A Qualitative Study of the Education Status of Deprived Areas with an Emphasis on Primary Schools

Document Type : research article

Authors

Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.

Abstract

Objective: This study aims to qualitatively examine education status in deprived areas, emphasizing elementary schools.
Method: The research method is practical in terms of the purpose, and the necessary data was collected and analyzed with descriptive-qualitative methods, including library study, document analysis, and qualitative interviews.
Findings: In general, the results of input factors included centralized policies and programs, lack of experience, and lack of physical facilities and financial resources. Process factors included uniform training and lack of participation and constructive interaction between stakeholders. Outputs included poor academic performance, impractical literacy, and poor public awareness and information. Environmental factors have also included a lack of priority for education, poverty, remoteness, and dispersion.
Conclusions and suggestions: In general, it can be said that education problems are related to human resources, education programs and facilities, uniform education, geographical conditions, poverty and lifestyle. Finally, suggestions are provided on the need for regional planning and equitable distribution of facilities, the use of applied vocational training, the creation of incentive mechanisms, the establishment of equipped educational complexes, need-based education, and the design and implementation of cultural programs and smart schools.
Innovation and originality: Studying and mapping the education situation in disadvantaged areas is expected to identify the current situation and provide solutions to improve the education situation in these areas.

Keywords

Main Subjects

References

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Journal of Educational Planning Studies
Volume 12, Issue 24
September 2024
Pages 206-231

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History

  • Receive Date: 23 September 2021
  • Revise Date: 21 August 2024
  • Accept Date: 30 December 2023

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