تحلیل گفتمان سیاستگذاری آموزش مهارت محور در نظام آموزش عالی ایران.

نوع مقاله : مقاله پژوهشی

نویسندگان

1 پژوهشگر پسادکتری مدیریت و کارآفرینی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران

2 دانشیار مدیریت و کارآفرینی ، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران

10.22059/jppolicy.2026.107873

چکیده

پژوهش حاضر با هدف واکاوی نظم گفتمانی حاکم بر نظام آموزش عالی مهارت‌محور در جمهوری اسلامی ایران و تبیین چگونگی شکل‌گیری و تثبیت سیاست‌های آموزشی در چارچوب نظری لاکلاو و موف انجام شده است. مسئله اصلی، فهم سازوکارهای مفصل‌بندی معنا در سیاستگذاری آموزش عالی و بررسی نحوه سامان‌یافتن ترجیحات آموزشی در بستر منازعات تاریخی، ایدئولوژیک و اقتصادی پس از انقلاب اسلامی است. سیاست‌های آموزشی در درون این گفتمان به سه دوره زمانی ۱۳۵۷ تا ۱۳۶۰، ۱۳۶۰ تا ۱۳۶۸ و ۱۳۶۸ تاکنون تقسیم‌بندی می‌شود که در هر دوره، گفتمان آموزش عالی مهارت‌محور به یاری سیاست‌های آموزشی مربوطه، تلاش برای تثبیت معنای خویش داشته است. مفصل‌بندی گفتمان مذکور در بستری تاریخی که همان چالش‌های سیاستگذاری آموزشی-توسعه‌ای هستند، مورد تحلیل و بررسی قرار گرفت. یافته‌های پژوهش نشان می‌دهد که گفتمان آموزش عالی مهارت‌محور در جمهوری اسلامی ایران حول دال مرکزی «آموزش اسلامی کاربردی» مفصل‌بندی شده است و دال‌هایی همچون «مهارت مقاومتی»، «نفی دانش غیرعملی»، «خصوصی‌سازی مهارتی»، «دانشگاه کارآفرین» و «مقابله فرهنگی عملی» حول این دال مرکزی سازمان یافته‌اند. هر یک از این دال‌ها به میانجی تصویب و ابلاغ اسناد و قوانین بالادستی ظهور یافته‌اند که اتخاذ سیاست‌های آموزشی ویژه‌ای را الزامی کرده است. سیاست‌های آموزشی در این سیر تاریخی، ابعادی ایدئولوژیک، عملی و همچنین توسعه‌ای به خود گرفته‌اند.

کلیدواژه‌ها

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سیاستگذاری عمومی
دوره 12، شماره 2
تیر 1405
صفحه 253-268

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