طرح هاي پيوند اجتماعات محلي روستايي با نظام رسمي آموزش و پرورش در دوره پهلوي

Linking Projects of Rural Communities and the Formal Education System during Pahlavi Era

آموزش و پرورش نوين ايران همواره پيوند ناچيزي با اجتماع محلي داشته است و بخشي از ناكاميابي اين نظام آموزشي تمركزگرا را بايد پيامد همين ويژگي دانست. هرچند تلاش­هايي براي ايجاد پيوند ميان اجتماعات محلي و نظام آموزشي صورت گرفته، به نظر مي­رسد اين تلاش­ها كافي و موفق نبوده است. اين تحقيق مي­ كوشد به اين سوال پاسخ دهد كه؛ در دوره پهلوي چه طرح­ هاي براي ايجاد پيوند ميان نظام آموزشي و اجتماعات محلي روستايي وجود داشته و اثرگذاري اين طرح ­ها چگونه بوده است؟ داده­ ها به روش كتابخانه­اي و اسنادي گردآوري شده­اند. نتايج بررسي نشان مي ­دهند در طرح­ هايي چون «مدارس عشايري» و «سپاه دانش» شاهد پيوندي قابل توجه با اجتماعات محلي هستيم. اين پيوند نقش موثري در ورود و گسترش آموزش ­هاي نوين به جوامع غيرشهري داشت. طرح­ هاي ديگري هم براي كاستن از فاصله نظام رسمي و اجتماع محلي وجود داشته­اند (مثل «مكاتب ابتدائيه دهكده­ها» و «منطقه­ اي شدن») كه بيشتر روي كاغذ مانده­اند.

Iran's modern education has always had negligible links with the local community and Part of the failure of this centralized educational system should be contributed to this shortcoming. Despite attempts to establish links between the local communities and the educational system, it seems that such efforts were never sufficient and successful. This research studies the plans which tried to link the educational system and the rural local communities during the Pahlavi era, and whether they were effective. Data is collected through library and documentary method. Findings of this study show that projects such as the "nomadic schools" and "knowledge corps" (Sepah-danesh) considerably addressed the issue to link with local communities. These projects had a major role in introducing and expanding the modern education to non-urban communities. In the absence of such projects, the official education system could hardly cover the majority of the Iranian population outside the cities during the Pahlavi era. Other projects such as "primary schools of villages" and "regionalization" never went operational to reduce the distance between the formal system and the local community, and they remained just on the paper.