‫ﻣﺒﺎﺣﺜﻲ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫‪۴۱۰‬‬ ‫ﻛﺪ ﻣﻮﺿﻮﻋﻲ‪:‬‬ ‫‪۷۱۱۵‬‬ ‫ﺷﻤﺎﺭﻩ ﻣﺴﻠﺴﻞ‪:‬‬

‫ﻣﻌﺎﻭﻧﺖ ﭘﮋﻭﻫﺸﻲ‬ ‫ﺩﻓﺘﺮ ﻣﻄﺎﻟﻌﺎﺕ ﻓﺮﻫﻨﮕﻲ‬

‫ﺁﺫﺭ ﻣﺎﻩ ‪۱۳۸۳‬‬
‫____________________________________________________________ ‪١‬‬

‫ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬

‫ﻣﻘﺪﻣﻪ ‪۲............................................................................................................................................................‬‬
‫‪ .۱‬ﺗﻌﺮﻳﻒ ﻭﺍﮊﻩ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ‪۲.......................................................................................................................‬‬
‫‪ .۲‬ﺗﻌﺮﻳﻒ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ‪۳....................................................................................................................‬‬
‫‪ .۳‬ﺗﻌﺮﻳﻒ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ‪۳......................................................................................................‬‬
‫‪ .۴‬ﺍﻧﺘﻈﺎﺭﺍﺕ ﺍﺯ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ‪۳..............................................................................................‬‬
‫‪ .۵‬ﭘﻴﺸﻴﻨﻪ ﺗﺎﺭﻳﺨﻲ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ‪۴.................................................................................‬‬
‫‪ .۶‬ﺭﺍﺑﻄﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺍﻗﺘﺼﺎﺩ ‪۶...................................................................................................‬‬
‫‪ .۷‬ﻧﻜﺎﺕ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ‪۹...............................................................................‬‬
‫‪ .۸‬ﺗﺒﻴﻴﻦ ﻫﺪﻑﻫﺎ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ )ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺍﺳﻼﻡ( ‪۱۰ ....................................................‬‬
‫‪ .۹‬ﻓﻮﺍﻳﺪ ﺗﻮﺟﻪ ﺑﻪ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ‪۱۳ .......................................................................................‬‬
‫‪ .۱۰‬ﺍﻫﺪﺍﻑ ﺍﻗﺘﺼﺎﺩﻱ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳﺮﺍﻥ ‪۱۳ ............................................................................‬‬
‫‪ .۱۱‬ﺧﻼﺻﻪ ﻭ ﻧﺘﻴﺠﻪﮔﻴﺮﻱ‪۱۴ ........................................................................................................................‬‬
‫ﻣﻨﺎﺑﻊ ﻭ ﻣﺂﺧﺬ ‪۱۶ .............................................................................................................................................‬‬
 ‫‪______________________________________________________________ ٢‬‬

‫ﻣﺒﺎﺣﺜﻲ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﻣﻘﺪﻣﻪ‬
‫ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺯ ﺩﻭ ﻭﺍﮊﻩ »ﺍﻗﺘﺼﺎﺩ« ﻭ »ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ« ﺗﺮﻛﻴﺐ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺗﺒ ِﻊ‬
‫ﺗﻠﻘﻲ ﺍﺯ ﻭﺍﮊﻩ ﺍﻗﺘﺼﺎﺩ ﺩﺭ ﺣﻮﺯﻩ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﻭ ﺍﺯ ﻣﻨﻈﺮ »ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ« ﺩﺭ ﺣﻴﻄـﻪ ﻋﻠـﻮﻡ ﺗﺮﺑﻴﺘـﻲ‬
‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﻋﻠﻢ ﺗﺮﻛﻴﺒﻲ‪ ،‬ﻛﺎﺭﺑﺮﺩ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺩﺭ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺭﺍ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗـﺮﺍﺭ‬
‫ﻣﻲﺩﻫﺪ ﻭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺭﺍ ﻗﺎﺩﺭ ﻣﻲﺳﺎﺯﺩ ﺗﺎ ﺿﻤﻦ ﺑﻪﻛﺎﺭﮔﻴﺮﻱ ﻣﻨﻄﻘﻲ ﻳﺎﻓﺘـﻪﻫـﺎﻱ ﻋﻠـﻢ ﺍﻗﺘﺼـﺎﺩ‪،‬‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺎ ﻛﻴﻔﻴـﺖ ﺭﺍ ﺑـﺎ ﻗﻴﻤـﺖ ﺍﺭﺯﺍﻥ ﺩﺭ ﺍﺧﺘﻴـﺎﺭ ﻣـﺮﺩﻡ ﻗـﺮﺍﺭ ﺩﻫـﺪ ﻭ ﺷـﺮﺍﻳﻄﻲ ﺭﺍ ﻓـﺮﺍﻫﻢ‬
‫ﻣﻲﺳﺎﺯﺩ ﺗﺎ ﺗﺮﺑﻴﺖ ﻳﺎﻓﺘﮕﺎﻥ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻳﻌﻨﻲ ﺍﻧﺴﺎﻥﻫﺎ‪ ،‬ﺑﺎ ﺑﻬﺮﻩﮔﻴـﺮﻱ ﻭ ﺗـﺄﺛﻴﺮ ﻭ ﺗـﺄﺛﺮﻱ ﻛـﻪ ﺍﺯ‬
‫»ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ«‪» ،‬ﻣﺤﻴﻂ ﺯﻳﺴﺖ«‪» ،‬ﺑﻬﺪﺍﺷﺖ ﻭ ﺗﻐﺬﻳﻪ«‪» ،‬ﺍﺷـﺘﻐﺎﻝ« ﻭ ﺁﺯﺍﺩﻱ ﺳﻴﺎﺳـﻲ ﻭ ﺍﻗﺘﺼـﺎﺩﻱ‬
‫ﺑﻪ ﻋﻤﻞ ﻣﻲﺁﻭﺭﻧﺪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﻭ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺟﺎﻣﻌﻪ ﺗﺒﺪﻳﻞ ﻛﻨﻨﺪ‪ .١‬ﻣﻨﺎﺑﻌﻲ ﻛـﻪ ﺧـﻮﺩ‬
‫ﺩﺭ ﭼﺮﺧﻪ ﻣﺴﺘﻤﺮ ﻫﺪﺍﻳﺖ ﻣﻨـﺎﺑﻊ ﺟﺎﻣﻌـﻪ ﺑـﻪ ﺳـﻮﻱ ﺗﻮﺳـﻌﻪ ﻭ ﺳـﻌﺎﺩﺕ ﻧﻘـﺶ ﺍﺻـﻠﻲ ﺭﺍ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﺭﺍﻩ‬
‫ﻭﺻﻮﻝ ﺑﻪ ﺗﻮﺳﻌﻪ ﭘﺎﻳﺪﺍﺭ ﻭ ﺿﻤﻦ ﺑﻬﺮﻩ ﮔﺮﻓﺘﻦ ﺍﺯ ﻓﺮﻫﻨﮓ ﺧﻮﺩﻱ ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﻨﻈﻴﻢ ﺭﻭﺍﺑﻂ ﻣﻨﺎﺑﻊ ﺟﺎﻣﻌـﻪ ﻭ‬
‫ﺯﺍﻳﺶ ﻭ ﭘﺨﺶ ﻋﻨﺎﺻﺮ ﺗﻮﺳﻌﻪ ﺩﺭ ﺗﻤﺎﻣﻲ ﺍﺑﻌﺎﺩ ﻣﻲﻛﻨﺪ ﻭ ﺑﺎﻻﺧﺮﻩ‪ ،‬ﺍﻗﺘﺼـﺎﺩ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﺩﻩﻫـﺎ‬
‫ﺳﺆﺍﻝ ﻣﻄﺮﺡ ﻭ ﭘﺎﺳﺦ ﺁﻥ ﺭﺍ ﺍﺯ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻃﻠﺐ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻧﻮﺷﺘﻪ ﺣﺎﺿﺮ ﺑـﺎ ﺗﻌﺮﻳـﻒ ﻭﺍﮊﻩﻫـﺎﻱ »ﺍﻗﺘﺼـﺎﺩ«‪» ،‬ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ« ﻭ »ﺍﻗﺘﺼـﺎﺩ ﺁﻣـﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ« ﺷﺮﻭﻉ ﻣﻲﺷﻮﺩ ﻭ ﺳﭙﺲ »ﭘﻴﺸﻴﻨﻪ« ﺗﺎﺭﻳﺨﻲ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺭﺍﺑﻄـﻪ ﺁﻣـﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﺑﺎ ﺍﻗﺘﺼﺎﺩ ﺭﺍ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﻣﻲﺩﻫﺪ‪ .‬ﺑﻪ ﺩﻧﺒﺎﻝ ﻣﻮﺍﺭﺩ ﻣﺬﻛﻮﺭ‪ ،‬ﺑـﻪ ﺗﺒﻴـﻴﻦ ﺍﻫـﺪﺍﻑ ﺩﺭ ﺍﻗﺘﺼـﺎﺩ‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺍﺳﻼﻡ ﻣﻲﭘﺮﺩﺍﺯﺩ ﻭ ﺍﻫﺪﺍﻑ ﺍﻗﺘﺼﺎﺩﻱ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳـﺮﺍﻥ ﺩﺭ‬
‫ﻗﺎﻟﺐ ﺍﻫﺪﺍﻑ ﻛﻠﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺎﺯﮔﻮ ﻣﻲﻛﻨﺪ ﻭ ﺿﻤﻦ ﺗﺤﻠﻴﻞ ﻣﺨﺘﺼﺮ ﺍﺯ ﻓﻮﺍﻳﺪ ﺗﻮﺟﻪ ﺑـﻪ ﺍﻗﺘﺼـﺎﺩ‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺑﻪ ﺍﻭﻟﻮﻳﺖﮔﺬﺍﺭﻱ ﺩﺭ ﻛﻤﻚﻫﺎﻱ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺍﺷﺎﺭﻩ ﻣﻲﻛﻨﺪ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺍﺯ ﻧﻮﺷـﺘﻪﻫـﺎ‪،‬‬
‫ﻧﺘﻴﺠﻪﮔﻴﺮﻱ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻧﺎﮔﻔﺘﻪ ﻧﻤﺎﻧﺪ‪ ،‬ﺗﺤﻠﻴﻠﻲ ﺑﺮ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻪ ﺑﺮﺭﺳـﻲ ﻭﺍﻗﻌـﻲ ﻧﻴﺎﺯﻣﻨـﺪ ﺍﺳـﺖ ﺗـﺎ‬
‫ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳﺮﺍﻥ ﺍﺣﺼﺎ ﻭ ﻣﻮﺭﺩ ﺗﺠﺰﻳـﻪ ﻭ ﺗﺤﻠﻴـﻞ ﻗـﺮﺍﺭ ﮔﻴـﺮﺩ‪ ،‬ﺗـﺎ ﺍﺯ‬
‫ﻧﺘــﺎﻳﺞ ﺣﺎﺻــﻞ ﺩﺭ ﺑﺮﻧﺎﻣــﻪﺭﻳــﺰﻱﻫــﺎﻱ ﺗﻮﺳــﻌﻪ ﻭ ﺳﻴﺎﺳــﺘﮕﺬﺍﺭﻱﻫــﺎﻱ ﻣﻴــﺎﻥﻣــﺪﺕ ﻭ ﺑﻠﻨﺪﻣــﺪﺕ ﻣــﻮﺭﺩ‬
‫ﺑﻬﺮﻩﺑﺮﺩﺍﺭﻱ ﻗﺮﺍﺭ ﮔﻴﺮﺩ‪.‬‬

‫‪ .۱‬ﺗﻌﺮﻳﻒ ﻭﺍﮊﻩ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ‬

‫ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﻋﺒﺎﺭﺕ ﺍﺯ ﺑﺮﺭﺳﻲ ﺭﻭﺵﻫﺎﻳﻲ ﺍﺳﺖ ﻛﻪ ﺑﺸﺮ ﺑﺎ ﻭﺳﻴﻠﻪ ﻳﺎ ﺑﺪﻭﻥ ﻭﺳﻴﻠﻪ »ﭘﻮﻝ« ﺑﺮﺍﻱ ﺑﻪ ﻛـﺎﺭ‬
‫ﺑﺮﺩﻥ ﻣﻨﺎﺑﻊ ﻛﻤﻴﺎﺏ ﺗﻮﻟﻴﺪ ﺑﻪ ﻣﻨﻈﻮﺭ ﺗﻮﻟﻴﺪ ﻛﺎﻻﻫﺎ ﻭ ﺧﺪﻣﺎﺕ ﺩﺭ ﻃﻲ ﺯﻣﺎﻥ‪ ،‬ﻭ ﻫﻤﭽﻨﻴﻦ ﺑﺮﺍﻱ ﺗﻮﺯﻳﻊ ﻛﺎﻻﻫﺎ‬
‫ﻭ ﺧﺪﻣﺎﺕ ﺑﻴﻦ ﺍﻓﺮﺍﺩ ﻭ ﮔﺮﻭﻩﻫﺎ ﺩﺭ ﺟﺎﻣﻌﻪ ﺑﻪ ﻣﻨﻈﻮﺭ ﻣﺼﺮﻑ ﺩﺭ ﺯﻣﺎﻥ ﺣﺎﻝ ﻭ ﺁﻳﻨﺪﻩ ﺍﻧﺘﺨﺎﺏ ﻣﻲﻛﻨﺪ‪.‬‬

‫‪ .1‬ﮊﺍﻙ ﻫﻠﻚ‪ ،‬ﺗﺮﺟﻤﻪ ﻋﺒﺪﺍﻟﺤﺴﻴﻦ ﻧﻔﻴﺴﻲ‪ ،‬ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺑﺮﺍﻱ ﺁﻳﻨﺪﻩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺍﻧﺘﺸﺎﺭﺍﺕ ﻣﺪﺭﺳﻪ‪ ،۱۳۷۱ ،‬ﺹ ‪.۹‬‬
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‫ﻻ ﻣﺤﺪﻭﺩ ﺍﺳﺖ ﻭ ﺍﺯ ﻣﻨـﺎﺑﻊ ﻣﺤـﺪﻭﺩ ﺩﺭ‬

