طراحی و اعتباریابی الگوی برنامه درسی، مبتنی بر آموزش شایسته محور پلیس (مطالعة موردی: فرماندهی انتظامی استان اصفهان)
محورهای موضوعی : پژوهش در برنامه ریزی درسیسید حسن خلیلی 1 , زهره سعادتمند 2 , نرگس کشتی آرای کشتی آرای 3
1 - دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 - دانشیار گروه برنامه‌ریزی درسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 - دانشیار گروه برنامه‌ریزی درسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
کلید واژه: برنامه درسی مبتنی بر شایستگی, الگو, کارکنان ناجا, آموزش شایسته محور,
چکیده مقاله :
هدف پژوهش حاضر، طراحی و اعتباریابی الگوی برنامه درسی مبتنی بر آموزش شایسته محور پلیس بر اساس اسناد بالادستی، جهت طراحی دوره‌های آموزشی تخصصی، تکمیلی کارکنان ناجا بود. روش مورد استفاده کیفی- کمی مرحله‌ای و ابزار مورد استفاده فیش‌برداری از اسناد بالادستی بود. در بخش اول برای رسیدن به شاخص‌های برنامه درسی آموزش شایسته‌محور پلیس از روش کدگذاری موضوعی استفاده شد و در بخش کمی جهت اعتبار یابی شاخص‌های استخراج شدة مرحلة اول، از روش ضریب نسبی روایی محتوایی استفاده شد. در مرحلة اول اطلاعات از طریق تحلیل، محتوای کیفی منابع و اسناد بالادستی گردآوری شد. در مرحلة دوم، اطلاعات به دست آمده از مرحلة قبل در قالب پرسشنامه، در اختیار 15نفر از متخصصین و خبرگان حوزة تربیت و آموزش ناجا به‌عنوان نمونة آماری قرار داده شد. همچنین جامعة آماری شامل تعداد 65 نفر از اساتید و برنامه‌ریزان آموزشی ناجا بود که بر اساس جدول توافق لاوشه، شاخص‌های بالاتر از 49/0تأیید محتوا شد. بر این اساس در مرحلة آخر از مجموع مقوله‌های استخراجی، 31 مقوله فرعی و 153 شاخص تأیید شد. الگوی پیشنهادی پس از اعتباریابی، توسط متخصصان و خبرگان و اعمال تعدیل‌ها، مورد تأیید قرار گرفت که بر اساس الگوی برنامه درسی تایلر 16 دوره آموزش عمومی و 7 دوره تخصصی طراحی گردید.
The purpose of this research was to design and validate Curriculume for merit-based training of police based on upstream documents, and for designing complementary (promotional) and special training courses for NAJA staff. The used method was combined qualitative-quantitative. The used instrument was a snapshot of the upstream documents In the first stage the subject coding method including the three “open”, “axial” and “selective” areas was used and in the quantitative section the CVR method (content validity ratio) was used to validate indexes extracted in the first stage. In the first stage of the research, data was collected using analysis, qualitative content of references and upstream documents including statements of supreme leader of I.R. Iran, constitution law of I.R. Iran, recruitment laws of NAJA, strategic planning of NAJA (2016), training script of NAJA, instructions and circulars and measures made by the NAJA chief. Data extracted from first stage was given to 15 specialists and experts in the format of a questionnaire and based on Lawshe table It was put as a statistical sample. The statistical population of the study consisted of 65 non-teaching faculty members and educational planners., indexes higher than 0.49 were chosen.Therefore, out of 267 indexes and 34 subcategories extracted from first stage, 31 subcategories and 153 indexes were approved. The suggested pattern was approved after validation and improvements by experts and specialists. The Which included 16 Courses education courses and 7 specialized courses The primary pattern of merit-based study program was designed based on the 4 Tyler elements of study program (Purpose, Content, Methods of learning and Evaluation).
Alizadeh E., (2018), “Professional merits of highway police”, Traffic police’s strategic studies magazine, year 7, issue 25.
Ameri M. A., (2015), “Required features of NAJA managers for organizational might and ranking the features using TOPSIS method”, Journal of organizational development of police, issue 52.
Assar M. T., Fazaeli A., Hashemi Fakhr S., (2013), “Strategic pattern of NAJA’s professional police training based on content-driven variables”, Journal of social management researchs, year 5, 2.
