Examining and Explaining the Implementation Barriers of the Fundamental Transformation Document in the Education System

Abstract

This research is a cross-sectional study in terms of its temporal scope, and in terms of cognitive purpose, it is a descriptive-applied research. The research strategies can be explained within the framework of correlational and survey studies. Since the current study is of a survey type, more attention is paid to the survey strategy. In the qualitative section, the statistical population consists of the National Education Organization; in this study, 20 individuals who have been involved in the field of the Fundamental Transformation Document will be selected. In the quantitative section, a questionnaire was randomly distributed among a preliminary sample of 25 managers, teachers, and staff from the Department of Education. The data for this study will be collected through semi-structured interviews to identify the challenges and barriers to the implementation of the Fundamental Transformation Document in the education system. The research findings identified five factors—policy-making, conceptual, managerial, legislative, and executive—as the challenges and barriers to implementing the Fundamental Transformation Document in the education system. Consequently, the content of education programs should be modified in accordance with the document. Internal communications should be leveraged to facilitate the implementation of the document and increase the emphasis on its execution. The appendices of the document should be formulated in a way that creates an opportunity for school-based management, and through the higher ranks of the Ministry of Education, the resolve of education departments to implement the Fundamental Transformation Document should be strengthened. Additionally, an organizational structure suitable for the document should be established within the education system.