‫ﺑﺮﺭﺳﻲ ﺗﻌﺮﻳﻒ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻛﻪ ﻣﻨﺎﺑﻊ ﻣﻌﻤﻮ ﹰ‬
‫ﺑﺨﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻗﺘﺼﺎﺩﻱ ﺑﻬﺮﻩ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮﺩ ﻭ ﺳﻴﺎﺳﺖ ﻛﻠﻲ ﻧﻴﺰ ﺍﻳﻦ ﻫﺴﺖ ﻛﻪ ﺑـﺎ ﺣـﺪﺍﻗﻞ ﻛـﺎﺭﺑﺮﺩ‬
‫ﻣﻨﺎﺑﻊ ﺩﺭ ﺩﺳﺘﺮﺱ ﺩﺭ ﺗﻮﻟﻴﺪ ﻛﺎﻻ ﻭ ﺧﺪﻣﺎﺕ‪ ،‬ﺣﺪﺍﻛﺜﺮ ﻣﺤﺼـﻮﻝ ﻣﻄﻠـﻮﺏ ﺍﺯ ﻧﻈـﺮ ﻛﻤـﻲ ﻭ ﻛﻴﻔـﻲ ﺣﺎﺻـﻞ‬
‫ﺷﻮﺩ‪ .‬ﻟﺬﺍ‪ ،‬ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﭼﮕﻮﻧﮕﻲ ﺗﻮﺯﻳﻊ ﻛﺎﻻﻫﺎ ﻭ ﺧﺪﻣﺎﺕ ﺩﺭ ﺟﺎﻣﻌﻪ ﺭﺍ ﺑﺮﺭﺳﻲ ﻛﺮﺩﻩ ﻭ ﻣﻴـﺰﺍﻥ ﻣﺼـﺮﻑ‬
‫ﺁﻥﻫﺎ ﺭﺍ ﻣﺸﺨﺺ ﻣﻲﻛﻨﺪ ﻭ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺭﺍ ﺗﻌﻴﻴﻦ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻭﻇﻴﻔﻪ »ﺩﺍﻧﺶ ﺍﻗﺘﺼﺎﺩ ﻳﺎ ﺍﻗﺘﺼﺎﺩ ﺍﺛﺒﺎﺗﻲ« ﺑﺮﺭﺳﻲ ﻭﺿﻌﻲ ﺍﺳﺖ ﻛﻪ ﺑﺮ ﺯﻧﺪﮔﻲ ﺍﻗﺘﺼﺎﺩﻱ ﻣﻲﮔﺬﺭﺩ ﻭ‬
‫ﻫﻤﭽﻨﻴﻦ ﺍﻧﮕﻴﺰﻩﻫﺎ ﻭ ﺩﺳﺘﺎﻭﺭﺩﻫﺎ ﻭ ﻧﺸﺎﻧﻪﻫﺎﻱ ﺍﻳﻦ ﻭﺿﻊ ﺭﺍ ﺗﺠﺮﺑـﻪ ﻛـﺮﺩﻩ ﻭ ﻣـﻲﺷﻨﺎﺳـﺎﻧﺪ ﻭﻟـﻲ ﺭﻭﺵ‬
‫ﺍﻗﺘﺼﺎﺩﻱ ﻳﺎ ﺍﻗﺘﺼﺎﺩ ﻫﻨﺠﺎﺭﻱ ﻳﺎ ﻣﻜﺘﺐ ﺍﻗﺘﺼﺎﺩﻱ ﻛﻪ ﺑﺎ ﺍﺭﺯﺵﻫﺎ‪ ،‬ﺍﺧﻼﻕ ﻭ ﻋﻘﺎﻳﺪ ﺳﺮ ﻭ ﻛﺎﺭ ﺩﺍﺭﺩ ﺯﻧﺪﮔﻲ‬
‫ﺍﻗﺘﺼﺎﺩﻱ ﺭﺍ ﺍﺭﺯﻳﺎﺑﻲ ﻣﻲﻛﻨﺪ ﺑﺎ ﺗﺼﻮﺭﻱ ﻛﻪ ﺍﺯ ﻋﺪﺍﻟﺖ ﺩﺍﺭﺩ ﺭﻭﺷﻦ ﻣﻲﺳﺎﺯﺩ ﻛﻪ ﺍﻳﻦ ﺯﻧﺪﮔﻲ ﭼﮕﻮﻧﻪ ﺑﺎﻳﺪ‬
‫ﺑﺎﺷﺪ ﻭ ﺑﻪ ﭼﻪ ﺭﻭﺵ ﻋﺎﺩﻻﻧﻪﺍﻱ ﺑﺎﻳﺪ ﺳﺎﻣﺎﻥ ﮔﻴﺮﺩ ﺩﺭ ﻭﺍﻗﻊ »ﺩﺍﻧﺶ« ﺁﺷﻜﺎﺭ ﻣﻲﺳﺎﺯﺩ ﻭ ﺭﻭﺵ ﻳﺎ ﻣﻜﺘـﺐ‬
‫ﺍﺭﺯﻳﺎﺑﻲ ﻣﻲﻛﻨﺪ ﺩﺍﻧﺶ ﺍﺯ ﺁﻧﭽﻪ ﻫﺴﺖ ﻭ ﺍﺯ ﻋﻠﺖﻫﺎﻱ ﺁﻥ ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ ﻭ ﺭﻭﺵ ﺍﺯ ﺁﻧﭽـﻪ ﺑﺎﻳـﺪ ﺑﺎﺷـﺪ ﻭ‬
‫‪١‬‬
‫ﺁﻧﭽﻪ ﻧﺒﺎﻳﺪ ﺑﺎﺷﺪ‪ ،‬ﮔﻔﺘﮕﻮ ﻣﻲﻛﻨﺪ‪.‬‬

‫‪ .۲‬ﺗﻌﺮﻳﻒ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫‪٢‬‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻓﺮﺍﻳﻨﺪﻱ ﻧﻈﺎﻡﺩﺍﺭ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻗﺼﺪ ﺭﺷﺪ ﺍﻧﺴﺎﻥ ﺑﻪ ﺗﻮﻟﻴﺪ ﺩﺍﻧﺶ ﻣﻲﭘﺮﺩﺍﺯﺩ‪.‬‬

‫‪ .۳‬ﺗﻌﺮﻳﻒ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺮﻳﻔﻲ ﻛﻪ ﺳﺎﻣﺌﻮﻟﺴﻮﻥ ﺍﺯ ﺍﻗﺘﺼﺎﺩ ﺑﻪ ﻋﻤﻞ ﺁﻭﺭﺩﻩ ﺍﺳﺖ ﻭ ﺗﻮﺿﻴﺤﻲ ﻛﻪ »ﺗﺌـﻮﺩﻭﺭ ﺷـﻮﻟﺘﺰ«‬
‫ﺩﺭ ﺍﻧﺠﻤــﻦ ﺍﻗﺘﺼــﺎﺩﺩﺍﻧــﺎﻥ ﺍﻣﺮﻳﻜــﺎ ﺩﺭ ﺳــﺎﻝ ‪ ۱۹۶۰‬ﺍﺯ ﺍﻗﺘﺼــﺎﺩ ﺁﻣــﻮﺯﺵ ﻭ ﭘــﺮﻭﺭﺵ ﺍﺭﺍﺋــﻪ ﺩﺍﺩﻩ ﺍﺳــﺖ‬
‫ﻧﺘﻴﺠﻪﮔﻴﺮﻱ ﻭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫»ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺷـﺎﺧﻪﺍﻱ ﺍﺯ ﻋﻠـﻢ ﺍﻗﺘﺼـﺎﺩ ﺍﺳـﺖ ﻛـﻪ ﻛـﺎﺭﺑﺮﺩ ﺻـﺤﻴﺢ ﻣﻨـﺎﺑﻊ ﺭﺍ ﺩﺭ‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺮﺭﺳﻲ ﻣﻲﻛﻨﺪ ﻭ ﺑﻪ ﺗﺤﻘﻖ ﻫﺪﻑﻫـﺎﻱ ﻧﻈـﺎﻡ ﺁﻣﻮﺯﺷـﻲ ﺑـﻪ ﻛـﺎﺭﺍﺗﺮﻳﻦ ﻭﺟـﻪ ﻳـﺎﺭﻱ‬
‫ﻣﻲﺭﺳﺎﻧﺪ«‪.‬‬
‫ﻣﻼﺣﻈﻪ ﻣﻲﺷﻮﺩ »ﻛﺎﺭﺑﺮﺩ ﺻﺤﻴﺢ« ﻣﻨﺎﺑﻊ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﻳﺎﺭﻱ ﺑﻪ »ﺗﺤﻘﻖ ﻫﺪﻑﻫـﺎﻱ ﻧﻈـﺎﻡ‬
‫ﺁﻣﻮﺯﺷﻲ« ﺑﺎ ﻭﻳﮋﮔﻲ »ﻛﺎﺭﺍﺗﺮﻳﻦ ﻭﺟﻪ« ﺍﺯ ﻭﻇﺎﻳﻒ ﻭ ﺭﺳﺎﻟﺖﻫﺎﻱ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺳﺖ‪.‬‬

‫‪٣‬‬
‫‪ .۴‬ﺍﻧﺘﻈﺎﺭﺍﺕ ﺍﺯ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬
‫»ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ« ﻭ »ﻋﻠﻤﺎﻱ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ« ﺑﻪ ﻃﻮﺭ ﺟﺪﺍﮔﺎﻧـﻪ ﺳـﺆﺍﻻﺗﻲ ﺍﺯ ﺍﻗﺘﺼـﺎﺩ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ‬
‫ﺩﺍﺭﻧﺪ ﻛﻪ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺍﺳﺖ‪:‬‬

‫‪ .1‬ﻣﺮﺗﻀﻲ ﺍﻣﻴﻨﻲﻓﺮ‪ ،‬ﻓﺼﻠﻨﺎﻣﻪ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ‪ ،‬ﺳﺎﻝ ﭘﻨﺠﻢ‪ ،‬ﺷﻤﺎﺭﻩ ‪ ،۴‬ﺯﻣﺴﺘﺎﻥ ‪ ،۱۳۶۸‬ﺷﻤﺎﺭﻩ ﻣﺴﻠﺴﻞ ‪ ،۲۰‬ﺹ ‪.۴۱‬‬
‫‪ .2‬ﻣﺤﻤﻮﺩ ﻣﺘﻮﺳﻠﻲ ﻭ ﻣﺤﻤﺪﺭﺿﺎ ﺁﻫﻨﭽﻴﺎﻥ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺳﻤﺖ‪ ،۱۳۸۱ ،‬ﺹ ‪ ۲۲‬ﻭ ‪.۲۳‬‬
‫‪ .3‬ﻣﺤﻤﻮﺩ ﻣﺘﻮﺳﻠﻲ ﻭ ﻣﺤﻤﺪﺭﺿﺎ ﺁﻫﻨﭽﻴﺎﻥ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺳﻤﺖ‪ ،۱۳۸۱ ،‬ﺹ ‪ ۳۹‬ﻭ ‪.۴۰‬‬
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‫‪ .۴-۱‬ﺳﺆﺍﻻﺕ ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ‬
‫‪ -‬ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﻪ ﺍﺻﻞ ﺑﺎﺯﮔﺸﺖ ﺳﺮﻣﺎﻳﻪ‪ ،‬ﭼﻘﺪﺭ ﺑﺎﻳﺪ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﻛﺮﺩ؟‬
‫‪ -‬ﺗﻮﺍﺑﻊ ﺩﺭﺁﻣﺪ‪ ١‬ﺑﺮ ﺍﺳﺎﺱ ﺗﺮﺑﻴﺖ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﻣﻘـﺎﻃﻊ ﻭ ﺭﺷـﺘﻪﻫـﺎﻱ ﻣﺨﺘﻠـﻒ ﺩﺭ ﺍﺑﻌـﺎﺩ ﻓـﺮﺩﻱ ﻭ‬
‫ﺟﻤﻌﻲ‪ ،‬ﭼﻪ ﻣﻼﻙﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺳﻴﺎﺳﺘﮕﺬﺍﺭﺍﻥ ﻗﺮﺍﺭ ﻣﻲﺩﻫﺪ؟‬
‫‪ -‬ﻧﻘﺶ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﭼﻴﺴﺖ؟‬
‫‪ -‬ﺁﺛﺎﺭ ﺩﺭﺁﻣﺪﻱ ﻭ ﻏﻴﺮﺩﺭﺁﻣﺪﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﭼﻴﺴﺖ؟‬
‫‪ -‬ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻥ ﺍﺯ ﺍﻗﺘﺼﺎﺩﻱ ﺑﻮﺩﻥ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻃﻤﻴﻨﺎﻥ ﺣﺎﺻﻞ ﻛﺮﺩ؟‬
‫‪ -‬ﺁﻳﺎ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺗﻮﺯﻳﻊ ﺩﺭﺁﻣﺪ ﻭ ﺛﺮﻭﺕ ﻧﻘﺸﻲ ﺩﺍﺭﺩ؟‬
‫‪ .۴-۲‬ﺳﺆﺍﻻﺕ ﻋﻠﻤﺎﻱ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﺍﺯ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬
‫‪ -‬ﺑﻬﺘﺮﻳﻦ ﻧﻈﺎﻡ ﻳﺎﺩﮔﻴﺮﻱ ﻛﺪﺍﻡ ﺍﺳﺖ؟‬
‫‪ -‬ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻥ ﺗﻮﺍﻧﺎﻳﻲﻫﺎﻱ ﺑﺎﻟﻘﻮﻩ ﺍﻧﺴﺎﻥ ﺭﺍ ﺷﻨﺎﺧﺖ ﻭ ﺑﻬﺘﺮﻳﻦ ﻧﻈﺎﻡ ﺭﺍ ﺑﺮﺍﻱ ﺗﻮﺍﻧﺎﺳـﺎﺯﻱ ﻛﺎﻣـﻞ ﺁﻥ‬
‫ﻓﺮﺍﻫﻢ ﻛﺮﺩ؟‬
‫‪ -‬ﻧﻘﺶ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺷﻜﻞﮔﻴﺮﻱ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ ﭼﻘﺪﺭ ﺍﺳﺖ؟‬
‫‪ -‬ﺑﺮﻧﺎﻣﻪ ﺩﺭﺳﻲ‪ ٢‬ﭼﮕﻮﻧﻪ ﺑﺎﻳﺪ ﺗﻨﻈﻴﻢ ﺷﻮﺩ ﺗﺎ ﺣﺪﺍﻗﻞ ﺿﺎﻳﻌﺎﺕ‪ ٣‬ﺭﺍ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫‪ -‬ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻥ ﺑﺎ ﺷﻨﺎﺧﺖ ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ ﻭ ﺍﻓﺖ ﺗﺤﺼﻴﻠﻲ‪ ،‬ﺩﺭ ﺁﻥﻫﺎ ﺍﺛﺮ ﮔﺬﺍﺷﺖ؟‬
‫‪ .۴-۳‬ﺳﺆﺍﻻﺕ ﺩﻳﮕﺮﻱ ﻧﻴﺰ ﺩﺭ ﻛﻠﻴﺖ ﺍﺯ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣـﻮﺭﺩ ﺍﻧﺘﻈـﺎﺭ ﺍﺳـﺖ ﻛـﻪ ﺍﻫـﻢ ﺁﻥﻫـﺎ‬
‫ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪:‬‬
‫‪ -‬ﺁﺛﺎﺭ ﻣﺴﺘﻘﻴﻢ ﻭ ﻏﻴﺮﻣﺴﺘﻘﻴﻢ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻛﺪﺍﻡ ﺍﺳﺖ؟‬
‫‪ -‬ﺑﺎ ﭼﻪ ﺧﺼﻮﺻﻴﺎﺗﻲ‪ ،‬ﺑﺎﻳﺪ ﺑﺮﺍﻱ ﺳﺎﺧﺘﻦ ﺍﻧﺴﺎﻥ _ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ _ ﺍﺯ ﻣﻨﺎﺑﻊ ﻣﺤﺪﻭﺩ ﻭ ﻛﻤﻴـﺎﺏ ﻣـﺎﻟﻲ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ؟‬
‫‪ -‬ﺍﻗﺘﺼﺎﺩﻱﺗﺮﻳﻦ ﺑﺮﻧﺎﻣﻪ‪ ،‬ﺳﺎﺧﺘﺎﺭ ﻭ ﺭﻭﺵ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻛﺪﺍﻡ ﺍﺳﺖ؟‬
‫‪ -‬ﻣﻨﺎﺑﻊ ﺗﺄﻣﻴﻦ ﻣﺎﻟﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻛﺪﺍﻡ ﺍﺳﺖ ﻭ ﺳﻬﻢ ﻫﺮ ﻛﺪﺍﻡ ﭼﻘﺪﺭ ﺍﺳﺖ؟‬
‫‪ -‬ﻧﻈﺎﻡﻫﺎﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺗﺎ ﭼﻪ ﺣﺪ ﺗﻮﺍﻧﺴﺘﻪﺍﻧﺪ ﺑﻪ ﻫﺪﻑ ﺭﻓﺎﻩ‪ ،‬ﺁﺭﺍﻣـﺶ ﻭ ﺭﺿـﺎﻳﺖﻣﻨـﺪﻱ ﺍﻧﺴـﺎﻥ‬
‫ﺩﺳﺖ ﻳﺎﺑﻨﺪ؟‬
‫‪ -‬ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻥ ﺳﻮﺩﻣﻨﺪﻱ ﻭ ﺍﺛﺮﺑﺨﺸﻲ ﻭ ﺑﺮﺁﻳﻨﺪﻫﺎﻱ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺷﻲ ﺭﺍ ﺑﻪ ﺣﺪﺍﻛﺜﺮ ﺭﺳﺎﻧﺪ؟‬

