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The role of the school institution in development with a teacher empowerment approach
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Mahmoud Mashhadiahmad *   , AmirMohammad Teimourzadeh |
| University of Tehran |
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Abstract: (1031 Views) |
In the present article, a fundamental approach to the issue of development
was presented considering the role of the school institution and teachers in it.
We first defined development beyond the increase in national income and
examined the importance of cognitive and communication skills in achieving
development. Then, according to the research of economists and cognitive
scientists, we showed that the early ages of life play a key role in the
institutionalization of life skills. In the following, we explained the role of the
school institution in educating the next generation by examining the programs
implemented in different countries. We then presented our proposed model
(balanced training) based on the Likuna framework proposed as well as the
common skills available in the resources of the World Bank, the World Health
Organization, the World Economic Forum recommendations for 2025 and the
OECD for 2030, in which our culture And revelatory teachings have been used
to teach and establish skills. To assess the role of the school in institutionalizing
these skills, a questionnaire was designed that asked questions in 5 areas of
life skills selected by the WHO. The respondents were 411 graduates from 10
non-profit Islamic schools in Tehran. According to the questionnaire, anxiety
management skills (and emotions in general) are not very acceptable in these
people. The correlation between anxiety management skills and all four other
skill areas was also confirmed based on the conventional least squares
method. |
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| Keywords: School institution, development, teacher empowerment, life skills, balanced education |
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Full-Text [PDF 1584 kb]
(204 Downloads)
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Type of Study: Research |
Subject:
Special
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