Assessing the achievement of lifelong education components in the Implemented curriculum from the viewpoint of graduate students of Shiraz university

Subject Areas : Education

sirous hadadnia ¹ (Department of Education, Nourabad mamasani Branch, Islamic Azad University, Nourabad mamasani, Iran.)
mehdi mohammadi ² (Associate Professor of Education and Psychology, Shiraz University.)
rahmatall marzoughi ³ (Professor of Education and Psychology, Shiraz University.)
jafar torkzade ⁴ (Associate Professor of Education and Psychology, Shiraz University)
ghasem salimi ⁵ (Assistant Professor of Education and Psychology, Shiraz University)

Received: 2017-10-21 Accepted : 2020-05-19 Published : 2020-04-20

Keywords: higher education, implemented curriculum, life-long education,

Abstract :

Assessing the achievement of the component of lifelong education in the elements of the implemented curriculum at the Shiraz University.In this study, descriptive-survey method has been used. The study populations included were all the students of supplementary education course of Shiraz University. Stratified random sampling method have been used that 345 college students were selected. The research instrument, scale curriculum lifelong education (Mohammadi et al., 2016), and its validity using item analysis and confirmatory factor analysis was performed. Its reliability using Cranach’s alpha was confirmed. For data analysis, inferential statistics analysis of variance with repeated measures, Bonferroni post hoc test. One-sample t-test, and SPSS 21 and LISREL 8.8 software was used. The results showed that: Students of art and architecture group have allocated the most mean of being life-long to goal element and the lowest mean to content element. The results showed that there is a significant difference between students' viewpoints and the nature of curriculum elements about the tendency towards lifelong evaluation. There is a significant difference between the amount of tendency toward the lifespan of the target element, the content and the teaching strategy-learning with some elements. There is no meaningful difference in the degree of trend towards lifelong learning in the curriculum of Ph.D. and Masters. There is also no significant difference in the rate of lifelong learning of the curriculum and there is a significant difference in the rate of lifelong learning of the nine elements of the curriculum.

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