‫‪ .۵‬ﭘﻴﺸﻴﻨﻪ ﺗﺎﺭﻳﺨﻲ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﺍﺯ ﺯﻣﺎﻥﻫﺎﻱ ﻗﺪﻳﻢ ﺑﻪ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺗﻮﺟﻪ ﻣﻲﺷﺪﻩ ﺍﺳﺖ ﻭﻟﻲ ﺑـﻪ ﺻـﻮﺭﺕ ﺍﻣـﺮﻭﺯﻱ ﻭ ﺩﺭ‬
‫ﭼﺎﺭﭼﻮﺏ ﺭﺷﺘﻪﻫﺎﻱ ﺗﺨﺼﺼﻲ ﺩﺭ ﺭﻭﺯ ‪ ۲۸‬ﺩﺳﺎﻣﺒﺮ ﺳﺎﻝ ‪ ۱۹۶۰‬ﺩﺭ ﻣﺤـﻞ ﺳـﻨﺖ ﻟـﻮﺋﻴﺲ ﺍﻣﺮﻳﻜـﺎ ﻭ ﺩﺭ‬
‫ﺍﻧﺠﻤﻦ ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ‪ ،‬ﺗﺌﻮﺩﻭﺭ ﺷـﻮﻟﺘﺰ ﺑـﺎ ﺳـﺨﻨﺮﺍﻧﻲ ﺧـﻮﺩ ﺗﺤـﺖ ﻋﻨـﻮﺍﻥ »ﺳـﺮﻣﺎﻳﻪﮔـﺬﺍﺭﻱ ﺩﺭ ﺳـﺮﻣﺎﻳﻪ‬
‫ﺍﻧﺴﺎﻧﻲ« ﺑﻪ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺣﻴﺎﺕ ﺩﺍﺩ‪ .‬ﺑﺮﻭﺯ ﻭ ﻇﻬﻮﺭ ﺍﻳﻦ ﻋﻠﻢ‪ ،‬ﺗﻮﺳﻂ ﺗﺌـﻮﺩﻭﺭ ﺷـﻮﻟﺘﺰ‬

‫‪1. Earning functions.‬‬

‫‪2. Curricula‬‬
‫‪3. Wastage.‬‬
‫____________________________________________________________ ‪٥‬‬

‫ﻣﻌﻠﻮﻝ ﺷﺮﺍﻳﻂ ﺣﺎﺻﻞ ﺩﺭ ﺩﻭﺭﻩ ﺑﻌﺪ ﺍﺯ ﺟﻨﮓ ﺟﻬﺎﻧﻲ ﺩﻭﻡ ﺑﻮﺩ ﻛﻪ ﺍﻧﺴﺎﻥ ﺭﺍ ﺩﺭ ﺻﺤﻨﻪ ﺗﻮﻟﻴـﺪ ﻭ ﻋﺮﺿـﻪ‬
‫ﺧﺪﻣﺎﺕ‪ ،‬ﺑﻪ ﻋﻨﻮﺍﻥ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ‪ ،‬ﻣﻮﺭ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺑﻮﺩ‪ .‬ﻗﺒﻞ ﺍﺯ ﺗﺌﻮﺩﻭﺭ ﺷﻮﻟﺘﺰ ﺍﻓﺮﺍﺩ ﺩﻳﮕـﺮﻱ ﻧﻴـﺰ‬
‫ﺑﻪ ﻧﻘﺶ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴـﺎﻧﻲ ﻳـﺎ ﻧﺘـﺎﻳﺞ ﺍﻗﺘﺼـﺎﺩﻱ ﺣﺎﺻـﻞ ﺍﺯ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ‬
‫ﺍﺷﺎﺭﺍﺗﻲ ﺩﺍﺷﺘﻪﺍﻧﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﻃﻮﺭ ﻣﺨﺘﺼﺮ ﺑﻪ ﺩﻳﺪﮔﺎﻩ ﺣﺪﻭﺩ ﺩﻩ ﻧﻔﺮ ﺍﺯ ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ ﻣﻌﺮﻭﻑ‬
‫ﻣﻲﭘﺮﺩﺍﺯﺩ‪.‬‬
‫‪ .۵-۱‬ﺁﺩﺍﻡ ﺍﺳﻤﻴﺖ‬
‫ﺁﺩﺍﻡ ﺍﺳﻤﻴﺖ ﭘﺪﺭ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺩﺭ ﻛﺘﺎﺏ ﺛﺮﻭﺕ ﻣﻠﻞ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ ۱۷۷۶‬ﻣﻴﻼﺩﻱ ﻣﻨﺘﺸﺮ ﺳـﺎﺧﺘﻪ ﺍﺳـﺖ ﺑـﺮ‬
‫ﻧﻘﺶ ﻛﺎﺭ ﺩﺭ ﺍﻳﺠﺎﺩ ﺛﺮﻭﺕ ﻭ ﺍﻫﻤﻴﺖ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺗﺸﺪﻳﺪ ﺁﻥ ﺗﺄﻛﻴﺪ ﺩﺍﺭﺩ‪.‬‬
‫‪ .۵-۲‬ﺭﺍﺑﺮﺕ ﻣﺎﻟﺘﻮﺱ‬
‫ﺭﺍﺑﺮﺕ ﻣﺎﻟﺘﻮﺱ ﺍﺯ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻪ ﻋﻨﻮﺍﻥ ﻋﺎﻣﻠﻲ ﻏﻴﺮ ﺍﻗﺘﺼﺎﺩﻱ ﻛﻪ ﺑﺎﻋﺚ ﺍﻳﺠﺎﺩ ﺗﺸـﻜﻴﻼﺕ ﺍﺩﺍﺭﻱ‬
‫ﻣﻨﻈﻢ‪ ،‬ﺳﺨﺘﻜﻮﺷﻲ‪ ،‬ﺍﻳﺠﺎﺩ ﻣﻌﻴﺎﺭﻫﺎﻱ ﺍﺧﻼﻗﻲ ﻭ ﻏﻴﺮﻩ ﻣﻲﺷﻮﺩ ﻳـﺎﺩ ﻣـﻲﻛﻨـﺪ ﻭ ﻳـﺎ ﻣـﻲﮔﻮﻳـﺪ ﺁﻣـﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﺑﺎﻋﺚ ﺍﺭﺗﻘﺎ ﺑﻬﺮﻩﻭﺭﻱ ﺍﻧﺴﺎﻥﻫﺎ ﻣﻲﺷﻮﺩ ﻳﺎ ﺍﻋﻼﻡ ﻣﻲﺩﺍﺭﺩ ﻛﻪ ﺩﺭ ﺍﺛﺮ ﺁﻣﻮﺯﺵ‪ ،‬ﻣـﺮﺩﻡ ﺍﻗـﺪﺍﻡ ﺑـﻪ‬
‫ﻛﻨﺘﺮﻝ ﻣﻮﺍﻟﻴﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻛﺎﻫﺶ ﺟﻤﻌﻴﺖ ﻣﻲﻛﻨﻨﺪ‪.‬‬
‫‪ .۵-۳‬ﺩﻳﻮﻳﺪ ﺭﻳﻜﺎﺭﺩﻭ )‪(۱۸۲۳-۱۷۷۲‬‬
‫ﻣﻌﺘﻘﺪ ﺑﻮﺩ ﻛﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺎﻋﺚ ﻛﺎﻫﺶ ﺟﻤﻌﻴﺖ ﻭ ﺍﻓﺰﺍﻳﺶ ﺳﺮﻣﺎﻳﻪ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪ .۵-۴‬ﺟﺎﻥ ﺭﻣﺰﻱ ﻣﻚ ﻛﻮﻻﻙ )‪(۱۷۸۹-۱۸۶۴‬‬
‫ﺟﺎﻥ ﺭﻣﺰﻱ ﻣﻚ ﻛﻮﻻﻙ ﻣﻌﺘﻘﺪ ﺑﻮﺩ ﻛﻪ ﻣﻬـﺎﺭﺕ‪ ،‬ﻫـﻮﺵ‪ ،‬ﻣﻌﺮﻓـﺖ ﻭ ﺻـﻼﺣﻴﺖ ﻣﺎﻧﻨـﺪ ﺍﻓـﺰﺍﻳﺶ ﺛـﺮﻭﺕ ﻭ‬
‫ﺳﺮﻣﺎﻳﻪ ﺍﺯ ﻋﻨﺎﺻﺮ ﺗﺸﻜﻴﻞ ﺩﻫﻨﺪﻩ ﺳﺮﻣﺎﻳﻪ ﻣﻠﻲ ﻫﺴﺘﻨﺪ ﻭ ﺑﺎﻳﺪ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺷﺖ ﻛـﻪ ﻓﻘـﺮﺍﻱ ﺁﻣـﻮﺯﺵ ﻧﺪﻳـﺪﻩ‬
‫ﺳﺮﻧﻮﺷﺖ ﺧﻮﺩ ﺭﺍ ﻧﺎﺷﻲ ﺍﺯ ﻣﺸﻴﺖ ﻣﻲﺩﺍﻧﻨﺪ ﺩﺭ ﻧﺘﻴﺠﻪ ﻧﺴﺒﺖ ﺑﻪ ﻣﺴﺎﺋﻠﻲ ﻛﻪ ﺩﺭ ﺍﻃﺮﺍﻑ ﺁﻧـﺎﻥ ﻣـﻲﮔـﺬﺭﺩ‬
‫ﺑﻲﺗﻔﺎﻭﺕ ﻣﻲﻣﺎﻧﻨﺪ ﻭﻟﻲ ﻭﻗﺘﻲ ﺁﻣﻮﺯﺵ ﺩﻳﺪﻧـﺪ ﺑـﺮﺍﻱ ﻣﺴـﺎﺋﻞ ﺟﺎﻣﻌـﻪ ﺣﺴـﺎﺱ ﻣـﻲﺷـﻮﻧﺪ ﻭ ﺑـﻲﺗﻔـﺎﻭﺕ‬
‫ﻧﻤﻲﻣﺎﻧﻨﺪ‪.‬‬
‫‪ .۵-۵‬ﺟﺎﻥ ﻫﻨﺮﻱ ﻧﻴﻮﻣﻦ )‪(۱۸۹۹-۱۸۰۱‬‬
‫ﺟﺎﻥ ﻫﻨﺮﻱ ﻧﻴﻮﻣﻦ ﺩﺭ ﻛﺘﺎﺏ ﻣﻔﻬﻮﻡ ﺩﺍﻧﺸﮕﺎﻩ ‪ The idea of a University‬ﻫﺪﻑ ﺍﺯ ﺗﺤﺼـﻴﻞ ﺭﺍ ﻛﺴـﺐ‬
‫ﻧﮕﺮﺵ ﻓﺮﺍﮔﻴﺮ ﺩﺭﺑﺎﺭﻩ ﺣﻘﻴﻘﺖ ﻣﻲﺩﺍﻧﺴﺖ ﻭ ﺑﺮ ﺗﺄﺛﻴﺮ ﻋﻠﻮﻡ ﺩﺭ ﻳﻜﺪﻳﮕﺮ ﺗﺄﻛﻴﺪ ﻣﻲﻭﺭﺯﻳﺪ‪.‬‬
‫‪ .۵-۶‬ﺟﺎﻥ ﺍﺳﺘﻮﺍﺭﺕ ﻣﻴﻞ‬
‫ﺍﻳﺸﺎﻥ ﻣﻌﺘﻘﺪ ﺑﻮﺩ ﻛﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻗﺪﺭﺕ ﺁﻳﻨﺪﻩﻧﮕﺮﻱ ﻭ ﺷﺮﺍﻳﻂ ﺗﻬﺬﻳﺐ ﻓﺮﺩﻱ ﺭﺍ ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﻨﺪ ﻭ‬
‫ﺁﻣﻮﺯﺵ ﻓﺮﺯﻧﺪﺍﻥ ﻛﺎﺭﮔﺮﺍﻥ ﺑﺎﻋﺚ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﺗﺤﻮﻝ ﻭ ﺍﻓﺰﺍﻳﺶ ﺗﻮﻟﻴﺪ ﻭ ﺩﺭﺁﻣﺪ ﺁﻧﺎﻥ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪ .۵-۷‬ﺁﻟﻔﺮﺩ ﻣﺎﺭﺷﺎﻝ )‪(۱۸۴۲-۱۹۲۴‬‬
‫ﺩﺭ ﻛﺘﺎﺏ ﺧﻮﺩ ﺑﺎ ﻋﻨﻮﺍﻥ ﺍﺻﻮﻝ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺍﺯ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻪ ﻋﻨﻮﺍﻥ ﺳـﺮﻣﺎﻳﻪﮔـﺬﺍﺭﻱ ﻣﻠـﻲ ﻳـﺎﺩ‬
‫ﻣﻲﻛﻨﺪ ﻭﺍﺭﺯﻧﺪﻩﺗﺮﻳﻦ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺭﺍ ﺳﺮﻣﺎﻳﻪﺍﻱ ﻣﻌﺮﻓﻲ ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻓﺮﺍﺩ ﺑﻪ‬
‫ﻛﺎﺭﺑﺮﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬
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‫‪١‬‬
‫‪ .۵-۸‬ﺳﻴﻤﻮﻥ ﻛﻮﺯﻧﺘﺲ‬
‫ﻛﻮﺯﻧﺘﺲ ﺩﺭ ﺳﺨﻨﺮﺍﻧﻲ ﺧﻮﺩ ﻫﻨﮕﺎﻡ ﺩﺭﻳﺎﻓﺖ ﺟﺎﻳﺰﻩ ﻧﻮﺑﻞ ﺩﺭ ﺳﺎﻝ ‪ ١٩٧١‬ﺭﺷـﺪ ﻧـﻮﻳﻦ ﺍﻗﺘﺼـﺎﺩﻱ ﺭﺍ ﺍﻳـﻦ‬
‫ﮔﻮﻧﻪ ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ »ﺍﻓﺰﺍﻳﺶ ﺑﻠﻨﺪﻣﺪﺕ ﻇﺮﻓﻴﺖ ﺗﻮﻟﻴﺪ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﻓﺰﺍﻳﺶ ﻋﺮﺿﻪ ﻛﻞ‪ ،‬ﺗﺎ ﺑﺘـﻮﺍﻥ ﻧﻴﺎﺯﻫـﺎﻱ‬
‫ﺟﻤﻌﻴﺖ ﺭﺍ ﺗﺄﻣﻴﻦ ﻛﺮﺩ‪ .‬ﺍﻓﺰﺍﻳﺶ ﻇﺮﻓﻴﺖ ﺑﻠﻨﺪﻣﺪﺕ ﺗﻮﻟﻴﺪ ﺑﺴﺘﮕﻲ ﺑـﻪ ﺗﺮﻗﻴـﺎﺕ ﻧـﻮﻳﻦ ﻓﻨـﻲ ﻭ ﺗﻄﺒﻴـﻖ ﺁﻥ ﺑـﺎ‬
‫ﺷﺮﺍﻳﻂ ﻧﻬﺎﺩﻱ ﻭ ﺍﻳﺪﺋﻮﻟﻮﮊﻳﻚ ﻣﻮﺭﺩ ﺗﻘﺎﺿﺎﻱ ﺁﻥ ﺩﺍﺭﺩ‪ «.‬ﺑﻪ ﻧﻈﺮ ﻭﻱ ﺑﺮﺍﻱ ﺍﺳـﺘﻔﺎﺩﻩ ﺑﻬﺘـﺮ ﻭ ﻣـﺆﺛﺮﺗﺮ ﺍﺯ‬
‫ﻓﻨﺎﻭﺭﻱ ﻧﻮﻳﻦ ﻭ ﺗﻮﺳﻌﻪ ﺩﺍﺧﻠﻲ ﺁﻥ ﺗﻄﺒﻴـﻖ ﺷـﺮﺍﻳﻂ ﺍﻳـﺪﺋﻮﻟﻮﮊﻳﻚ ﻭ ﻧﻬـﺎﺩﻱ ﺑـﺮﺍﻱ ﺍﺳـﺘﻔﺎﺩﻩ ﻣـﺆﺛﺮﺗﺮ ﺍﺯ‬
‫ﻧﻮﺁﻭﺭﻱﻫﺎ ﺑﺎ ﺩﺍﻧﺶ ﺍﻧﺴﺎﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬
‫‪ .۵-۹‬ﺗﺌﻮﺩﻭﺭﺷﻮﻟﺘﺰ‬
‫ﺗﺌﻮﺩﻭﺭ ﺷﻮﻟﺘﺰ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ ١٩٠٢‬ﻣﺘﻮﻟﺪ ﺷﺪﻩ ﺍﺳﺖ ﺍﺯ ﻣﻌﺮﻭﻑﺗﺮﻳﻦ ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ ﻣﻌﺎﺻـﺮ ﺍﺳـﺖ ﻭ ﺑـﻪ‬
‫»ﭘﺪﺭ ﺗﺌﻮﺭﻱ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ« ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪ .‬ﺷﻮﻟﺘﺰ ﺑﻪ ﺗﻮﺍﻧﺎﻳﻲﻫﺎﻱ ﺍﻛﺘﺴﺎﺑﻲ ﺍﻧﺴـﺎﻥ ﺑـﻪ ﺻـﻮﺭﺕ ﻳـﻚ‬
‫ﺳﺮﻣﺎﻳﻪ ﺍﺯ ﭘﻴﺶ ﺗﻮﻟﻴـﺪ ﺷـﺪﻩ ﻭ ﻳـﻚ ﻋﺎﻣـﻞ ﻫـﺪﻑﺩﺍﺭ ﺗﻮﻟﻴـﺪ ﻣـﻲﻧﮕـﺮﺩ ﻭ ﺁﻣـﻮﺯﺵ ﭘـﺮﻭﺭﺵ ﺭﺍ ﻧـﻮﻋﻲ‬
‫ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺑﺮ ﺭﻭﻱ ﺍﻧﺴﺎﻥ ﻣﻲﺩﺍﻧﺪ‪ .‬ﺗﺌﻮﺩﻭﺭ ﺷﻮﻟﺘﺰ ﻧﺸﺎﻥ ﺩﺍﺩ ﻛﻪ ﺩﺭ ﻃـﻲ ﺳـﺎﻝﻫـﺎﻱ ‪،١٩٢٩-١٩٥٦‬‬
‫‪ ٢٠‬ﺍﻟﻲ ‪ ٤٠‬ﺩﺭﺻﺪ ﺩﺭﺁﻣﺪ ﻣﻠﻲ ﺍﻣﺮﻳﻜﺎ ﺑﻪ ﻋﻠﺖ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺍﺳﺖ ﻭ ﻋﻠﺖ ﻋﻘﺐﻣﺎﻧﺪﮔﻲ ﻭ‬
‫ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﮕﻲ ﻛﺸﻮﺭﻫﺎ ﺭﺍ ﻗﺼﻮﺭ ﺩﺭ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺑﺮ ﺭﻭﻱ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﻲﺩﺍﻧﺪ‪.‬‬
‫‪ .۵-۱۰‬ﺍﺩﻭﺍﺭﺩ ﺩﻧﻴﺴﻮﻥ‬
‫ﺍﺩﻭﺍﺭﺩ ﺩﻧﻴﺴﻮﻥ ﻛﻪ ﻣﻄﺎﻟﻌﺎﺕ ﮔﺴﺘﺮﺩﻩﺍﻱ ﺑﺮﺍﻱ ﺗﻌﻴﻴﻦ ﻣﻨﺎﺑﻊ ﺭﺷﺪ ﺍﻣﺮﻳﻜﺎ ﻃﻲ ﺳﺎﻝﻫـﺎﻱ ‪ ١٩١٠-١٩٢٩‬ﻭ‬
‫‪ ١٩٢٩-١٩٥٧‬ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺍﺳﺖ ﻭ ﺑﻌﺪﻫﺎ ﻣﻄﺎﻟﻌﻪ ﺧﻮﺩ ﺭﺍ ﺗﺎ ﺳﺎﻝ ‪ ١٩٨٢‬ﺗﻮﺳﻌﻪ ﺩﺍﺩﻩ ﺍﺳﺖ ﻧﺸﺎﻥ ﻣﻲﺩﻫـﺪ‬
‫ﻛﻪ ﺗﻘﺮﻳﺒﹰﺎ ﺣﺪﻭﺩ ‪ ٢٣‬ﺩﺭﺻـﺪ ﺍﺯ ﻧـﺮﺥ ﺭﺷـﺪ ﺗﻮﻟﻴـﺪ ﺩﺭ ﻛﺸـﻮﺭ ﺍﻣﺮﻳﻜـﺎ ﺑـﻪ ﺍﻓـﺰﺍﻳﺶ ﺩﺍﻧـﺶ ﻧﻴـﺮﻭﻱ ﻛـﺎﺭ‬
‫)ﺁﻣﻮﺯﺷﻲ( ﻣﺮﺑﻮﻁ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ ﺩﻳﮕﺮﻱ ﭼﻮﻥ »ﺟﺎﻛﻮﺏ ﻣﻴﻨﺴﺮ‪ ،‬ﮔﺮﻱ ﺑﻜﺮ‪ ،‬ﺑﻮﻣﻦ ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩ ﺷـﻴﻜﺎﮔﻮ‪ ،‬ﻭﺍﻓـﺮ ﺑـﺮﻭﺩ ﻭ‬
‫ﻫﻨﺴﻦ ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩ ﻭﻳﺴﻜﻮﻧﺴﻴﻦ‪ ،‬ﺑﻮﻭﻥ ﻭ ﻣﭽﻼﭖ ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩ ﭘﺮﻧﻴﺴﺘﻦ ﻭ ﻫﺮﻳﺲ ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩ ﺳﺎﻥﺩﻳﮕـﻮ‬
‫ﻭ ﻣﺆﺳﺴﺎﺕ ﻋﻠﻤﻲ ﺑﻴﺶﺗﺮﻱ ﺩﺭ ﺍﻣﺮﻳﻜﺎ ـ ﺁﻟﻤﺎﻥ‪ ،‬ﻓﺮﺍﻧﺴﻪ )ﻣﺆﺳﺴﻪ ‪ (IIEP‬ﻭ‪ ...‬ﺧﺪﻣﺎﺕ ﺑﻴﺶﺗـﺮﻱ ﺑـﺮﺍﻱ‬
‫ﺗﻮﺳﻌﻪ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩﺍﻧﺪ‪.‬‬

