گذار نظام برنامه ريزي درسي ايران به سمت عدم تمركز در طراحي و تدوين برنامه درسي ، با تاكيد بر برنامه ريزي درسي مبتني بر مدرسه

A Study of the Iranian Curriculum Development System in Terms of Decentralizing Efforts with an emphasis on School-Based Strategy

Iranian curriculum development system (K-12) is faced with both theoretical (conceptual) and practical problems. Among the most significant problems is the centralized character plaguing both the design and the development process, leading to predetermined programs with dismal flexibility. Such curricula are to a great extent irresponsive to individual differences of students, differences in socio-cultural conditions in various regions of the country and new developments in the global field of curriculum studies. This is while many factors, educational and otherwise, have contributed to the rising skepticism about the virtues of centralized curriculum in many parts of the world. Review of relevant literature had in fact indicated that 1980ʹs have been the era notable for failures in large scale curriculum reform produced by central bodies. The last decade of 20th century, however, is ripe with recommendations which favor decentralized policies in the curriculum decision making process. Decentralization in the design and development is thought to contribute to the improvement of the quality of the school by providing for teachersʹ participation and making the school a more attractive working environment, in turn, mitigating against teacher burnout and student apathy.