رویکردهای عدالت آموزشی در پذیرش دانشجو در نظام آموزش عالی: مطالعة تطبیقی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار مدیریت آموزش عالی، دانشگاه ملایر، ملایر، ایران

2 دکتری مدیریت آموزشی، وزارت علوم، تحقیقات و فناوری، تهران، ایران.

3 دانشیار مدیریت تولید، دانشگاه امام صادق(ع)، تهران، ایران.

چکیده

عدالت آموزشی به‌عنوان بخشی از عدالت اجتماعی، به دنبال توزیع عادلانه فرصت‌ها و منابع آموزشی برای رفع نابرابری‌ها و افزایش مشارکت همگانی است. برای تحقق این هدف، بسیاری از کشورها سیاست‌های مختلفی مانند اقدام مثبت و تبعیض روا را به کار می‌برند که معمولاً سهمیه‌بندی به-عنوان یکی از روش‌های اصلی پیاده‌سازی آن-هاست. ازاین‌رو، هدف اصلی پژوهش حاضر، مقایسه فلسفه‌های زیربنایی، رویکردها و شیوه‌های اجرایی عدالت آموزشی در پذیرش دانشجو در نظام آموزش عالی ایران و کشورهای منتخب (ایالات‌متحده آمریکا، اتریش، ژاپن، ترکیه، برزیل، آفریقای جنوبی، هندوستان و مالزی) بود. برای دستیابی به این هدف، از رویکرد کیفی از نوع مطالعات تطبیقی با تکیه‌بر روش چهار مرحله‌ای جرج بردی (توصیف، تفسیر، هم‌جواری و مقایسه) استفاده شد. داده‌ها از طریق بررسی مقاله‌های علمی، اسناد و گزارش‌های سیاستی مربوط به نظام آموزش عالی ایران و کشورهای منتخب جمع‌آوری و تحلیل شدند. یافته‌های پژوهش نشان داد که فلسفه زیربنایی عدالت آموزشی در نظام آموزش عالی کشورهای آمریکا، هندوستان، مالزی، برزیل و آفریقای جنوبی بر رفع تبعیض‌های نژادی تأکید دارد، اما در کشورهای ایران، ترکیه، ژاپن و اتریش بر رفع محرومیت‌ها و نابرابری‌های متمرکز است. همچنین، در تمامی کشورهای موردمطالعه به‌جز ایران، از سیاست «اقدام مثبت» در پیاده‌سازی عدالت آموزشی استفاده شده است؛ درحالی‌که ایران از سیاست «تبعیض روا» بهره برده است. نتیجه‌گیری کلی این پژوهش بر ضرورت تدوین سیاست‌های عدالت آموزشی منطبق با شرایط بومی هر کشور تأکید دارد. اگرچه رویکردهای بکار گرفته‌شده در کشورهای موردمطالعه می‌توانند الگویی برای اصلاح سیاست‌های کشور ما باشند، اما تقلید نسنجیده از الگوها و رویکردها بدون در نظر گرفتن زمینه‌های تاریخی، فرهنگی و اجتماعی، کارایی لازم را نخواهد داشت. بر این اساس بازنگری در سازوکارها و زمان‌بندی اعمال سهمیه‌ها در کشور ما ضروری است، چراکه سهمیه‌ها باید موقتی باشند و هدف نهایی آن‌ها، ایجاد فرصت‌های برابر بدون نیاز به امتیازات ویژه باشد. علاوه بر این، پایش مستمر اثربخشی شیوه-های سهمیه‌بندی و انطباق آن‌ها با اهداف عدالت آموزشی، برای اطمینان از دسترسی عادلانه به آموزش عالی و جلوگیری از بروز بی‌عدالتی‌های جدید نیز ضروری است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Approaches to Educational Equity in Student Admission in the Higher Education System: A Comparative Study

نویسندگان [English]

  • Mohsen Nazarzadeh Zare 1
  • Manizhe Bahamirian 2
  • Rohollah Razini 3
1 Associate Professor of Higher Education Management, Malayer University, Malayer, Iran
2 Ph.D. in Educational Management, Ministry of Science, Research and Technology, Tehran, Iran
3 Associate Professor of Production Management, Imam Sadiq University, Tehran, Iran.
چکیده [English]

Educational equity, as a component of social equity, seeks the equitable distribution of educational opportunities and resources to address inequalities and enhance widespread participation. To achieve this goal, many countries implement various policies such as affirmative action and positive discrimination, with quota systems typically serving as one of the primary methods of their application. Consequently, the main objective of the present study was to compare the underlying philosophies, approaches, and implementation methods of educational equity in student admissions within the higher education systems of Iran and selected countries (the United States, Austria, Japan, Turkey, Brazil, South Africa, India, and Malaysia). To attain this objective, a qualitative comparative approach was employed, relying on George Bereday's four-step method (description, interpretation, juxtaposition, and comparison). Data were collected and analyzed through a review of academic articles, documents, and policy reports related to the higher education systems of Iran and the selected countries. The findings revealed that the foundational philosophy of educational equity in the higher education systems of the United States, India, Malaysia, Brazil, and South Africa emphasizes the elimination of racial discrimination, whereas in Iran, Turkey, Japan, and Austria, it focuses on addressing deprivation and inequalities. Furthermore, all the countries studied, except Iran, utilized affirmative action policies for implementing educational equity, while Iran applied positive discrimination policies. The overall conclusion of this research stresses the necessity of formulating educational equity policies tailored to the local conditions of each country. Although the approaches employed by the studied countries can serve as models for reforming policies in our country, uncritical imitation of these models and approaches without considering the historical, cultural, and social contexts will not yield the desired effectiveness. Accordingly, it is essential to revise the mechanisms and timing of quota applications in our country, as quotas should be temporary, and their ultimate goal must be to establish equal opportunities without reliance on special privileges. Additionally, continuous monitoring of the effectiveness of quota methods and their alignment with the objectives of educational equity is crucial to ensure fair access to higher education and prevent the emergence of new injustices.

کلیدواژه‌ها [English]

  • Social Equity
  • educational equity approaches
  • student admission
  • affirmative action
  • positive discrimination
  • comparative study

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