‫‪ .۶‬ﺭﺍﺑﻄﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺍﻗﺘﺼﺎﺩ‬

‫ﺗﺠﺎﺭﺏ ﻛﺴﺐ ﺷﺪﻩ ﻭ ﻳﺎﻓﺘﻪﻫﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﺭﺍﺑﻄـﻪ ﻣﺴـﺘﻘﻴﻤﻲ ﺑـﻴﻦ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﻭ‬
‫ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﺑﻪ ﻣﻮﺍﺭﺩﻱ ﺍﺯ ﺁﻥ ﺍﺷﺎﺭﻩ ﻣﻲﺷﻮﺩ‪:‬‬
‫‪ .۶-۱‬ﻳﺎﻓﺘﻪﻫﺎﻱ ﻣﻴﻨﺴﺮ‬
‫ﺩﺭ ﺳﺎﻝ ‪ ١٩٥٨‬ﺟﺎﻛﻮﺏ ﻣﻴﻨﺴﺮ ﻣﻘﺎﻟﻪ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺩﺭ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ ﻭ ﺗﻮﺯﻳـﻊ ﺩﺭﺁﻣـﺪ ﺍﺷـﺨﺎﺹ ﺭﺍ‬
‫ﻧﻮﺷﺖ ﻭ ﺗﻼﺵ ﻧﻤﻮﺩ ﺍﻟﮕﻮﻳﻲ ﺭﺍ ﺗﻨﻈﻴﻢ ﻛﻨﺪ ﻛﻪ ﺩﺭ ﺁﻥ ﺍﺧﺘﺼﺎﺻﺎﺕ ﺗﻮﺯﻳﻊ ﺩﺭﺁﻣﺪ ﺍﻓﺮﺍﺩ‪ ،‬ﺑﻪ ﻛﻤﻚ ﺗﻔـﺎﻭﺕ‬
‫ﻣﻴﺎﻥ ﻧﻴﺮﻭﻱ ﻛﺎﺭ ﺑﺎ ﺩﺭﺟﺎﺕ ﻣﺨﺘﻠﻒ ﺁﻣﻮﺯﺷﻲ‪ ،‬ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﺎﻻﺧﺮﻩ ﺍﻭ ﺑﻮﺩ ﻛﻪ ﻧﺮﺥ ﺑﺎﺯﺩﻩ‬
‫ﺭﺍ ﺭﻭﻱ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺿﻤﻦ ﺧﺪﻣﺖ ﺗﺨﻤﻴﻦ ﺑﺰﻧﺪ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ »ﺗﺎﺑﻊ ﺩﺭﺁﻣﺪ« ﺭﺍ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﺗﻨﻈـﻴﻢ ﻛـﺮﺩ‬

‫‪ .1‬ﻣﺤﻤﻮﺩ ﻣﺘﻮﺳﻠﻲ‪ .‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺳﻤﺖ‪ ،۱۳۸۱ ،‬ﺹ ‪.۷۴‬‬

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‫ﻛﻪ ﻋﻮﺍﻳﺪ ﺍﻓﺮﺍﺩ ﺭﺍ ﻓﻘﻂ ﺑﺮﺍﺳﺎﺱ ﺳﺎﻝﻫﺎﻱ ﺗﺤﺼﻴﻞ ﻭ ﺗﺠﺮﺑﻪ ﻛﺎﺭﻱ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻭ ﻧﺘﻴﺠﻪ ﻣـﻲﮔﺮﻓـﺖ ﻛـﻪ‬
‫‪١‬‬
‫»ﻣﻨﺸﺄ ﺍﺳﺎﺳﻲ ﻗﺪﺭﺕ ﺗﻮﻟﻴﺪ ﻭ ﺩﺭﺁﻣﺪ ﻓﺮﺩﻱ‪ ،‬ﻣﻴﺰﺍﻥ ﺁﻣﻮﺯﺷﻲ ﺍﺳﺖ ﻛﻪ ﻭﻱ ﺩﺭﻳﺎﻓﺖ ﻛﺮﺩﻩ ﺍﺳﺖ‪«.‬‬
‫ﺷﺎﻳﺪ ﻣﻴﻨﺴﺮ ﺟﺰ ﺍﻭﻟﻴﻦ ﻛﺴﺎﻧﻲ ﺑﻮﺩ ﻛﻪ ﺗﻮﺍﻧﺴﺖ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﭘﺮﺍﻛﻨﺪﮔﻲ ﺩﺭﺁﻣﺪﻫﺎ ﻭ ﺗﺤﺼﻴﻼﺕ ﺭﺍ ﺍﺯ‬
‫ﻃﺮﻳﻖ ﺗﺎﺑﻊ ﺩﺭﺁﻣﺪﻱ ﺑﻪ ﺍﺛﺒﺎﺕ ﺑﺮﺳﺎﻧﺪ ﻭ ﻳﺎﻓﺘﻪﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺑﺎﻋﺚ ﺗﺤﻘﻴﻘﺎﺕ ﺩﻳﮕﺮﻱ ﺩﺭ ﺩﻧﻴﺎ ﺷﺪ‪.‬‬
‫ﻣﻴﻨﺴﺮ ﺗﺎﺑﻊ ﺩﺭﺁﻣﺪﻱ ﺭﺍ ﺑﻪ ﺷﻜﻞ ﻳﻚ ﺭﮔﺮﺳﻴﻮﻥ ﻧﻴﻤﻪ ﻟﮕﺎﺭﻳﺘﻤﻲ ﺍﺭﺍﺋﻪ ﻛﺮﺩﻩ ﺍﺳﺖ ﻛـﻪ ﺩﺭ ﺁﻥ ﻣﺘﻐﻴـﺮ‬
‫ﻭﺍﺑﺴﺘﻪ ﺩﺭﺁﻣﺪ ﺷﺨﺺ ﺍﺳﺖ ﻭ ﻣﺘﻐﻴﺮﻫﺎﻱ ﻣﺴﺘﻘﻞ ﻋﺒﺎﺭﺗﻨـﺪ ﺍﺯ ﺳـﺎﻝﻫـﺎﻱ ﺗﺤﺼـﻴﻞ‪ ،‬ﺳـﺎﻝﻫـﺎﻱ ﺗﺠﺮﺑـﻪ‬
‫ﺷﺨﺼﻲ ﻭ ﺗﻮﺍﻥ ﺩﻭﻡ ﺳـﻨﻮﺍﺕ ﺗﺠﺮﺑـﻪ ﺷﺨﺼـﻲ‪ .‬ﺩﺭ ﺍﻳـﻦ ﺭﻭﺵ‪ ،‬ﺿـﺮﻳﺐ ﻣﺘﻐﻴـﺮ ﺳـﺎﻝﻫـﺎﻱ ﺗﺤﺼـﻴﻞ‬
‫ﻧﺸﺎﻥﺩﻫﻨﺪﻩ ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﻣﺘﻮﺳﻂ ﻃﻲ ﺳﺎﻝﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺍﺳﺖ‪.‬‬
‫‪Lny = Bo + B1 S + B2 X + B3 X 2 + U‬‬
‫ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ = ‪B1‬‬
‫ﺗﺠﺮﺑﻪ ﺷﺨﺼﻲ = ‪X‬‬
‫ﺳﺎﻝﻫﺎﻱ ﺗﺤﺼﻴﻞ = ‪S‬‬
‫ﺩﺭﺁﻣﺪﻫﺎﻱ ﺷﺨﺼﻲ = ‪Y‬‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺧﺼﻮﺻﻲ ﺁﻣـﻮﺯﺵ ﺍﺑﺘـﺪﺍﻳﻲ ﻧﺴـﺒﺖ ﺑـﻪ ﻧـﺮﺥﻫـﺎﻱ ﻣﺸـﺎﺑﻪ ﺩﺭ ﺳـﻄﺢ‬
‫ﺁﻣﻮﺯﺵ ﻣﺘﻮﺳﻄﻪ ﻭ ﻋﺎﻟﻲ ﺑﻴﺶﺗﺮ ﺍﺳﺖ‪) .‬ﺟﺪﻭﻝ‪ ١‬ﻭ ‪(۲‬‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﻣﻘﺎﻳﺴـﻪ ﺑـﺎ ﻣﺘﻮﺳـﻂ ﻧـﺮﺥ ﺑـﺎﺯﺩﻫﻲ ﺳـﺮﻣﺎﻳﻪﮔـﺬﺍﺭﻱ‬
‫ﻓﻴﺰﻳﻜﻲ‪ ،‬ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﺑﺎﻻﺗﺮ ﺍﺳﺖ ﻭﻟﻲ ﺍﻳﻦ ﺍﻣﺮ ﺍﻟﺰﺍﻣـﹰﺎ ﺩﺭ ﻛﺸـﻮﺭﻫﺎﻱ ﺗﻮﺳـﻌﻪ ﻳﺎﻓﺘـﻪ‬
‫ﺻﺎﺩﻕ ﻧﻴﺴﺖ‪.‬‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺗﻘﺮﻳﺒﹰﺎ ﺛﺎﺑﺖ ﺑـﺎﻗﻲ ﻣـﻲﻣﺎﻧـﺪ ﻭ ﺑـﺎ ﺗﻮﺳـﻌﻪ ﻛﺸـﻮﺭﻫﺎ‬
‫ﻛﺎﻫﺶ ﻣﻲﻳﺎﺑﺪ‪) .‬ﺟﺪﻭﻝ ‪(۲‬‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺧﺼﻮﺻﻲ ﺁﻣﻮﺯﺵ ﺩﺭ ﻣﻮﺭﺩ ﺗﺤﺼـﻴﻼﺕ ﻋﺎﻟﻴـﻪ ﻣـﻮﺭﺩ ﺗﻮﺟـﻪ ﻗـﺮﺍﺭ ﻣـﻲﮔﻴـﺮﺩ ﺩﺭ‬
‫ﺻﻮﺭﺗﻲ ﻛﻪ ﺍﻳﻦ ﺗﻮﺟﻪ ﺑﺎﻳﺪ ﺑﻪ ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﻳﻲ ﻣﻌﻄﻮﻑ ﺷﻮﺩ‪.‬‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺧﺼﻮﺻﻲ ﺩﺭ ﻛﻠﻴـﻪ ﺳـﻄﻮﺡ ﺗﺤﺼـﻴﻠﻲ ﺑـﺎﻻﺗﺮ ﺍﺯ ﻧـﺮﺥ ﺑـﺎﺯﺩﻫﻲ ﺍﺟﺘﻤﺎﻋـﺎﺕ ﺍﺳـﺖ‪.‬‬
‫)ﺟﺪﻭﻝ ‪(۲‬‬
‫‪ -‬ﺑﺎﺯﺩﻫﻲ ﺁﻣﻮﺯﺷﻲ ﻣﺮﺩﺍﻥ ﺩﺭ ﺳﻄﻮﺡ ﺗﺤﺼﻴﻠﻲ ﺍﺑﺘﺪﺍﻳﻲ ﻭ ﻋﺎﻟﻲ ﺑﻴﺶﺗﺮ ﺍﺯ ﺯﻧﺎﻥ ﺍﺳﺖ ﻭﻟـﻲ ﺯﻧـﺎﻥ‬
‫ﺩﺭ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺑﺎﺯﺩﻫﻲ ﺑﺎﻻﺗﺮﻱ ﻧﺴﺒﺖ ﺑﻪ ﻣﺮﺩﺍﻥ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺎﺯﺩﻫﻲ ﺁﻣﻮﺯﺷـﻲ ﻛﻠﻴـﻪ ﺳـﻄﻮﺡ ﺗﺤﺼـﻴﻠﻲ‬
‫‪٢‬‬
‫ﻧﺸﺎﻥﺩﻫﻨﺪﻩ ﺑﺎﺯﺩﻫﻲ ﺑﺎﻻﻱ ﺯﻧﺎﻥ ﻧﺴﺒﺖ ﺑﻪ ﻣﺮﺩﺍﻥ ﺍﺳﺖ‪) .‬ﺟﺪﻭﻝ ‪(٣‬‬

