillars of cultural engineering can achieve desirable cultural goals in the society only when policymaking tools and actors are selected comprehensively and comprehensively. Such a selection will reveal the role and effectiveness of the institution of "education" and next to it, the fundamental institution of "family" in this regard; nevertheless, we witness the non-participation of the "family" in educational cultural policies. The present article raises the main question, which factors are basically effective in the participation of the family institution in cultural-educational policy makers? It seeks to identify the influencing factors on the participation of the family institution in cultural-educational policies in Tehran metropolis (specifically districts 2 and 12 of the municipality) using the qualitative research method based on "Foundation Data Theory".

The research was applied in terms of purpose and qualitative in terms of data type and based on the "foundation data" approach using the interview tool. The target community of the research includes experts in the field of cultural-educational policymaking as well as families living in districts 2 and 12 of Tehran Municipality; A total of 25 people were selected as participants in the research.The data was collected with a semi-structured interview tool, and two methods of review of participants and review of non-participating experts were used to obtain the reliability and validity of the data.

Factors such as: "redefinition of the concept of participation", "redefinition of the role of stakeholders in policy-making", "structural and organizational changes in the educational system" as well as "approval of rules and regulations of participation" in the phenomenon of "participatory educational cultural policymaking (with the participation of the family institution)" It is effective. The identified factors indicate the need to review and transform the approaches, requirements and processes of educational cultural policy in the country.

Among the identified factors, if the role of stakeholders is redefined in policy-making, structural-organizational changes and alignment of family and education system are made, family participation in policy-making will be facilitated.