The position of provincial delegation in the ideal model of curriculum policy making in Iran's education system (a qualitative study)

Curriculum politicization is the process of choosing and placing society's values in the curriculum, as well as refining these values for their presence or absence in the curriculum. The purpose of this research is to design a model of provincial delegation of curriculum politicization for Iran's education system. It is part of qualitative research through qualitative content analysis with the Strauss and Corbin approach. Data was collected through document analysis and semi-structured interviews with 11 curriculum policy makers in the academic year 2018-2019. Curriculum policy in Iran and articles related to the field of curriculum policy. The method of selecting the participants from among experts was snowball sampling. 6 The main document of Iran's curriculum policy as a sample of internal documents and by searching the terms of curriculum policy and curriculum policy making in the databases Information (ERIC, Google scholar, SAGE, WIELY, TAYLOR & FRANCES) was obtained. Considering the relation to the discussion of curriculum policy in the education system, 120 articles were examined. The research tool was a semi-structured interview based on the 5w1h technique and document analysis form. . The content validity of the interview was confirmed by the opinion of 5 education experts. The data were coded, named, categorized and analyzed. 2018 Maxqda software was used for the preliminary analysis of qualitative data. The findings were confirmed using the Lincoln and Goba evaluation method. The curriculum-politicization model for Iran's education system was designed with the priority of provincial decision-making in three formal, technical and cautious dimensions and three levels: supra, macro and micro. The results showed that the provincial delegation of curriculum policy-making in Iran's education system has 4 policy-making components regarding curriculum goals, teaching and learning opportunities, policy content and policy evaluation. According to the findings, to modify curriculum policies, create an active cycle with the aim Monitoring and improvement of the cycle is required. These findings can be used by explaining the curriculum policy making process in Iran's education system to realize the ecological policy of the curriculum in Iran