‫‪ .1‬ﻣﺤﻤﻮﺩ ﻣﺘﻮﺳﻠﻲ ﻭ ﻣﺤﻤﺪﺭﺿﺎ ﺁﻫﻨﭽﻴﺎﻥ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺳﻤﺖ ‪ ١٣٨١‬ﺹ ‪.٧٨‬‬
‫‪ .2‬ﻣﺘﻮﺳﻠﻲ ﻭ ﺁﻫﻨﭽﻴﺎﻥ ـ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺳﻤﺖ‪ ،١٣٨١ ،‬ﺹ ‪.٨٤-٨٣-٨٢‬‬
 ‫‪______________________________________________________________ ٨‬‬

‫ﺟﺪﻭﻝ ‪ .١‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺗﺤﺼﻴﻠﻲ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﺟﻬﺎﻥ )ﺑﻪ ﺩﺭﺻﺪ(‬
‫ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﺁﻣﻮﺯﺵ ﻣﺘﻮﺳﻄﻪ‬ ‫ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﻳﻲ‬ ‫ﻛﺸﻮﺭﻫﺎ‬
‫‪١٣‬‬ ‫‪١٦‬‬ ‫‪٢٧‬‬ ‫ﺗﻮﺳﻌﻪﻳﺎﻓﺘﻪ‬
‫‪١٠‬‬ ‫‪١٤‬‬ ‫‪١٦‬‬ ‫ﻧﻴﻤﻪ ﺗﻮﺳﻌﻪﻳﺎﻓﺘﻪ‬
‫‪٩‬‬ ‫‪١٠‬‬ ‫‪-‬‬ ‫ﭘﻴﺸﺮﻓﺘﻪ‬

‫ﺟﺪﻭﻝ‪ .۲‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺧﺼﻮﺻﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺗﺤﺼﻴﻠﻲ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﺟﻬﺎﻥ )ﺑﻪ ﺩﺭﺻﺪ(‬
‫ﺧﺼﻮﺻﻲ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ‬ ‫ﻣﺘﻮﺳﻂ ﺩﺭﺁﻣﺪ ﺳﺮﺍﻧﻪ‬
‫ﮔﺮﻭﻩ ﻛﺸﻮﺭﻫﺎ‬
‫ﻋﺎﻟﻲ‬ ‫ﻣﺘﻮﺳﻄﻪ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫ﻋﺎﻟﻲ‬ ‫ﻣﺘﻮﺳﻄﻪ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫ﺑﻪ ﺩﻻﺭ ﺍﻣﺮﻳﻜﺎ‬
‫ﻛﺸﻮﺭﻫﺎﻱ ﺑﺎ ﺩﺭﺁﻣﺪ ﭘـﺎﻳﻴﻦ ‪٦١‬‬
‫‪٢٣/٥‬‬ ‫‪١٩/٣‬‬ ‫‪٣٥/٢‬‬ ‫‪١٠/٦‬‬ ‫‪١٥/٢‬‬ ‫‪٣٢/٤‬‬ ‫‪٢٩٩‬‬
‫ﺩﻻﺭ ﻳﺎ ﻛﻢﺗﺮ‬
‫ﻛﺸﻮﺭﻫﺎﻱ ﺑـﺎ ﺩﺭﺁﻣـﺪ ﻣﺘﻮﺳـﻂ‬
‫‪١٨/٩‬‬ ‫‪١٨/٧‬‬ ‫‪٢٩/٩‬‬ ‫‪١١/٤‬‬ ‫‪١٣/٤‬‬ ‫‪١٨/٢‬‬ ‫‪١٠٤٢‬‬
‫)ﺗﺎ ‪ ٢٤٤٩‬ﺩﻻﺭ(‬
‫ﻛﺸﻮﺭﻫﺎﻱﺑﺎﺩﺭﺁﻣﺪ ﻣﺘﻮﺳﻄﻪ ﺑـﺎﻻ‬
‫‪١٤/٨‬‬ ‫‪١٢/٧‬‬ ‫‪٢١/٣‬‬ ‫‪٩/٥‬‬ ‫‪١٠/٦‬‬ ‫‪١٤/٣‬‬ ‫‪٤١٨٤‬‬
‫)ﺗﺎ ‪ ٧٦/٩‬ﺩﻻﺭ(‬
‫ﻛﺸـــﻮﺭﻫﺎﻱ ﺑـــﺎ ﺩﺭﺁﻣـــﺪ ﺑـــﺎﻻ‬
‫‪٧/٧‬‬ ‫‪١٢/٨‬‬ ‫*‬ ‫‪٨/٢‬‬ ‫‪١٠/٣‬‬ ‫*‬ ‫‪١٣١٠٠‬‬
‫)‪ ٧٦٢٠‬ﺩﻻﺭ ﻭ ﺑﺎﻻﺗﺮ(‬
‫‪١٩‬‬ ‫‪١٧/٧‬‬ ‫‪٣٠/٧‬‬ ‫‪١٠/٧‬‬ ‫‪١٣/٥‬‬ ‫‪٢٠‬‬ ‫‪٢٠٢٠‬‬ ‫ﺟﻬﺎﻥ‬
‫* ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺩﺳﺘﺮﺱ ﻧﻴﺴﺖ‪.‬‬

‫ﺟﺪﻭﻝ ‪ .۳‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺯﻧﺎﻥ ﻭ ﻣﺮﺩﺍﻥ ﺩﺭ ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺗﺤﺼﻴﻠﻲ )ﺑﻪ ﺩﺭﺻﺪ(‬
‫ﺯﻧﺎﻥ‬ ‫ﻣﺮﺩﺍﻥ‬ ‫ﺳﻄﻮﺡ ﺗﺤﺼﻴﻠﻲ‬
‫‪١٢/٨‬‬ ‫‪٢٠/١‬‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬
‫‪١٤/٨‬‬ ‫‪١٣/٩‬‬ ‫ﻣﺘﻮﺳﻄﻪ‬
‫‪١٢/٧‬‬ ‫‪١٣/٤‬‬ ‫ﻋﺎﻟﻲ‬
‫‪١٢/٤‬‬ ‫‪١١/١‬‬ ‫ﻛﻠﻴﻪ ﺳﻄﻮﺡ‬

‫‪ .۶-۲‬ﻳﺎﻓﺘﻪﻫﺎﻱ ﺳﺎﺧﺎﺭﻭ ﭘﻮﻟﻮﺱ‬

‫ﭘﻮﻟﻮﺱ ﺩﺭ ﺳﺎﻝ ‪ ١٩٧٣‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺁﻣﻮﺯﺷﻲ ﺭﺍ ﺑﺮﺍﻱ ‪ ٣٢‬ﻛﺸـﻮﺭ ﺗﻮﺳـﻌﻪ ﻳﺎﻓﺘـﻪ ﻭ ﺩﺭ‬
‫ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﺗﺨﻤﻴﻦ ﺯﺩ ﻭ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎﺕ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺑﻴﺎﻥ ﻧﻤﻮﺩ‪:‬‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻫﻲ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﺗﻤﺎﻣﻲ ﺳﻄﻮﺡ ﺗﺤﺼﻴﻠﻲ ﺑـﻴﺶﺗـﺮ ﺍﺯ ﻧـﺮﺥ ﻫﺰﻳﻨـﻪ‬
‫ﻓﺮﺻﺖﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺳﺖ‪،‬‬
‫‪ -‬ﻛﺸــﻮﺭﻫﺎﻱ ﺩﺭ ﺣــﺎﻝ ﺗﻮﺳــﻌﻪ ﺩﺭ ﻣﻘﺎﻳﺴــﻪ ﺑــﺎ ﻛﺸــﻮﺭﻫﺎﻱ ﭘﻴﺸــﺮﻓﺘﻪ ﺻــﻨﻌﺘﻲ‪ ،‬ﺩﺍﺭﺍﻱ ﺑــﺎﺯﺩﻫﻲ‬
‫ﺁﻣﻮﺯﺷﻲ ﺑﺎﻻﺗﺮﻱ ﻫﺴﺘﻨﺪ‪،‬‬
‫ﺳــﺎﺧﺎﺭﻭﭘﻮﻟﻮﺱ ﺑــﻪ ﻛﺸــﻮﺭﻫﺎﻱ ﺩﻧﻴــﺎ ﺗﺄﻛﻴــﺪ ﺩﺍﺭﺩ ﺑــﻪ ﺩﻻﻳــﻞ ﺯﻳــﺮ ﺩﺭ ﺁﻣــﻮﺯﺵ ﻭ ﭘــﺮﻭﺭﺵ‬
‫ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﻛﻨﻨﺪ‪:‬‬
‫‪ -‬ﺩﻭﻟﺖﻫﺎ ﺑﺪﻳﻦ ﺩﻟﻴﻞ ﻛﻪ ﻣﻨﺎﻓﻊ ﺍﺟﺘﻤﺎﻋﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻴﺶﺗﺮ ﺍﺯ ﻣﻨﺎﻓﻊ ﺧﺼﻮﺻﻲ ﺁﻥ ﺍﺳﺖ‬
‫____________________________________________________________ ‪٩‬‬

‫ﺑﺎﻳﺪ ﺑﻪ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻛﻤﻚ ﻛﻨﺪ‪،‬‬

‫‪ -‬ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﻪ ﺍﺻﻞ ﺑﺮﺍﺑﺮﻱ ﻭ ﺗﺴﺎﻭﻱ‪ ،‬ﺑﺮﺍﻱ ﺍﻳﻦﻛﻪ ﻧﺎﺑﺮﺍﺑﺮﻱ ﺩﺭﺁﻣﺪﻫﺎ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴﻠﻲ ﺩﻳﮕـﺮ ﻣﻨﺘﻘـﻞ‬
‫ﻧﺸﻮﺩ‪،‬‬
‫‪ -‬ﺑﺴﻴﺎﺭﻱ ﺑﺮ ﺍﻳﻦ ﺑﺎﻭﺭﻧﺪ ﻛﻪ ﺍﺻﻞ ﺻﺮﻓﻪﺟﻮﻳﻲﻫﺎﻱ ﻧﺎﺷﻲ ﺍﺯ ﻣﻘﻴﺎﺱ ﺩﺭ ﺁﻣﻮﺯﺵ ﻧﻴﺰ ﺻﺎﺩﻕ ﺍﺳﺖ‬
‫ﻭ ﺍﺯ ﺍﻳﻦﺭﻭ ﺗﺄﻣﻴﻦ ﻣﺎﻟﻲ ﻭ ﺍﺭﺍﺋـﻪ ﺧـﺪﻣﺎﺕ ﻋﻤـﻮﻣﻲ ﺁﻣـﻮﺯﺵ ﺩﺭ ﺳـﻄﺢ ﻭﺳـﻴﻌﻲ‪ ،‬ﻛـﺎﺭﺍﻳﻲ ﺁﻣﻮﺯﺷـﻲ ﺭﺍ‬
‫ﺍﻓﺰﺍﻳﺶ ﻣﻲﺩﻫﺪ‪.‬‬

‫‪ .۷‬ﻧﻜﺎﺕ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻫﻤﭽﻨﺎﻥ ﻛﻪ ﺑﻴﺎﻥ ﺷﺪ ﻛﺎﺭﺑﺮﺩ ﺍﻗﺘﺼﺎﺩ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺭﺍ ﻣﻮﺭﺩ ﺗﻮﺟﻪ‬
‫ﻗﺮﺍﺭ ﻣﻲﺩﻫﺪ ﻭ ﺩﺭ ﺗﻤﺎﻣﻲ ﺑﺨﺶﻫﺎﻱ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﺣﻀـﻮﺭ ﺗﺄﺛﻴﺮﮔـﺬﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭﺳـﺖ ﺑـﺮﺧﻼﻑ‬
‫ﺑﺮﺩﺍﺷﺖﻫﺎﻱ ﻋﺎﺩﻱ ﻛﻪ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﺭﺍ ﺑـﻪ ﻣﺴـﺎﺋﻞ ﻫﺰﻳﻨـﻪﺍﻱ ﻭ ﺗـﺄﻣﻴﻦ ﺍﻣﻜﺎﻧـﺎﺕ ﻣـﺎﻟﻲ‬
‫ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺷﻲ ﻣﺤﺪﻭﺩ ﻣﻲﻛﻨﻨﺪ ﺍﻣﻴﻨـﻲﻓـﺮ )‪ (۱۳۶۸‬ﺍﺛـﺮ ﺍﻗﺘﺼـﺎﺩ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﺭﺍ ﺑـﺮ ﺭﻭﻱ‬
‫‪١‬‬
‫ﭘﺪﻳﺪﻩﻫﺎﻱ ﺯﻳﺮ ﺷﻨﺎﺳﺎﻳﻲ ﻣﻲﻛﻨﺪ‪:‬‬
‫‪ .۷-١‬ﺗﻮﺯﻳﻊ ﺩﺭﺁﻣﺪ ﺑﻴﻦ ﺍﻓﺮﺍﺩ ﺟﺎﻣﻌﻪ‪،‬‬
‫‪ .۷-٢‬ﺭﻭﻳﻪﻫﺎﻱ ﻛﺎﺭﻓﺮﻣﺎﻳﺎﻥ )ﺍﻋﻢ ﺍﺯ ﺑﺨﺶ ﻋﻤﻮﻣﻲ ﻳﺎ ﺑﺨﺶ ﺧﺼﻮﺻﻲ( ﺩﺭ ﻣﻮﺭﺩ ﺍﺳﺘﺨﺪﺍﻡ ﻭ ﺗـﺮﺧﻴﺺ‬
‫ﻛﺎﺭﻛﻨﺎﻥ‬
‫‪ .۷-٣‬ﺳﺎﺧﺖ ﺷﻐﻠﻲ ﻧﻴﺮﻭﻱ ﻛﺎﺭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻴﺎﺯﻫﺎﻱ ﻣﻬـﺎﺭﺗﻲ ﻣﺸـﺎﻏﻞ ﻭ ﻣﺤﺘـﻮﺍﻱ ﺗﺮﺑﻴﺘـﻲ ﻻﺯﻡ ﺑـﺮﺍﻱ‬
‫ﺁﻥﻫﺎ‪،‬‬
‫‪ .۷-٤‬ﻣﻬﺎﺟﺮﺕ ﺍﻓﺮﺍﺩ ﺩﺭ ﺍﻣﻮﺭ ﺩﺍﺧﻠﻲ ﻳﻚ ﻛﺸﻮﺭ ﻳﺎ ﻣﻬﺎﺟﺮﺕ ﺑﻪ ﻛﺸﻮﺭﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺮﺍﻱ ﻛﺴﺐ ﻭ ﻛﺎﺭ‪،‬‬
‫‪ .۷-٥‬ﺍﻟﮕﻮﻫﺎﻱ ﺗﺠﺎﺭﺕ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ‪،‬‬
‫‪ .۷-٦‬ﻭ ﺍﺯ ﻫﻤﻪ ﻛﻠﻲﺗﺮ ﺍﺛﺮ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺭﺍ ﺩﺭ ﺯﻣﻴﻨﻪ ﺩﻭﺭﻧﻤﺎﻱ ﺭﺷﺪ ﺍﻗﺘﺼـﺎﺩﻱ ﻣـﻮﺭﺩ ﺭﺳـﻴﺪﮔﻲ‬
‫ﻗﺮﺍﺭ ﻣﻲﺩﻫﺪ ﻭ ﻣﺴﺎﺋﻞ ﻣﺨﺘﻠﻔﻲ ﺭﺍ ﻛﻪ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺍﻗﺘﺼﺎﺩﻱ ﺑﺮﺍﻱ ﻧﻈﺎﻡﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻣﻄﺮﺡ ﻫﺴﺘﻨﺪ ﺍﺭﺍﺋـﻪ‬
‫ﻛﺮﺩﻩ ﻭ ﺩﺭ ﭘﻲ ﺟﺴﺘﺠﻮﻱ ﭘﺎﺳﺦ ﻣﻨﺎﺳﺐ ﺑﺮﺍﻱ ﺁﻥﻫﺎﺳﺖ‪.‬‬
‫ﻭﻟﻲ ﻣﺘﻮﺳﻠﻲ ﻭ ﺁﻫﻨﭽﻴﺎﻥ )‪ ٢(۱۳۸۱‬ﻣﻮﺿﻮﻋﺎﺗﻲ ﺭﺍ ﻛـﻪ ﺩﺭ ﺣـﻮﺯﻩﻫـﺎﻱ ﺑﺤـﺚ ﻭ ﺑﺮﺭﺳـﻲ ﺍﻗﺘﺼـﺎﺩ‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺍﻋﻼﻡ ﻣﻲﺩﺍﺭﻧﺪ‪:‬‬
‫‪ -‬ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ ﻣﺤﻮﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺗﺤﻘﻴﻘﺎﺕ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺳﺖ‪،‬‬
‫‪ -‬ﻛﺎﺭﺍﻳﻲ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺗﺤﻠﻴﻞ ﻣﺴﺄﻟﻪ ﻛﺎﺭﺍﻳﻲ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﺗﺨﺼﻴﺺ ﻣﻨﺎﺑﻊ ﻭ ﻣﺴﺄﻟﻪ ﺑﺮﺍﺑﺮﻱ ﺑﺎ ﻫﺪﻑ‬
‫ﺗﺤﺼﻴﻞ ﺣﺪﺍﻛﺜﺮ ﺭﺿﺎﻳﺖ ﺍﻓﺮﺍﺩ‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺩﻭ ﻗﻴﺪ ﻣﺤﺪﻭﺩﻛﻨﻨﺪﻩ ﻣﻨﺎﺑﻊ ﻭ ﺗﻜﻨﻮﻟﻮﮊﻱ‪،‬‬
‫‪٣‬‬
‫‪ -‬ﺳﻬﻢ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﺩﺭ ﺭﺷﺪ ﺍﻗﺘﺼﺎﺩﻱ‪،‬‬
‫‪ -‬ﺳﻬﻢ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺑﺎ ﺑﺴﺘﮕﻲ ﻛﻪ ﺑﻪ ﻋﻮﺍﻣﻞ ﺯﻳﺮ ﺩﺍﺭﺩ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪،‬‬