Bozanjani B., Mahdavi M., Zahiri G., (2011), “Merit balance of managers and commanders in a military organization”, Journal of supervision and inspection of NAJA, year 5, issue 18.
Cunningham,T.,Bartels,J.,Grant,C.,and Ralph,M. (2011).Mindfulness and MedicalReview:A rassroots Approach toImproving Work/LifeBalance and Nursing Retention in aLevelI Trauma Center mergency
Department. Journal of Emergency Nursing,39(2),200-203.
De Schrijver, A. & Maesschalck, J. (2015). The development of moralreasoning skills in police recruits. Policing: An International Journal ofPolice Strategies & Management, 38(1), 102-116.
Dilmore, T; Moore, D; Bjork, Z. (2011). Implementing Competency-Based Education: AProcess Workbook, University of Pittsburgh Press.
Dochy, P. & Nickmans, G. (2005). Competence-based education and assessment. Theory and practice of fexible learning. Utrecht: Lemma.
Everwijn, S; Bomers, G; Knubben, J. (1993). Ability-or competence-based education: briding the gap between knowledge acquisition to apply. Higher Education, 25,4, 425-438
Field, L., &Drysdale, D. (1991). Training for competence: A handbook fortrainers and teachers. London: Kogan Page.
Garavan, T.N. & McGuire, D. (2001). Competencies and workplace learning: some reflections on the rhetoric and the reality. Journal of Workplace Learning, 13, 4, 144-163.
Hedayati A., Maleki H., Sadeghi H., Saadipor E., “Designing and validation study program pattern based on merit for Master’s course of study program major”, Journal of qualitative studies in study programs, year 1, issue 4.
Hosseinian Sh., Atmani J., (2013), “Proper model for human resource programming based on merits”, Journal of resource management in NAJA, year 2, issue 2.
Hosseinpor D., Kermanshahi Sh., (2016), “Designing of merit-based organization pattern with emphasis on strategic merit management”, Journal of resource management in NAJA, issue 4.
Jazini A., Tabatabaie M., Navaie M., (2013), “Studying effects of anthropocentrism on function of police”, Journal of resource management in NAJA, pages 159-188.
Karimi A., (2010), “Utilization of merit police with studying the method of police staff promotion in UK and USA”, Journal of human development of police, year 7, issue 32.
Kerka, S. (1997). Constructivism, Workplace learning, and Vocational Education. Eric Digest No. 181. Columbus, OH: Eric Clearinghouse on Adult Career and Vocational Education.
Khorshidi A., (2013), “Identification of leadership factors and NAJA commander’s management pattern in 1404 perspective program”, Journal of police management, issue 8, pages 426-442.
Kirschner, P., Van Vilsteren, P., Hummel, H. &Wigman, M. (1997).The design of a study environment for acquiring academic and professional competence. Studies in Higher Education, 22 (2), 151-171.
Kordnaiech A., Ghasemi M., Mokhtari A., (2011), “An step in designing NAJA managers and commanders merit pattern”, Journal of supervision and inspection of NAJA.
Mohammadi M., Esmaieli M. R., Sajadi S. H., (2016), “Identification and determination required merits of NAJA’s sport managers”, Journal of resource management in NAJA, year 4, issue 3.
Mohebi A., Mohammadian M., (2017), “Designing merit pattern for eastern Tehran province police department commanders and training experts”, Journal of resource management in NAJA, 5(20)
Olson, A. & Bolton, E. (2002).Competencies. http://www.depts.washington.org.
Smith, D.J., & gray, J. (1985). Police and the people in London.Aldershot, UK: Gower. Sorge, A. M. (2005). The Global and the Local: Understanding the dialectics of business systems. Oxford: Oxford UniversityPress.
Uspanov, Z. T., Turabayeva, D. S. & Ermolovich, V. F. (2016). ThePsychological
Walsh.J Laurence(2002).Educational of ProfessionalsIsThere a Role For a CompetencyBased Approach?.School of Dentistry,The University of Queensland.
Wesselink, R. (2010). Comprehensive competence-based vocational Education: the Development and use of a Curriculum analysis and improvement mode. Wageningen: Wageningen University and Research center.
_||_