نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار دانشکده ادبیات، زبان‌ها و تاریخ دانشگاه الزهراء
2 استادیار گروه ترویج علم مرکز تحقیقات سیاست علمی کشور
3 دانشیار گروه مهندسی برق دانشگاه صنعتی نوشیروانی بابل
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The preparation of the Country’s Master Plan of Science is among the major objectives of scientific and cultural centers of the country. Despite different approaches to the concept of master plan and the status and role of its different sections, the issue of education enjoys a special status in this plan. Given that many countries have already formulated their macro-policies of science and technology, a comparative study in this regard can open new vistas for the formulation of similar policies in our country. Hence, the present paper is an attempt to study the role and status of education in national plans of science and technology of nine countries, i.e. Spain, Finland, Czech Republic, Ireland, India, Japan, Taiwan, Uganda and South Africa. Although the policies of these countries are not suitable for duplication, the findings of the present study regarding their weak and strong points can offer noteworthy points for policymakers of science and technology of our country with regard to formulation of the master plan of science and technology. The most important findings of the present study are: product-based approach to education; generality of the points regarding education in this document; marginalization of education compared to economy, research and technology in particular; and necessity of integrated specific theoretical approach behind the issues related to education in the master plan. On this basis, the attention of the policymakers is drawn to the point that in their probable review of the master plan of science of the country as well as in preparation of downstream and executive documents and plans, it will be necessary to cast a new look at the status of education in plans of science and technology of the country.
کلیدواژه‌ها [English]
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