‫‪ .1‬ﻣﺮﺗﻀﻲ ﺍﻣﻴﻨﻲ ﻓﺮ‪ ،‬ﻓﺼﻠﻨﺎﻣﻪ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ‪ ،‬ﺳﺎﻝ ﭘﻨﺠﻢ‪ ،‬ﺷﻤﺎﺭﻩ ‪ ،٤‬ﺯﻣﺴﺘﺎﻥ ‪ ،٦٨‬ﺷﻤﺎﺭﻩ ﻣﺴﻠﺴﻞ ‪ ،٢٠‬ﺹ ‪.٤٥‬‬
‫‪ .2‬ﻣﺤﻤﻮﺩ ﻣﺘﻮﺳﻠﻲ ﻭ ﻣﺤﻤﺪﺭﺿﺎ ﺁﻫﻨﭽﻴﺎﻥ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺳﻤﺖ‪.١٣٨١ ،‬‬
‫‪3. Economic growth.‬‬
 ‫‪______________________________________________________________١٠‬‬

‫‪ -‬ﺍﺳﺘﻔﺎﺩﻩ ﺑﻴﺶﺗﺮ ﺍﺯ ﻧﻴﺮﻭﻱ ﻛﺎﺭ‪،‬‬

‫‪ -‬ﺍﺳﺘﻔﺎﺩﻩ ﺑﻴﺶﺗﺮ ﺍﺯ ﺳﺮﻣﺎﻳﻪﻫﺎ ﻭ ﺗﺠﻬﻴﺰﺍﺕ ﻓﻴﺰﻳﻜﻲ ﻭ ﻣﺎﺩﻱ‪،‬‬
‫‪ -‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﻴﺮﻭﻱ ﻛﺎﺭ ﻣﺘﺨﺼﺺ ﻭ ﻛﺎﺭﺁﺯﻣﻮﺩﻩ‪،‬‬
‫‪ -‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﺠﻬﻴﺰﺍﺕ ﻭ ﻓﻨﺎﻭﺭﻱ ﭘﻴﺸﺮﻓﺘﻪ‪،‬‬
‫‪ -‬ﺗﺨﺼﻴﺺ ﻣﻨﺎﺑﻊ ﻛﺎﺭﺍﻣﺪﺗﺮ ﻭ ﻣﻄﻠﻮﺏﺗﺮ ﻋﻮﺍﻣﻞ ﺗﻮﻟﻴﺪ‪.‬‬
‫‪١‬‬
‫‪ -‬ﻛﺎﺭﺍﻳﻲ ﺩﺭﻭﻧﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪،‬‬
‫‪ -‬ﺗﻘﺎﺿﺎ ﺑﺮﺍﻱ ﻧﻴﺮﻭﻱ ﺗﺮﺑﻴﺖ ﺷﺪﻩ‪،‬‬
‫‪٢‬‬
‫‪ -‬ﻛﺎﺭﺍﻳﻲ ﺑﻴﺮﻭﻧﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪،‬‬
‫‪ -‬ﻣﺎﻟﻴﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪.‬‬
‫ﺑﻴﺶﺗﺮﻳﻦ ﺑﺤﺚ ﺩﺭ ﺣﻮﺯﻩ ﻣﺎﻟﻴﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺎﻳﺪ ﺑﻪ ﺳﺆﺍﻝﻫﺎﻱ ﺯﻳﺮ ﭘﺎﺳﺦ ﺩﻫﺪ‪:‬‬
‫‪ -‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﭼﮕﻮﻧﻪ ﻭ ﺩﺭ ﭼﻪ ﻣﻨﺎﺑﻌﻲ ﺑﺎﻳﺪ ﺗﺄﻣﻴﻦ ﻣﺎﻟﻲ ﺷﻮﺩ؟‬
‫‪ -‬ﭼﮕﻮﻧﮕﻲ ﺗﻘﺴﻴﻢ ﻭ ﺗﺴﻬﻴﻢ ﻧﻴﺎﺯ ﻣﺎﻟﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻴﻦ ﺩﻭﻟﺖ ﻭ ﺑﺨﺶ ﻏﻴﺮﺩﻭﻟﺘﻲ‪،‬‬
‫‪ -‬ﻭﺿﻊ »ﺗﻌﺎﺩﻝ« ﺑﻴﻦ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﻋﻤﻮﻣﻲ ﻭ ﺧﺼﻮﺻﻲ ﭼﮕﻮﻧﻪ ﺑﺎﻳﺪ ﺑﺎﺷﺪ؟‬
‫ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺑﺮﺍﺑﺮﻱ ﻭ ﻛﺎﺭﺍﻳﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻣﺎﻟﻴﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺍﺳﺖ‪.‬‬
‫ﺑﺮﺍﺑﺮﻱ‪ ٣‬ﺩﺭ ﻣﻘﺎﺑﻞ ﭼﻪ؟ ﺩﺭ ﻣﻘﺎﺑﻞ ﻗﺎﻧﻮﻥ؟ ﺩﺭ ﻣﻘﺎﺑﻞ ﻓﺮﺻﺖﻫﺎ؟ ﻳﺎ ﺑﺮﺍﺑـﺮﻱ ﺩﺭ ﻧﺘـﺎﻳﺞ؟ ﻛـﻪ ﻫـﺮ ﺩﻭ‬
‫ﻣﻮﺿﻮﻉ‪ ،‬ﻣﻮﺭﺩ ﺑﺤﺚ ﻭ ﺑﺮﺭﺳﻲ ﻋﻠﻤﺎﻱ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬

‫‪٤‬‬
‫‪ .۸‬ﺗﺒﻴﻴﻦ ﻫﺪﻑﻫﺎ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ )ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺍﺳﻼﻡ(‬
‫‪ .۸-١‬ﻫﺪﻑﻫﺎﻱ ﺗﺮﺑﻴﺘﻲ ﺩﺭ ﺍﻣﻮﺭ ﺍﻗﺘﺼﺎﺩﻱ‬
‫ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ ﻣﻜﺘﺒﻲ ﻏﻨﻲ ﻭ ﻣﺎﻧﻊ ﻭ ﺟﺎﻣﻊ ﺍﺳﺖ ﻭ ﺧﻮﺩ ﺩﺍﺭﺍﻱ ﻧﻈﺎﻡﻫﺎﻱ ﻣﺨﺘﻠﻒ‪ ،‬ﺍﻋﺘﻘﺎﺩﻱ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ‪،‬‬
‫ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺳﻴﺎﺳﻲ ﻭ ﺗﺮﺑﻴﺘﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺑﻴﻦ ﻧﻈﺎﻡﻫﺎﻱ ﻳﺎﺩ ﺷﺪﻩ‪ ،‬ﻧﻈﺎﻡ ﺗﺮﺑﻴﺘﻲ ﺍﺳﻼﻡ ﺑﺎ ﺳﺎﻳﺮ ﻧﻈﺎﻡﻫﺎﻱ‬
‫ﻣﺬﻛﻮﺭ‪ ،‬ﺩﺍﺭﺍﻱ ﺍﺭﺟﺤﻴﺖ ﻭ ﺍﺷﺮﺍﻑ ﺍﺳـﺖ ﻭ ﺩﺭ ﺣﻘﻴﻘـﺖ ﺗﻤـﺎﻣﻲ ﻧﻈـﺎﻡﻫـﺎ ﺩﺭ ﻃـﻮﻝ ﻧﻈـﺎﻡ ﺗﺮﺑﻴﺘـﻲ ﻗـﺮﺍﺭ‬
‫ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﻫﺪﻑ ﺍﺳﺎﺳﻲ ﺩﻳﻦ ﻣﺒﻴﻦ ﻫﺪﺍﻳﺖ ﻣﺮﺩﻡ ﻭ ﺟﺎﻣﻌﻪ ﺑﻪ ﺗﻮﺳﻌﻪ ﻭﺍﻗﻌﻲ ﻭ ﻧﻈﺎﻣﻲ ﻧﻬﺎﻳﻲ ﺩﺭ ﺳـﻴﺮ ﻭ‬
‫ﺗﻘﺮﺏ ﺍﻟﻲ ﺍﷲ ﺍﺳﺖ ﺑﻪ ﻧﺤﻮﻱ ﻛﻪ ﺿﻤﻦ ﺣﻔﻆ ﻛﺮﺍﻣﺖ ﻭ ﺣﻖﺍﻟﻨﺎﺱ‪ ،‬ﺍﻧﺴﺎﻥﻫﺎ ﺩﺭ ﻫﺮ ﺩﻭ ﺟﻬـﺎﻥ ﺳـﻌﺎﺩﺗﻤﻨﺪ‬
‫ﺷﻮﻧﺪ ﻭ ﺗﻼﺵ ﻣﻲﺷﻮﺩ ﺗﺎ ﺣﺮﻛﺖﻫﺎﻱ ﺗﺮﺑﻴﺘﻲ ﺑﻪ ﻧﺤﻮﻱ ﻣﺴﺎﺋﻞ ﺍﻗﺘﺼﺎﺩﻱ ﺭﺍ ﺷﻜﻞ ﺩﻫـﺪ ﻛـﻪ ﺁﺛـﺎﺭﻱ ﺑـﻪ‬
‫ﺷﺮﺡ ﺯﻳﺮ ﺩﺭ ﺟﺎﻣﻌﻪ ﻇﺎﻫﺮ ﺳﺎﺯﺩ‪:‬‬
‫‪ .۸-١-١‬ﻛﻤﻚ ﺑﺮﺍﻱ ﺩﻳﻨﺪﺍﺭﻱ ﻭ ﻛﺴﺐ ﺗﻘﻮﺍﻱ ﺍﻟﻬﻲ‬
‫ﺍﺯ ﺣﻀﺮﺕ ﺭﺳﻮﻝ )ﺹ( ﻧﻘﻞ ﻣﻲﻓﺮﻣﺎﻳﺪ »ﻧﻌﻢ ﺍﻟﻌﻮﻥ ﻋﻠﻲ ﺗﻘﻮﻱ ﺍﷲ ﺍﻟﻐﻨـﻲ« ﺛـﺮﻭﺕ ﺑﻬﺘـﺮﻳﻦ ﻛﻤـﻚ ﺑـﺮﺍﻱ‬
‫ﻛﺴﺐ ﺗﻘﻮﺍﻱ ﺍﻟﻬﻲ ﺍﺳﺖ )ﻭﺳﺎﺋﻞ‪ ،‬ﺟﻠﺪ ‪ ،١٢‬ﺹ ‪ ،١٦‬ﺣﺪﻳﺚ ‪ ،١‬ﺑﺎﺏ ‪.(٦‬‬

‫‪1. Internal efficiency.‬‬

‫‪2. External efficiency.‬‬
‫‪3. Equality.‬‬
‫‪ .4‬ﻋﻠﻲ ﻓﻘﻴﻬﻲ‪ ،‬ﺗﺒﻴﻴﻦ ﻫﺪﻑﻫﺎ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺍﺳﻼﻡ‪ ،‬ﺍﺯ ﺗﻤﺎﻣﻲ ﻛﺘﺎﺏ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫____________________________________________________________ ‪١١‬‬

‫‪ .۸-١-٢‬ﺭﺍﻫﻲ ﺑﺮﺍﻱ ﻛﺴﺐ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﻭ ﻛﻤﺎﻻﺕ‬

