معماری و شهرسازی آرمان شهر

معماری و شهرسازی آرمان شهر

آسیب‌شناسی نظام آموزش برنامه‌ریزی شهری در ایران در تناسب با حرفه

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دکتری شهرسازی، دانشکده هنر، گروه شهرسازی، دانشگاه تربیت‌مدرس، تهران، ایران.
2 استاد گروه شهرسازی، دانشکده هنر، گروه شهرسازی، دانشگاه تربیت‌مدرس، تهران، ایران (نویسنده مسئول).
3 دانشیار گروه شهرسازی، دانشکده هنر، گروه شهرسازی، دانشگاه تربیت‌مدرس، تهران، ایران.
10.22034/aaud.2024.436820.2861
چکیده
پس از تفکیک رشته گرایش‌های شهرسازی در سال 1387 و حرکت به‌سوی نظام تخصصی شهرسازی، در سال 1392 در نهایت برنامه و سر فصل درسی رشته کارشناسی ارشد برنامه‌ریزی شهری مصوب و ابلاغ گردید. عدم بازنگری و به‌روزرسانی این برنامه در طول 10 سال گذشته از یک طرف و شکاف بین محتوای نظام آموزشی و نظام حرفه و عدم تناسب بین این دو نظام از طرف دیگر، موجب ناکارآمدی خروجی نظام آموزشی در ارتباط با حرفه شده و نارضایتی اساتید، دانشجویان، مشاورین حرفه‌ای و نهادهای کارفرمایی را به همراه داشته است. البته متغیرهای مداخله‌گر متعددی همچون نظام سیاسی، مدیریتی، اقتصادی و غیره در شکل‌گیری شکاف نظر و عمل شهرسازی موثر هستند، لیکن در این مقاله صرفاً رابطه نظام آموزش با حرفه بررسی شده است. از این نظر هدف این پژوهش، آسیب‌شناسی نظام آموزش برنامه‌ریزی شهری در ایران در تناسب با حرفه است. بدین منظور در گام نخست بواسطه روش فراتحلیل کیفی، منابع معتبر مرتبط پژوهشی داخلی و خارجی بررسی و استنتاج گردید؛ سپس در گام دوم، ساختار برنامه آموزشی هفت دانشگاه برتر در زمینه آموزش برنامه‌ریزی شهری بررسی و نکات مهم استخراج شد. در نهایت با تلفیق یافته‌های پژوهشی و تجارب دانشگاهی، آسیب‌شناسی نظام آموزش برنامه‌ریزی شهری در ایران ارائه گردید. نتایج پژوهش حاکی از تاثیر سه لایه‌ی به‌هم‌ پیوسته با سه مقیاس عملکردی کلان، میانه و خرد در بروز مسئله است. لایه نخست به رویکرد کلان نظام آموزش عالی و دانشگاه‌ها در چارچوب‌سازی نظریه آموزش بر می‌گردد. در لایه دوم روش‌شناسی نظام آموزش رشته در قالب سرفصل دروس تدوین می‌گردد و لایه سوم به فضای درس، شامل محتوای درس، رویه‌ها و فرآیندها، روابط، امکانات و سازوکارهای پشتیبانی اشاره دارد.
کلیدواژه‌ها

عنوان مقاله English

Pathology of the Urban Planning Education System in Iran in Relation to the Profession

نویسندگان English

Mojtaba Sharifnejad 1
Mohammad Reza Pourjafar 2
Seyed Mehdi Khatami 3
1 Ph.D. in Urban Planning, Faculty of Art, Department of Urban Planning, Tarbiat Modares University, Tehran, Iran.
2 Professor of Urban Planning, Faculty of Art, Tarbiat Modares University, Tehran, Iran (Corresponding Author).
3 Associate Professor of Urban Planning, Faculty of Art, Tarbiat Modares University, Tehran, Iran.
چکیده English

Following the specialization of urban planning disciplines in 2008 and the move toward a specialized urban planning system, the curriculum for the Master's program in Urban Planning was finally approved and notified in 2013. The lack of review and updating of this program over the past ten years, on the one hand, and the gap between the content of the educational system and the professional system, on the other hand, have resulted in the inefficiency of educational outputs in relation to the profession and have caused dissatisfaction among professors, students, professional consultants, and employing institutions. Of course, multiple intervening variables, such as the political, managerial, and economic systems, among others, affect the formation of the gap between theory and practice in urban planning. However, this article exclusively examines the relationship between the education system and the profession. From this perspective, this research aims to analyze the pathology of the urban planning education system in Iran in relation to the profession. To this end, in the first step, a qualitative meta-analysis was used to review and synthesize valid domestic and international research sources. In the second step, the structures of the educational programs at seven leading universities in urban planning were examined, and key points were extracted. Finally, by integrating research findings and academic experiences, a pathology of the urban planning education system in Iran was presented. The research results indicate the impact of three interrelated layers with three performance scales—macro, meso, and micro—on the emergence of the issue. The first layer concerns the macro approach to the higher education system and universities within the theoretical framework of education. The second layer pertains to the field’s educational methodology, as reflected in course syllabi. The third layer refers to the classroom environment, including course content, procedures and processes, relationships, facilities, and support mechanisms.

کلیدواژه‌ها English

Pathology
Education
Urban Planning
Profession
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دوره 18، شماره 52
پاییز 1404
صفحه 135-155

  • تاریخ دریافت 09 بهمن 1402
  • تاریخ بازنگری 23 اردیبهشت 1403
  • تاریخ پذیرش 25 آبان 1403