پديد آورندگان :
ايراندوست, كيومرث دانشگاه كردستان - دانشكده هنر و معماري - گروه شهرسازي , سليماني, حبيب دانشگاه كردستان - دانشكده زبان و ادبيات - گروه زبان و ادبيات انگليسي و زبانشناسي
كليدواژه :
برنامه ريزي فضايي , شاخص هاي آموزشي , توسعه پايدار و تحولات جمعيت , تحليل نابرابري فضايي
چكيده فارسي :
ﺑﻬﺮهﻣﻨﺪي اﻋﻀﺎي ﺟﺎﻣﻌﻪ از ﺳﻄﺢ ﻗﺎﺑﻞ ﻗﺒﻮﻟﯽ از اﻣﮑﺎﻧﺎت و ﺧﺪﻣﺎت آﻣﻮزﺷﯽ، ﺑﻨﯿﺎن اﺻﻠﯽ ﺗﻮﺳﻌﻪ ﻫﺮ ﺟﺎﻣﻌﻪاي را ﺗﺸﮑﯿﻞ ﻣﯽدﻫﺪ. ﺑﺮﻗﺮاري ﺗﻌﺎدل و ﺗﻮازن ﻣﯿﺎن ﮐﻤﯿﺖ و ﮐﯿﻔﯿﺖ ﺷﺎﺧﺺﻫﺎي آﻣﻮزﺷﯽ ﺑﺮ اﺳﺎس ﻧﯿﺎز اﻓﺮاد ﺟﺎﻣﻌﻪ، ﺿﻤﻦ اﯾﺠﺎد ﻋﺪاﻟﺖ در دﺳﺘﺮﺳﯽ ﺑﻪ ﺧﺪﻣﺎت آﻣﻮزﺷﯽ و ﺗﻮﺳﻌﻪ ﻋﻠﻢ و داﻧﺶ در ﺳﻄﺢ ﺟﺎﻣﻌﻪ، ﺻﺮﻓﻪﺟﻮﯾﯽ در ﺗﺨﺼﯿﺺ اﻣﮑﺎﻧﺎت و ﺧﺪﻣﺎت آﻣﻮزﺷﯽ را ﺑﻪ دﻧﺒﺎل ﺧﻮاﻫﺪ داﺷﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﮐﻪ ﺑﺎ روش ﺗﻮﺻﯿﻔﯽ ـ ﺗﺤﻠﯿﻠﯽ و ﻫﻤﺒﺴﺘﮕﯽ اﻧﺠﺎم ﮔﺮﻓﺘﻪ اﺳﺖ، ﺑﻪ دﻧﺒﺎل ﭘﺎﺳﺦ ﺑﻪ اﯾﻦ ﭘﺮﺳﺶ اﺳﺖ ﮐﻪ ﻧﺤﻮه ﻧﺎﺑﺮاﺑﺮي ﻓﻀﺎﯾﯽ ﺷﺎﺧﺺﻫﺎي آﻣﻮزﺷﯽ در اﺳﺘﺎنﻫﺎي اﯾﺮان ﭼﮕﻮﻧﻪ اﺳﺖ و ﭼﻪ ﻋﻮاﻣﻠﯽ ﺑﺮ روي ﺗﻮزﯾﻊ اﯾﻦ ﺷﺎﺧﺺﻫﺎ اﺛﺮﮔﺬارﻧﺪ؟ ﻣﺤﺪوده ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﺷﺎﻣﻞ 31 اﺳﺘﺎن ﮐﺸﻮر اﺳﺖ و ﺑﺮاي ﺟﻤﻊآوري دادهﻫﺎي ﻣﻮرد ﻧﯿﺎز ﺗﮑﯿﻪ اﺻﻠﯽ ﻣﺤﻘﻘﺎن ﺑﺮ دادهﻫﺎي ﻣﺮﮐﺰ آﻣﺎر ﺑﻮده اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﻣﯿﺎن اﺳﺘﺎنﻫﺎي ﮐﺸﻮر ﺑﻪ ﻟﺤﺎظ ﺑﺮﺧﻮرداري از ﺷﺎﺧﺺﻫﺎي آﻣﻮزﺷﯽ، ﻧﺎﺑﺮاﺑﺮي وﺟﻮد دارد. ﺗﺎ ﺣﺪ زﯾﺎدي ﺑﺮﺧﻠﺎف اﻧﺘﻈﺎر، ﺳﻪ اﺳﺘﺎن اﯾﻠﺎم، ﮐﻬﮕﯿﻠﻮﯾﻪ و ﺑﻮﯾﺮاﺣﻤﺪ و ﺧﺮاﺳﺎن ﺷﻤﺎﻟﯽ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ ﺿﺮﯾﺐ 0/598 ،0/632 و 0/585، در رﺗﺒﻪﻫﺎي اول ﺗﺎ ﺳﻮم و اﺳﺘﺎن-ﻫﺎي ﻗﻢ، ﺗﻬﺮان و اﻟﺒﺮز ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ ﺿﺮﯾﺐ 0/250 ،0/248 و 0/251، در ﭘﺎﯾﯿﻦﺗﺮﯾﻦ رﺗﺒﻪﻫﺎ ﻗﺮار ﮔﺮﻓﺘﻪاﻧﺪ. ﻧﺘﺎﯾﺞ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﻧﺸﺎن داد ﻣﺘﻐﯿﺮﻫﺎي ﻧﺮخ ﺷﻬﺮﻧﺸﯿﻨﯽ، ﻧﺮخ روﺳﺘﺎﻧﺸﯿﻨﯽ، درﺻﺪ ﺟﻤﻌﯿﺖ ﻫﺮ اﺳﺘﺎن از ﺟﻤﻌﯿﺖ ﮐﻞ ﮐﺸﻮر و ﻣﻬﺎﺟﺮت ﺑﻪ داﺧﻞ اﺳﺘﺎنﻫﺎ، ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ ﻣﻘﺎدﯾﺮ 0/533 ،0/520 ،-0/522- و 0/494 -، داراي راﺑﻄﻪ ﻣﻌﻨﺎداري ﺑﺎ ﺑﺮﺧﻮرداري اﺳﺘﺎنﻫﺎي ﮐﺸﻮر ﺑﻪ ﻟﺤﺎظ ﺷﺎﺧﺺﻫﺎي آﻣﻮزﺷﯽ ﻫﺴﺘﻨﺪ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻣﺪل ﺑﺮازش ﺷﺪه رﮔﺮﺳﯿﻮﻧﯽ ﻧﺸﺎن داد دو ﻣﺘﻐﯿﺮ درﺻﺪ ﺟﻤﻌﯿﺖ ﻫﺮ اﺳﺘﺎن از ﺟﻤﻌﯿﺖ ﮐﻞ ﮐﺸﻮر و درﺻﺪ ﺷﻬﺮﻧﺸﯿﻨﯽ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ ﺑﺘﺎي 0/393- و 0/375-، ﺗﻮاﻧﺴﺘﻪاﻧﺪ 40/5 درﺻﺪ از وارﯾﺎﻧﺲ ﺑﺮﺧﻮرداري اﺳﺘﺎنﻫﺎي ﮐﺸﻮر از ﺷﺎﺧﺺﻫﺎي آﻣﻮزﺷﯽ را ﺗﺒﯿﯿﻦ ﻧﻤﺎﯾﻨﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽدﻫﺪ ﺗﻤﺮﮐﺰ ﺟﻤﻌﯿﺖ ﺑﻪوﯾﮋه ﺟﻤﻌﯿﺖ ﺷﻬﺮﻧﺸﯿﻦ در اﺳﺘﺎنﻫﺎﯾﯽ ﻣﺎﻧﻨﺪ ﻗﻢ، ﺗﻬﺮان، اﻟﺒﺮز، اﺻﻔﻬﺎن و روﻧﺪ ﻓﺰاﯾﻨﺪ ﻣﻬﺎﺟﺮت ﺑﻪ اﯾﻦ اﺳﺘﺎنﻫﺎ، ﻣﻮﺟﺐ ﮐﺎﻫﺶ ﺳﺮاﻧﻪ زﯾﺮﺳﺎﺧﺖﻫﺎ و ﭘﺮﺳﻨﻞ آﻣﻮزﺷﯽ و در ﻧﺘﯿﺠﻪ ﮐﺎﻫﺶ ﺳﺮاﻧﻪﻫﺎ ﺷﺪه اﺳﺖ. در راﺳﺘﺎي ﺑﺮﻗﺮاري ﻋﺪاﻟﺖ ﻓﻀﺎﯾﯽ در اﺳﺘﺎنﻫﺎي ﮐﺸﻮر، ﺗﻮﺟﻪ ﺑﻪ ﻣﺘﻐﯿﺮﻫﺎي ﺟﻤﻌﯿﺘﯽ و درﺻﺪ ﺷﻬﺮﻧﺸﯿﻨﯽ، از اﻟﺰﻣﺎت ﺑﺮﻧﺎﻣﻪ ريزي ﺗﻮﺳﻌﻪ ﭘﺎﯾﺪار ﺷﺎﺧﺺﻫﺎي آﻣﻮزﺷﯽ در ﮐﺸﻮر اﺳﺖ.