‫»‪ ...‬ﻻﻳﺼﻠﺢ ﺍﻟﻤﺮﺀ ﺍﻟﻤﺴﻠﻢ ﺍﻻ ﺛﻼﺛ ﻪ‪ :‬ﺍﻟﺘﻔﻘﻪ ﻓﻲﺍﻟﺪﻳﻦ ﻭ ﺍﻟﺼـﺒﺮ ﻋﻠـﻲ اﻟﻨﺎﺋﺒ ﻪ ﻭ ﺣﺴـﻦ ﺍﻟﺘﻘـﺪﻳﺮ ﻓـﻲاﻟﻤﻌﻴﺸ ﻪ«‬
‫)ﻭﺳﺎﻳﻞ‪ ،‬ﺟﻠﺪ ‪ ،١٢‬ﺹ ‪ ،٤١‬ﺣﺪﻳﺚ ‪ ،٥‬ﺑﺎﺏ ‪.(٢٢‬‬
‫‪ .۸-١-٣‬ﺍﺑﺰﺍﺭﻱ ﺑﺮﺍﻱ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﻇﻠﻢ‬
‫)ﻏﻨﻲ ﻳﺤﺠﺰﻙ ﻋﻦﺍﻟﻈﻠﻢ ﺧﻴﺮ ﻣﻦ ﻓﻘﺮ ﻳﺤﻤﻠﻚ ﻋﻠﻲﺍﻻﺛﻢ‪) ،‬ﻭﺳﺎﻳﻞ‪ ،‬ﺟﻠﺪ ‪ ،١٢‬ﺹ ‪ ،١٧‬ﺣﺪﻳﺚ ‪.(٧‬‬
‫‪ .۸-١-٤‬ﺳﺰﺍﻭﺍﺭﻱ ﻭ ﺷﺎﻳﺴﺘﮕﻲ ﺑﺮﺍﻱ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻋﺎﻗﻞ‬
‫»‪ ...‬ﻳﻨﺒﻔﻲ ﻟﻠﻤﺴﻠﻢ ﺍﻟﻌﺎﻗﻞ ﺍﻥ ﻻ ﻳﻮﻱ ﻇﺎﻋﻨﹰﺎ ﺍﻻ ﻓﻲ ﺛﻼﺙ‪ :‬ﻣﺮﻣﻪ ﻟﻤﻌﺎﺵ‪ ،‬ﺍﻭﺗﺰﻭﺩﺍﻟﻤﻌﺎﺩ‪ ،‬ﺍﻭ ﻟﺬﻩ ﻓـﻲ ﻏﻴـﺮﺫﺍﺕ‬
‫ﻣﺤﺮﻡ ‪) «...‬ﻭﺳﺎﻳﻞ‪ ،‬ﺟﻠﺪ ‪ ،١٢‬ﺹ ‪ ،٤٠‬ﺣﺪﻳﺚ ‪ ،١‬ﺑﺎﺏ ‪(٢١‬‬
‫‪ .۸-١-٥‬ﺭﺍﻫﻲ ﺑﺮﺍﻱ ﺑﻘﺎﻱ ﻋﺰﺕ ﺍﺳﻼﻡ ﻭ ﻣﺴﻠﻤﻴﻦ‬
‫ﺩﺭ ﻫﻤﺎﻥ ﻣﻨﺒﻊ ﺍﻋﻼﻡ ﻣﻲﻛﻨﺪ ﺑﻪ ﺩﺭﺳﺘﻲ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺭﺍﻩﻫﺎﻱ ﺑﻘﺎﻱ ﺍﺳﻼﻡ ﻭ ﻣﺴﻠﻤﻴﻦ ﺍﻳﻦ ﺍﺳﺖ ﻛـﻪ ﺍﻣـﻮﺍﻝ‬
‫ﺟﺎﻣﻌﻪ ﻭ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﺍﻣﻮﺭ ﺍﻗﺘﺼﺎﺩﻱ ﺁﻥ ﺑﻪ ﻋﻬﺪﻩ ﻛﺴﺎﻧﻲ ﺑﺎﺷﺪ ﻛﻪ ﺣﻖ ﺭﺍ ﺩﺭﺳﺖ ﺷﻨﺎﺧﺘﻪ ﺑﺪﺍﻥ ﺧـﻮﺏ‬
‫ﻋﻤــﻞ ﻣــﻲﻛﻨﻨــﺪ ﻭ ﺍﺯ ﺭﺍﻩﻫــﺎﻱ ﺍﺯ ﺑــﻴﻦ ﺭﻓــﺘﻦ ﻋــﺰﺕ ﺍﺳــﻼﻡ ﻭ ﻣﺴــﻠﻤﻴﻦ ﺁﻥ ﺍﺳــﺖ ﻛــﻪ ﺍﻣــﻮﺍﻝ ﺟﺎﻣﻌــﻪ ﻭ‬
‫ﺳﺎﺯﻣﺎﻥﺩﻫﻲ ﺍﻣﻮﺭ ﺍﻗﺘﺼﺎﺩﻱ ﺁﻥ ﺩﺭ ﺩﺳﺖ ﻛﺴﺎﻧﻲ ﻗﺮﺍﺭ ﮔﻴﺮﺩ ﻛﻪ ﺣﻖ ﺭﺍ ﻧﺸـﻨﺎﺧﺘﻪﺍﻧـﺪ ﻭ ﺷﺎﻳﺴـﺘﻪ ﻋﻤـﻞ‬
‫ﻧﻤﻲﻛﻨﻨﺪ )ﻭﺳﺎﻳﻞ ﺟﻠﺪ ‪ ،١١‬ﺹ ‪.«(٥٢١‬‬
‫ﺍﮔﺮ ﺗﻮﺟﻪ ﺷﻮﺩ ﺻﻔﺎﺕ ﻭ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺫﻛﺮ ﺷﺪﻩ ﺟﺰ ﺍﺯ ﻃﺮﻳـﻖ ﺗﺮﺑﻴـﺖ ﻭ ﺗﻌﻠـﻴﻢ ﺩﺭ ﻣﻜﺘـﺐ ﻣﻘـﺪﺱ‬
‫ﺍﺳﻼﻡ‪ ،‬ﺣﺎﺻﻞ ﻧﻤﻲﺷﻮﺩ ﻭ ﺩﺭ ﻛﻞ ﺍﺯ ﻣﻄﺎﻟﺐ ﺑﺎﻻ‪ ،‬ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﻣﻲﺗـﻮﺍﻥ ﮔﺮﻓـﺖ ﻛـﻪ ﺩﻳـﻦ ﺍﺳـﻼﻡ‪ ،‬ﻧﻈـﺎﻡ‬
‫ﺗﺮﺑﻴﺘﻲ ﺭﺍ ﺑﻪ ﺁﻣﺎﺩﻩ ﻛﺮﺩﻥ ﺍﻓﺮﺍﺩ ﺑﺮﺍﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻫﺪﺍﻑ ﻭ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺍﻋﻼﻡ ﺷﺪﻩ ﻣﻠﺰﻡ ﻣـﻲﻛﻨـﺪ ﻭ ﺩﺭ‬
‫ﻧﺘﻴﺠﻪ ﺍﻓﺮﺍﺩ ﻣﺴﻠﻤﺎﻥ ﻣﻮﻇﻒ ﻣﻲﺷﻮﻧﺪ ﻋﻠﻮﻡ ﻭ ﻣﻬﺎﺭﺕﻫﺎﻱ ﻻﺯﻡ ﺭﺍ ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ ﻧﻈﺎﻡ ﺍﻗﺘﺼـﺎﺩﻱ ﻋﺎﺩﻻﻧـﻪ‬
‫ﻓﺮﺍﮔﻴﺮﻧﺪ ﻭ ﺑﻪ ﻃﻮﺭ ﻓﻌﺎﻝ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻛﻮﺷﺶ ﻛﻨﻨﺪ‪ .‬ﺍﻳﻦ ﻫـﺪﻑ ﻛﻠـﻲ ﺑـﺮ ﺳـﻪ ﭘﺎﻳـﻪ »ﺗﻮﻟﻴـﺪ ﻣﻨﺎﺳـﺐ«‪،‬‬
‫»ﺗﻮﺯﻳﻊ ﺻﺤﻴﺢ« ﻭ »ﻣﺼﺮﻑ ﺑﻪ ﺟﺎ ﻭ ﻣﻨﻄﻘﻲ« ﺍﺳﺘﻮﺍﺭ ﺍﺳﺖ‪ .‬ﻛﻪ ﻫـﺮ ﺳـﻪ ﻣـﻮﺭﺩ ﺩﺭ ﺍﺭﺗﺒـﺎﻁ ﺑـﺎ ﺍﻫـﺪﺍﻑ‬
‫ﺍﻗﺘﺼﺎﺩﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻭ ﺍﺳﺘﻨﺎﺩ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬
‫‪ .۸-٢‬ﻫﺪﻑﻫﺎﻱ ﺗﺮﺑﻴﺘﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺗﻮﻟﻴﺪ‬
‫‪ .۸-٢-١‬ﺷﻨﺎﺳﺎﻧﺪﻥ ﻭ ﺷﻨﺎﺧﺘﻦ ﻗﺪﺍﺳﺖ ﻛﺎﺭ‬
‫ﺩﺭ ﻧﻈﺎﻡ ﺗﺮﺑﻴﺘﻲ ﺍﺳﻼﻡ‪ ،‬ﻣﺘﻌﻠﻢ ﻭ ﻣﺘﺮﺑﻲ ﺍﻳﻦ ﻧﮕﺮﺵ ﺭﺍ ﺩﺍﺭﻧﺪ ﻳﺎ ﺗﺤﺖ ﺁﻣﻮﺯﺵ ﺍﻋﺘﻘﺎﺩﻱ ﻛﺴﺐ ﻣﻲﻛﻨﻨﺪ ﻛﻪ‬
‫ﻥ ﺍﻭﺳﺖ )ﺁﻧﭽﻪ ﺩﺭ ﺁﺳﻤﺎﻥﻫﺎ ﻭ ﺯﻣﻴﻦ ﺍﺳﺖ‪ ،‬ﺗﻨﻬـﺎ ﺍﺯ‬
‫»ﻣﺎﻝ« ﺍﺻﺎﻟﺘﹰﺎ ﺍﺯ ﺁﻥ ﺧﺪﺍﺳﺖ ﻭ ﻣﺎﻟﻜﻴﺖ ﺣﻘﻴﻘﻲ ﺍﺯ ﺁ ِ‬
‫ﺁﻥ ﺧﺪﺍﺳﺖ( )ﺑﻘﺮﻩ ﺁﻳﻪ ‪ (٢٨٤‬ﻭ ﻣﺘﻌﻠﻢ ﻭ ﻣﺘﺮﺑﻲ ﻣﻲﻓﻬﻤﻨﺪ ﻛﻪ ﭘﺮﺩﺍﺧﺘﻦ ﺑـﻪ ﻓﻌﺎﻟﻴـﺖﻫـﺎﻱ ﺍﻗﺘﺼـﺎﺩﻱ ـ ﺩﺭ‬
‫ﺟﺎﻣﻌﻪ ﺩﻳﻨﻲ ـ ﺧﻠﻴﻔﻪ ﺍﻟﻬﻲ ﻭ ﺗﺰﻳﻦ ﺑﻪ ﺻﻔﺖ ﺍﻟﻬﻲ ﺍﺳﺖ )ﻫﻮﺍﻟﺬﻱ ﺟﻌﻠﻜﻢ ﺧﻼﺋﻒ ﻓـﻲﺍﻻﺭﺽ ‪ ...‬ﻓـﺎﻃﺮ ﺁﻳـﻪ‬
‫‪ .(٣٩‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﻣﺘﺮﺑﻲ ﻭ ﻣﺘﻌﻠﻢ ﻣﻮﻇﻒ ﺍﺳﺖ ﺑﻪ ﺻﻮﺭﺕ ﻣﺴﺘﺤﺐ ﻳﺎ ﻭﺍﺟﺐ ﺑﻪ ﺗﻮﻟﻴﺪ ﻭ ﻛﺴﺐ ﺩﺭﺁﻣﺪ‬
‫ﺑﭙﺮﺩﺍﺯﺩ ﻭ ﺩﺭ ﺳﻄﺢ ﻋﺎﻟﻲﺗﺮﻱ ﺁﻥ ﺭﺍ ﻋﺒﺎﺩﺕ ﻭ ﻭﺳﻴﻠﻪ ﺗﻘﺮﺏ ﺍﻟﻬﻲ ﻗﺮﺍﺭ ﺩﻫﺪ‪ .‬ﺳﺎﻳﺮ ﻣـﻮﺍﺭﺩ ﻣﺴـﺘﻨﺪ ﻧﻈـﺎﻡ‬
‫ﺗﺮﺑﻴﺘﻲ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻫﺪﺍﻑ ﺍﻗﺘﺼﺎﺩﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺑﺨـﺶ ﺗﻮﻟﻴـﺪ ﺑـﻪ ﻃـﻮﺭ‬
‫ﺧﻼﺻﻪ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺍﺳﺖ‪:‬‬
‫‪ .۸-٢-٢‬ﺁﻣﺎﺩﮔﻲ ﺷﻐﻠﻲ‬
‫ﺁﻣﺎﺩﮔﻲ ﺷﻐﻠﻲ ﻛﻪ ﺩﺭ ﺳﻴﺮ ﺗﻜﺎﻣﻠﻲ ﻓﺮﺩ ﺩﺭ ﺳﻨﻴﻦ ﻛﻮﺩﻛﻲ‪ ،‬ﻧﻮﺟﻮﺍﻧﻲ ﻭ ﺟﻮﺍﻧﻲ ﺑﻪ ﺗﺪﺭﻳﺞ ﺷﻜﻞ ﻣـﻲﮔﻴـﺮﺩ‬
‫ﺑﺎ ﺯﻳﺮﻣﺠﻤﻮﻋﻪﻫﺎﻳﻲ ﺑﻪ ﺷﺮﺡ »ﻛﺸـﻒ ﺍﺳـﺘﻌﺪﺍﺩ«‪» ،‬ﺍﻳﺠـﺎﺩ ﺍﻧﮕﻴـﺰﻩ ﻭ ﻋﻼﻗـﻪ«‪» ،‬ﺩﺍﺩﻥ ﺍﻃﻼﻋـﺎﺕ ﺷـﻐﻠﻲ«‪،‬‬
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‫»ﺍﻳﺠﺎﺩ ﺯﻣﻴﻨﻪ ﺍﺷﺘﻐﺎﻝ«‪» ،‬ﺍﻧﺘﺨـﺎﺏ ﺷـﻐﻞ ﻣﻔﻴـﺪ«‪» ،‬ﭘـﺮﻭﺭﺵ ﺭﻭﺣﻴـﻪ ﻛﺴـﺐ ﺩﺭﺁﻣـﺪ ﻣﺸـﺮﻭﻉ« ﻭ »ﻛﺴـﺐ‬
‫ﻣﻬﺎﺭﺕ«‪.‬‬
‫‪ .۸-٢-٣‬ﺳﻌﻲ ﺩﺭ ﺧﻮﺩﻛﻔﺎﻳﻲ ﺍﻗﺘﺼﺎﺩﻱ‬
‫ﺳﻌﻲ ﺩﺭ ﺧﻮﺩﻛﻔﺎﻳﻲ ﺍﻗﺘﺼﺎﺩﻱ ﺍﺯ ﻃﺮﻳﻖ ﺧﻮﺩﻛﻔﺎﻳﻲ ﺟﺎﻣﻌﻪ‪ ،‬ﺍﺣﻴﺎﻱ ﺯﻣﻴﻦ ﻭ ﺩﺍﻣﭙﺮﻭﺭﻱ‪ ،‬ﺻـﻨﻌﺖ )ﻛﺴـﺐ‬
‫ﻋﻠﻮﻡ ﻭ ﻣﻬﺎﺭﺕﻫﺎﻱ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﺳﺘﺨﺮﺍﺝ ﻣﻨﺎﺑﻊ ﻃﺒﻴﻌﻲ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻧﻮﺍﻉ ﺻﻨﻌﺖ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺟﺎﻣﻌﻪ(‪.‬‬
‫‪ .۸-٣‬ﻫﺪﻑﻫﺎﻱ ﺗﺮﺑﻴﺘﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺗﻮﺯﻳﻊ‬
‫ﺍﺯ ﺍﻫﺪﺍﻑ ﻣﻬﻢ ﺍﻗﺘﺼﺎﺩﻱ ﺩﺭ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺳﻼﻣﻲ ﺗﻮﺯﻳﻊ ﻋﺎﺩﻻﻧﻪ ﺛﺮﻭﺕ ﺍﺳﺖ ﻛﻪ ﺑـﻪ ﺷـﺮﺡ‬
‫ﺯﻳﺮ ﻣﺪﻧﻈﺮ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪:‬‬
‫‪ .۸-٣-١‬ﺗﻮﺯﻳﻊ ﻋﺎﺩﻻﻧﻪ ﻋﻮﺍﻣﻞ ﺗﻮﻟﻴﺪ‪،‬‬
‫‪ .۸-٣-٢‬ﺗﻮﺯﻳﻊ ﻋﺎﺩﻻﻧﻪ ﺩﺭﺁﻣﺪ‪.‬‬
‫‪ .۸-٤‬ﻫﺪﻑﻫﺎﻱ ﺗﺮﺑﻴﺘﻲ ﺍﺳﻼﻡ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻣﺼﺮﻑ‬
‫ﺍﺯ ﺍﻫﺪﺍﻑ ﺍﻗﺘﺼﺎﺩﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺳﻼﻣﻲ ﻣﺼﺮﻑ ﺩﺭﺳﺖ ﻭ ﺑﻬﺮﻩﺑـﺮﺩﺍﺭﻱ ﻣﻨﺎﺳـﺐ ﻭ ﻣﻨﻄﻘـﻲ ﺍﺯ‬
‫ﻣﻮﺍﻫﺐ ﻃﺒﻴﻌﻲ ﻭ ﺗﻮﻟﻴﺪﻱ ﻭ ﺗﺄﻣﻴﻦ ﻧﻴﺎﺯﻫﺎﻱ ﻣﺎﺩﻱ ﻭ ﻣﻌﻨﻮﻱ ﺍﻓﺮﺍﺩ ﻭ ﺧﺎﻧﻮﺍﺩﻩ ﺁﻧﺎﻥ ﻭ ﺟﺎﻣﻌﻪ ﺍﺳﺖ‪ .‬ﻛﻪ ﺑﻪ‬
‫ﻃﻮﺭ ﺧﻼﺻﻪ ﺩﺭ ﭼﻨﺪ ﻫﺪﻑ ﺯﻳﺮ ﺑﻪ ﺻﻮﺭﺕ ﺧﻼﺻﻪ ﺑﻴﺎﻥ ﻣﻲﺷﻮﺩ‪:‬‬
‫‪ .۸-٤-١‬ﺭﻓﻊ ﻧﻴﺎﺯ ﻳﺎ ﺑﻬﺮﻩ‬
‫ﻣﻜﺘﺐ ﺗﺮﺑﻴﺘﻲ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ‪ ،‬ﻧﻴﺎﺯﻫﺎﻱ ﻣﺘﻌﺪﺩﻱ ﺩﺭ ﺣﺎﻝ ﻭ ﺯﻣﺎﻥﻫﺎﻱ ﺁﺗﻲ ﺍﺯ ﺍﺑﻌـﺎﺩ ﻣـﺎﺩﻱ ﻭ ﻣﻌﻨـﻮﻱ‪،‬‬
‫ﻓﺮﺩﻱ ﻭ ﺟﻤﻌﻲ ﺑﺮﺍﻱ ﺍﻧﺴﺎﻥﻫﺎ ﺗﻌﺮﻳﻒ ﻛﺮﺩﻩ ﺍﺳﺖ ﻭ ﻣﺮﺩﻡ ﺭﺍ ﺗﻮﺻﻴﻪ ﻛﺮﺩﻩ ﺍﺳﺖ ﺑﻪ ﺻﻮﺭﺕ ﻣﻨﺎﺳـﺐ ﻭ‬
‫ﺩﺭﺳﺖ ﺍﺯ ﻣﻮﺍﻫﺐ ﻃﺒﻴﻌﻲ ﻭ ﺗﻮﻟﻴﺪﻱ ﺑﻪ ﺣﺪﻱ ﻛﻪ ﺑﺎ ﻣﻌﻨﻮﻳﺖ ﻭ ﺁﺧﺮﺕ ﻫﻤﺎﻫﻨﮓ ﺑﺎﺷﺪ ﺑﻬﺮﻩﺑﺮﺩﺍﺭﻱ ﻭ ﻧﻴﺎﺯ‬
‫ﺧﻮﺩ ﺭﺍ ﺗﺄﻣﻴﻦ ﻛﻨﻨﺪ‪) .‬ﻣﺴﺘﻨﺪﺍﺕ ﺍﻳﻦ ﻫﺪﻑ ﺳﻮﺭﻩﻫﺎﻱ ﻟﻘﻤﺎﻥ‪ ،‬ﺁﻳﻪ ‪ ،٢٠‬ﻃﻪ ﺁﻳـﻪ ‪ ،٥٤-٥٣‬ﺍﻋـﺮﺍﻑ ﺁﻳـﻪ ‪ ٣٢‬ﻭ‬
‫ﺳﻮﺭﻩ ﻛﻬﻒ ﺁﻳﻪ ‪ ،٧‬ﻣﻨﺎﻓﻘﻮﻥ‪ ،‬ﺁﻳﻪ ‪ ٩‬ﻭ ﺭﻭﺍﻳﺎﺕ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﺋﻤﻪ ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ ﻭﺟﻮﺩ ﺩﺍﺭﺩ(‪.‬‬
‫‪ .۸-٤-٢‬ﺩﺳﺘﻪﻫﺎﻱ ﻣﺼﺮﻑ ﻭ ﺍﻫﺪﺍﻑ ﻣﺼﺮﻑ‬
‫ﻧﻈﺎﻡ ﺗﺮﺑﻴﺘﻲ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ‪ ،‬ﻣﺮﺩﻡ ﺭﺍ ﺩﺭ ﻣﺼﺮﻑ ﻣﺎﻝ ﺑﻪ ﺳﻪ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﻣﻲﻛﻨﺪ‪ :‬ﺩﺳﺘﻪ ﺍﻭﻝ ﻛﺴﺎﻧﻲ‬
‫ﻛﻪ ﻣﺎﻝ ﺭﺍ ﺑﺮﺍﻱ ﺗﺄﻣﻴﻦ ﻧﻴﺎﺯ ﺧﻮﺩ ﺑﻪ ﻛﺎﺭ ﻣﻲﺑﺮﻧﺪ ﻭ ﺑﻘﻴﻪ ﺭﺍ ﺑﺮﺍﻱ ﺁﺧـﺮﺕ ﺫﺧﻴـﺮﻩ ﻣـﻲﻛﻨﻨـﺪ‪ ،‬ﺩﺳـﺘﻪ ﺩﻭﻡ‬
‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻣﺮ ﺍﻟﻬﻲ ﺍﻧﺴﺎﻧﻲ ﻣﺎﻝ ﺧﻮﺩ ﺭﺍ ﻣﺼﺮﻑ ﻣﻲﻛﻨﻨﺪ )ﻧﻈﻴﺮ ﺻﻠﻪﺭﺣﻢ(‪ ،‬ﺩﺳـﺘﻪ ﺳـﻮﻡ‬
‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺍﻣﻮﺍﻝ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺍﻩﻫﺎﻱ ﺿﺪﺍﺭﺯﺷﻲ ﻭ ﺿﺪﺍﻧﺴﺎﻧﻲ ﺑﻪ ﻛﺎﺭ ﻣﻲﮔﻴﺮﻧﺪ‪.‬‬
‫ﺩﺭ ﻣﻜﺘﺐ ﺗﺮﺑﻴﺘﻲ ﺩﻳﻦ ﻣﺒﻴﻦ ﺗﻮﺻﻴﻪ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺍﻣﻮﺍﻝ ﺧﻮﺩ ﺩﺭ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺑﺒﺮﻳﺪ‬
‫ـ ﺩﺭ ﺑﻬﺪﺍﺷﺖ ﺑﺪﻧﻲ ﻭ ﺭﻭﺍﻧﻲ ﻭ ﺑﻬﺒﻮﺩ ﺷﺌﻮﻥ ﺯﻧﺪﮔﻲ‪،‬‬
‫ـ ﻣﺼﺮﻑ ﺑﺮﺍﻱ ﺭﻓﺎﻩ ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺣﻔﺎﻇﺖ ﺍﺯ ﺁﻥ‪،‬‬
‫ـ ﻣﺼﺮﻑ ﺑﺮﺍﻱ ﺣﻔﻆ ﺁﺑﺮﻭﻱ ﺍﻣﻮﺭ ﻣﻌﻨﻮﻱ‪،‬‬
‫ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﻣﻜﺘﺐ ﺗﺮﺑﻴﺘﻲ ﺩﻳﻦ ﺍﺳﻼﻡ ﺑﻪ ﻣﺎ ﺗﻮﺻﻴﻪ ﻣﻲﻛﻨﺪ‪:‬‬
‫ـ ﺩﺭ ﻣﻘﺎﺑﻞ ﺑﻬﺮﻩﻣﻨﺪﻱ ﺍﺯ ﻧﻌﻤﺖﻫﺎﻱ ﺧﺪﺍﻭﻧﺪ ﺭﻭﺣﻴﻪ ﺷﻜﺮ ﻭ ﺳﭙﺎﺱ ﺭﺍ ﺩﺭ ﺧﻮﺩ ﻭ ﺷﺎﮔﺮﺩﺍﻥ ﺧﻮﺩ‬
‫ﺗﻘﻮﻳﺖ ﻛﻨﻴﻢ‪،‬‬
‫ـ ﺭﻭﺣﻴﻪ ﻗﻨﺎﻋﺖ ﻭ ﺻﺮﻓﻪﺟﻮﻳﻲ ﻣﻨﻄﻘﻲ ﺩﺭ ﺧﻮﺩ ﻭ ﺷﺎﮔﺮﺩﺍﻥ ﺧﻮﺩ ﭘﺮﻭﺭﺵ ﺩﻫﻴﻢ‪،‬‬
‫____________________________________________________________ ‪١٣‬‬

