Provide a Model for Identifying Indicators of Education Development (Tuition and Content Services, Health-Individual Education, etc.) in Working Children

Document Type : Original Article

Authors

1 PhD Student in Educational Management, Department of Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Associate Professor, Department of Educational Management, Department of Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.

3 Associate Professor, Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

4 Professor, Department of Educational Management, Faculty of Management and Economics, Islamic Azad University, Research Sciences Branch, Tehran, Iran

5 Associate Professor, Department of Higher Education Management, Science and Research Branch, Islamic Azad University of Tehran, Iran.

Abstract

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

Keywords


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