چكيده لاتين :
Benefiting community members from an acceptable level of educational facilities and services constitutes the core of any community's development.Establishing a balance between the quantity and quality of educational indicators based on the needs of the people living in that society, while ensuring equity in access to educational services and the development of knowledge and science at the community level, will result in the economic allocation of educational facilities and services to different regions.This descriptive-analytic correlational study seeks to investigate the spatial inequality of educational indices and the factors affecting the distribution of these indices in the provinces of Iran. Thirty-one provinces were studied and the data were taken from Iran’s statistics center. The findings of the study showed that there is inequality between provinces in terms of educational indicators. Quite contrary to expectations, the three provinces of Ilam, Kohgiluyeh and Boyer Ahmad, and North Khorasan with coefficients of 23632, 235.0 and 23005, respectively ranked first to third, and Qom, Tehran and Alborz with the coefficients of 23224, 23252 and 23225, respectively were in the lowest ranks. The results of correlation coefficient showed that the variables of urbanization rate, ruralization rate, percentage of population of each province out of total population of the country and migration into provinces have a significant relationship with the country's provinces in terms benefitting from educational indicators whose amounts respectively are -23552, -23522, -23533 and -234.4. The results of the fitted model of multivariate regression also showed that the two variables of the percentages of each province's population out of the country’s total population and the percentage of urbanization with the Betas of -.23.3 and -.2335 predict 42354 of the variance of benefitting of the provinces from the educational indices. The results show that the concentration of population, especially urban population in provinces such as Qom, Tehran, Alborz, Isfahan and the increasing number of people migrating to these provinces, reduces the per capita of educational infrastructures and staff, thereby decreasing per capita. In order to establish spatial justice in the provinces of the country, considering the demographic variables and the percentage of urbanization are the requirements for sustainable development of educational indicators in the country
