Document Type : Research Paper
Authors
1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran.
2 B.A. Student in Education, Department of Educational Sciences, Farhangian University, Zanjan, Iran.
Abstract
Education has gained increasing significance from various perspectives, particularly in terms of economics. It can be argued that education constitutes the largest portion of public expenditure worldwide. Few individuals, having examined the direct and indirect social and private benefits of education—including both public and higher education—regard investment in education as useless or of little utility. However, there remains a gap in research regarding the roles of governments and the private sector in education, especially concerning Islamic perspectives. The aim of this qualitative research is to analyze the economic role of the government in education with an emphasis on Islamic viewpoints. In this regard, semi-structured interviews were conducted with 15 education economics experts who were purposefully selected using snowball sampling until data saturation was achieved. The content of interviews was analyzed to elicit themes that can be used in a SWOT matrix. The findings indicate that government involvement in education presents strengths, weaknesses, opportunities, and threats, emphasizing the importance of collaborative financing by both public and private sectors. With such cooperation, governments and markets can address current shortcomings and contribute to enhancing the quality of education.
Introduction
Since education is supposed to be a key factor in economic development (Shehbazi & Moradimokhles, 2019), governments have focused on reforming their policies related to public schools (McGregor, 1994). The role of the government in the economy has always been a subject of serious debates. The assessment of its benefits and drawbacks varies depending on the background of each specialist, including their intellectual and philosophical views as well as political affiliations.
Generally, governments tend to play a more active role in the production and distribution of public goods, while they do not feel the same level of responsibility towards private goods (Emadzadeh, 2003). Accordingly, it can be argued that one of the recognized roles of the government in the economy is the provision of public goods (Stiglitz & Rosengard, 2015), which are collectively consumed and accessible to all segments of society. The government endeavors to produce and distribute these goods for the benefit of the general public (Vizi, 1982).
In Islam, access to education is considered a fundamental right for all individuals (Derikvand, 2021). The provision of high-quality education for everyone is essential, and as government expenditures continue to rise, governments alone may struggle to address this issue. Hence, there is a growing need for the private sector and public involvement in education, as supported by Islamic teachings emphasizing shared responsibilities and cooperation (Ma'idah: 2; Nahj al-Balagha 216). While governments are responsible for ensuring access to education for all, the oversight of private educational institutions by regulatory bodies is increasingly important. Education can be viewed as a semi-private commodity with a balanced perspective (Emadzadeh, 2012), highlighting the collaborative roles of society and government in monitoring the activities of private schools.
Therefore, the aim of the current study is to analyze the limitations and gaps in the government's economic involvement in education from an Islamic perspective, considering the specific conditions in Iran. The study seeks to identify the opportunities, threats, weaknesses, and strengths associated with such governmental support.
Methods and Material
The current study utilized a qualitative approach to gather insights on the economic role of the government in education from an Islamic viewpoint. Initially, definitions, analyses, concepts, and theoretical foundations were derived from a review of relevant literature. Subsequently, the perspectives of experts in the field were explored through semi-structured interviews comprising 5 key questions. The participants included 8 faculty members specializing in economics, experts in the economics of education, 5 Ph.D. students in economics and educational management, and 2 additional experts in the economics of education. The selection of participants was based on purposeful snowball sampling until data saturation was achieved, at which point sampling ceased.
The interviews' text was extracted and analyzed to identify themes, examples, strengths, weaknesses, opportunities, and threats related to the government's economic involvement in education, with a focus on Islamic viewpoints. The review and analysis of the interview texts were conducted meticulously. To ensure the accuracy and validity of the analysis, the opinions of five experts, who were faculty members specialized in educational economics or general economics, were sought.
Results and Discussion
The strengths, weaknesses, opportunities, and threats (SWOT) of the government's economic involvement in education, focusing on Islamic viewpoints, were identified through the analysis of interview data. The findings were summarized in Table 1.
Based on the SWOT analysis, a total of 18 strategies were identified, comprising 4 SO strategies, 5 ST strategies, 4 WO strategies, and 5 WT strategies as outlined in Table 1.
In order to compile the list of preferred strategies, the strategies derived from the most frequently identified strengths, weaknesses, opportunities, and threats were initially considered. Subsequently, these strategies were reviewed by five experts who were academic faculty members specializing in the economics of education. Due to the presence of overlapping strategies and the operational nature of some, the experts involved in this research selected a total of 7 preferred strategies with high frequency for inclusion in the list of executive programs and initiatives.
Increasing the allocation of funds for education in the public budget and gross domestic product.
Adapting to changes in government policies and laws related to the economics of education, and developing strategic plans for better alignment.
Developing policies and guidelines for collaboration with the private sector based on Islamic principles.
Offering incentives to encourage private sector investment in education.
Enhancing budget optimization and detailed financial planning, while increasing collaboration with relevant government and private entities to improve educational access for all.
Forming partnerships with the private sector to leverage their expertise and knowledge.
Strengthening the relationship between the government and society through transparency, adequate information dissemination, and building societal trust.
Conclusion
The findings indicate that the limited budget allocated by the government for education, as one of the country's strategic and vital institutions, coupled with the heavy reliance of the state economy on oil and the absence of alternative sources, including those within the private sector, can contribute to the current funding challenges in education. However, the government's economic role in education is crucial, and this responsibility should not be solely entrusted to the private sector. Ensuring adequate financial resources, investing in educational infrastructure, enhancing the quality of education, and promoting equal access to education for all individuals are key actions that the government must actively pursue. Simultaneously, its role should shift from direct provision to regulation and oversight. Given the insufficient resources available within the state education system, it is advisable for the Islamic government to not only cover public education expenses but also create opportunities for public participation (Ma'idah: 2) in this regard.
Based on the analysis of the opinions of the experts participating in this study, it is recommended that the government enhance its regulatory and supervisory role by establishing independent monitoring mechanisms and formulating relevant policies and laws based on authentic Islamic viewpoints.
Due to the semi-privatization of education goods and services, and considering the the insights from the SWOT analysis conducted in this research, it is evident that a collaborative effort between the public and private sectors is crucial for financing of education. This approach would allow both the government and the market to address their respective weaknesses and leverage their strengths. By involving the private sector, the financial resources required to achieve the goal of universal education can be secured. Additionally, individuals would play a more active role in overseeing and managing their children's educational matters, turning education into a societal endeavor. Simultaneously, government involvement would help mitigate market deficiencies, ensuring a more equitable distribution of educational services. Through strategic partnerships and regulatory frameworks, governments can ensure that educational outcomes align with societal values and priorities.
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