A Perceptual Framework To Explain The Effects And Consequences Of Curriculum Policy In The Iranian Education System

The aim of this study was to investigate the effects and consequences of curriculum policy in the Iranian education system in order to provide a model. The research method was a combined method. Inthe first section, with the analysis of Strauss and Corbin type of grounded theory, the dimensions, levels, process, participants and effective components of the policy making program in Iran education system were identified and in the second section, they were validated through a descriptive survey method. The statistical population in the first section was the elites with experience in the curriculum policy who were referred using the snowball sampling method. In the second part, the sample included curriculum and policy specialists. In the qualitative phase, the number of interviewees was 11, and in the quantitative phase, using the Morgan table, the number of samples was estimated to be 148. The research tool in the first section was a semi-structured interview and in the second secton, a researcher-made questionnaire based on the extracted dimensions and components from the perspective of various experts was used. The validity &Reliability were confirmed by academic experts after the study. The reliability of the questionnaire during the calculation of Cronbach's alpha coefficient was 0.96. In the qualitative analysis of findings, interpretive Paradigm & Maxqda2018 used and in the quantitative analysis of data, path analysis was used with SmartPLS3. Results showed the effects and consequences of curriculum policy in the Iranian education system including :Causal conditions (lack of interaction between dominant powers and academic knowledge, lack of transparency in effective dominant philosophy), background conditions (resistance of the audience community against prescriptive policies, the opportunity to be realistic about the operational results of the policy), mediating conditions (quota attitude towards policy making, the distance between the policy maker and the policy taker), the central phenomenon (content policies, teaching and learning policies, policy evaluation and policy goals), strategies (setting the stage for a multi-authorship system, applying a dynamic cycle, creating a common decision-making space) and consequences (the sensitivity of policies Regarding the developments, the establishment of an active policy-making cycle, the implementation of decentralization up to the school level).