Provide a Model for Identifying Indicators of Education Development (Tuition and Content Services, Health-Individual Education, etc.) in Working Children
الموضوعات : Curriculum Research
Nafiseh Sadat Nabavi Jafari
1
(PhD Student in Educational Management, Department of Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran.)
Mostafa Niknami
2
(Associate Professor, Department of Educational Management, Department of Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.)
Mohammadali Hosseini
3
(Associate Professor, Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran)
Nader Gholi Ghuorchiyan
4
(Professor, Department of Educational Management, Faculty of Management and Economics, Islamic Azad University, Research Sciences Branch, Tehran, Iran)
Parivash Jafari
5
(Associate Professor, Department of Higher Education Management, Science and Research Branch, Islamic Azad University of Tehran, Iran.)
الکلمات المفتاحية: Working Children, Development of Education, Personal Health Education,
ملخص المقالة :
Purpose: The purpose of this study was to provide a model for the development of children's education.Methodology: The research method was mixed (qualitative-quantitative). The statistical population in this study was all experts in the field of educational management and curriculum planning and training of working children. After the 11th interview, theoretical saturation took place. Validity was obtained through 4 experts and by two colleagues and reliability of the Copa formula (0.632). To conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions, components, and indicators of the development of working children's education, and in the quantitative data analysis section, the structural equation technique was used.Findings: As a result of qualitative analysis, 3 dimensions, 8 components, and 43 indicators were identified. The dimensions of health-individual education, socio-cultural education, and education of knowledge and academic and professional skills were identified as the main dimensions of the development of education of working children. Finally, all indicators were approved using the structural equation technique and education of knowledge and academic skills. And vocational education with a coefficient of 0.858, health-individual education with a coefficient of 0.701, and socio-cultural education with a coefficient of 0.605 showed the most impact and importance in the model, respectively. The validity of the model was measured by 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.70, evaluation system with an average of 4.8, and executive mechanism with an average of 4.8) that all dimensions were approved.Conclusion: Finally, a model with 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.7, evaluation system with an average of 4.81, and executive mechanism with an average of 4.80) was designed and validated
Alam MM, Hossain MS, Islam N & et all. (2021). Impacts of health and economic costs on street children working as waste collectors in Dhaka City. International Journal of Environment and Sustainable Development, 20(1): 29-50.
Arshi M, Sabzi Khoshnami M, Mohammadi E & et all. (2020). Evaluating the effectiveness of Iran's street children organizing plan. Social Studies and Research in Iran, 9 (4): 827-854.
Azzam R, Kesseiba K, AbdelGhaffar A & El-Husseiny M A. (2021). Roles of Drop-in Centers in Street Children Interventions: Design Guidelines and Humanitarian Emergency Architecture Adaptations. Journal of Contemporary Urban Affairs, 5(2): 151-168.
Fathi J & Faiz Elahi B. (2018). The effect of direct and indirect education on the development of pragmatic ability of Iranian language learners: a review of the application work. Quarterly Journal of Meaning and Signs, 1, 106-93
Gholami H & Gholami N. (2020). Government crime; A new approach in the analysis of social harms (Case study: street children in Tehran). Social Studies and Research in Iran, 9 (2): 497-518.
Kim H, Shon S, Shin H. (2020). Exploring the unmet needs for creating an enabling environment for nurturing care to promote migrant child health in Bishkek, Kyrgyzstan: A theory-guided community-based participatory action research. Evaluation and program planning, 80: 60-72..
Kisirkoi FK & Mse GS. (2016). Education Access and Retention for Street Children: Perspectives from Kenya. Journal of Education and Practice, 7(2): 88-94.
Mainhard T, Oudman S, Hornstra L & et all. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53: 109-119.
Mauer R, Neergaard H & Linstad AK. (2017). Self-efficacy: Conditioning the entrepreneurial mindset. In Revisiting the Entrepreneurial Mind (pp. 293-317). Springer, Cham.
Rivas M. (2021). Indigenous Street Children in Ecuador: Contested Narratives of Mental Health and Disability. In Dis/ability in the Americas (pp. 115-134). Palgrave Macmillan, Cham.
Sabrkesh A, Mazinani H & Noor Mohammadi H. (2013). Training and development of human resources in the organization. Journal of Management Studies on Disciplinary Education, 6 (24): 134-107
Tabarsi B, Cheraghi MA, Pashaeipour Sh & Sadat Hosseini A. (2017). Analysis of the concept of "self-concept" in street children. Nursing Research and Care Center, University of Medical Sciences, 30 (109): 66-54
Tariq M, Boulet J, Motiwala A & et all. (2019). Evaluating the impact of faculty development workshops on implementation of structured verbal feedback. Future healthcare journal, 6(Suppl 1), 166.
Tashakkori A & Teddlie C. (2003). Handbook of Mixed Methods in Social and Behavioral Research, First Edition, Sage Publication Inc.113-91.
Turley RN, Gamoran A, McCarty AT & Fish R. (2017). Reducing children’s behavior problems through social capital: A causal assessment. Social science research, 61: 206-217.
Vindas F, Bolanos G & Kristine L. (2019). International Programme on the Elimination of Child Labour (IPEC). Innovation.71, 134-156.