‫ـ ﺑﺨﺸﻲ ﺍﺯ ﺍﻣﻮﺍﻝ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺍﻩ ﺭﻓﻊ ﻧﻴﺎﺯ ﺩﻳﮕﺮﺍﻥ ﻣﺼﺮﻑ ﻛﻨﻴﻢ ﻳﻌﻨﻲ ﺭﻭﺣﻴﻪ ﺗﻌﺎﻭﻥ ﻣﺎﻟﻲ ﺩﺍﺷﺘﻪ‬
‫‪١‬‬
‫ﺑﺎﺷﻴﻢ‪.‬‬

‫‪ .۹‬ﻓﻮﺍﻳﺪ ﺗﻮﺟﻪ ﺑﻪ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﺗﻮﺟﻪ ﺑﻪ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻓﻮﺍﻳﺪﻱ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺩﺍﺭﺩ‪:‬‬
‫‪ .۹-۱‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻪ ﻣﺪﻳﺮﺍﻥ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻛﻤﻚ ﻣﻲﻛﻨﺪ ﺗﺎ ﺍﺯ ﻣﻨﺎﺑﻊ ﺗﺤـﺖ ﺍﺧﺘﻴـﺎﺭ‬
‫ﺧﻮﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺑﻬﻴﻨﻪ ﺑﻪ ﻋﻤﻞ ﺁﻭﺭﻧﺪ‪،‬‬
‫‪ .۹-۲‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻪ ﻣﺪﻳﺮﺍﻥ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﺍﻥ ﺁﻣﻮﺯﺷﻲ ﻛﻤﻚ ﻣﻲﻛﻨﺪ ﺗﺎ ﺑﺎ ﻣﺤﺎﺳﺒﻪ ﻫﺰﻳﻨﻪ‬
‫ﻭ ﻓﺎﻳﺪﻩ ﺣﺎﺻﻞ ﺍﺯ ﺁﻣﻮﺯﺵﻫﺎﻱ ﻣﺨﺘﻠﻒ‪ ،‬ﺗﺼﻤﻴﻢ ﺑﮕﻴﺮﻧﺪ ﻛﻪ ﺩﺭ ﻛﺪﺍﻡ ﺁﻣﻮﺯﺵ ﻭ ﭼﻘـﺪﺭ ﺳـﺮﻣﺎﻳﻪﮔـﺬﺍﺭﻱ‬
‫ﻛﻨﻨﺪ ﺗﺎ ﺍﻧﺘﻈﺎﺭﺍﺕ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﻛﺸﻮﺭ ﺭﺍ ﺑﺮﺁﻭﺭﺩﻩ ﺳﺎﺯﺩ‪،‬‬
‫‪ .۹-۳‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺎ ﺳﻨﺠﺶ ﻭ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻫﺰﻳﻨـﻪﻫـﺎ ﻭ ﻣﻨـﺎﻓﻊ ﻧﺎﺷـﻲ ﺍﺯ ﺗﺤﺼـﻴﻞ‪ ،‬ﺑـﻪ‬
‫ﻣﺮﺩﻡ ﻛﻤﻚ ﻣﻲﻛﻨﺪ ﺗﺎ ﺑﻪ ﺭﺍﺣﺘﻲ ﺭﺷﺘﻪ ﻭ ﺷﺎﺧﻪ ﺗﺤﺼﻴﻠﻲ ﺧﻮﺩ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﻨﺪ‪،‬‬
‫‪ .۹-۴‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻓﻀﺎﻱ ﻛﺎﻟﺒﺪﻱ ﺭﺍ ﺁﺳـﺎﻥ‬
‫ﻣﻲﻛﻨﺪ‪،‬‬
‫‪ .۹-۵‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﻣﺪﻳﺮﺍﻥ ﺍﺭﺷﺪ ﻛﺸﻮﺭ ﺭﺍ ﺑﻴﺶ ﺍﺯ ﭘﻴﺶ ﺑﻪ ﺍﻫﻤﻴـﺖ ﺳـﺮﻣﺎﻳﻪﮔـﺬﺍﺭﻱ ﺩﺭ‬
‫ﺍﻧﺴﺎﻥ ﺁﺷﻨﺎ ﻣﻲﻛﻨﺪ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺗﺮﻏﻴﺐ ﻣﻲﻛﻨﺪ‪،‬‬
‫‪ .۹-۶‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺑﻪ ﺭﻓﻊ ﻧﺎﺑﺮﺍﺑﺮﻱﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪،‬‬
‫‪ .۹-۷‬ﺍﻗﺘﺼــﺎﺩ ﺁﻣــﻮﺯﺵ ﻭ ﭘــﺮﻭﺭﺵ‪ ،‬ﺑــﺎ ﻣﺤﺎﺳــﺒﺎﺕ ﻭ ﺗﺤﻠﻴــﻞﻫــﺎﻳﻲ ﻛــﻪ ﺩﺍﺭﺩ ﺑــﻪ ﻣــﺪﻳﺮﺍﻥ ﺁﻣﻮﺯﺷــﻲ ﻭ‬
‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﺍﻥ ﻛﻤﻚ ﻣﻲﻛﻨﺪ ﺗﺎ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣﻔﻴﺪ ﻭ ﺑﺎ ﻛﻴﻔﻴﺖ ﺭﺍ ﺑﺎ ﻗﻴﻤـﺖ ﺍﺭﺯﺍﻥ ﺩﺭ ﺍﺧﺘﻴـﺎﺭ ﻣـﺮﺩﻡ‬
‫ﻗﺮﺍﺭ ﺩﻫﺪ‪،‬‬
‫‪ .۹-۸‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻪ ﻣﺪﻳﺮﺍﻥ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﺍﻥ ﻛﻤﻚ ﻣﻲﻛﻨـﺪ ﺗـﺎ ﺩﺭ ﺗﺨﺼـﻴﺺ ﻣﻨـﺎﺑﻊ ﺑـﻪ‬
‫ﺑﺮﻧﺎﻣﻪﻫﺎ ﺭﺍﺣﺖﺗﺮ ﻭ ﻣﻄﻤﺌﻦﺗﺮ ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﻛﻨﻨﺪ‪،‬‬
‫‪ .۹-۹‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺗﻜﻨﻮﻟﻮﮊﻱ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺭﺍ ﻧﺸﺎﻥ‬
‫ﻣﻲﺩﻫﺪ ﻭ ﺯﻣﻴﻨﻪﻫﺎﻱ ﻻﺯﻡ ﺭﺍ ﺑﺮﺍﻱ ﭘﻴﺸﺮﻓﺖ ﺑﻴﺶﺗﺮ ﻭ ﺳﺮﻳﻊﺗﺮ ﻓﺮﺍﻫﻢ ﻣﻲﻛﻨﺪ‪.‬‬

‫‪ .۱۰‬ﺍﻫﺪﺍﻑ ﺍﻗﺘﺼﺎﺩﻱ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳﺮﺍﻥ‬

‫ﺩﺭ ﺑﺨﺸﻲ ﺍﺯ ﺍﻫﺪﺍﻑ ﻛﻠﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺟﻤﻬﻮﺭﻱ ﺍﺳـﻼﻣﻲ ﺍﻳـﺮﺍﻥ ﻣﺼـﻮﺏ ﺷﺸﺼـﺪ ﻭ ﺑﻴﺴـﺖ ﻭ‬
‫ﺷﺸﻤﻴﻦ ﺟﻠﺴﻪ ﺷﻮﺭﺍﻱﻋﺎﻟﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣﻮﺭﺥ ‪ ،۱۳۷۷/۷/۳۰‬ﺍﻫﺪﺍﻑ ﺍﻗﺘﺼـﺎﺩﻱ ﺑـﻪ ﺷـﺮﺡ ﺯﻳـﺮ‬
‫ﺍﻋﻼﻡ ﺷﺪﻩ ﺍﺳﺖ‪:‬‬
‫ـ ﺗﻮﺟﻪ ﺑﻪ ﺍﻫﻤﻴﺖ ﺭﺷﺪ ﺍﻗﺘﺼﺎﺩﻱ ﺑﻪﻋﻨﻮﺍﻥ ﻭﺳﻴﻠﻪﺍﻱ ﺑﺮﺍﻱ ﺭﺳﻴﺪﻥ ﺑﻪ ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﺍﺟﺘﻤﺎﻋﻲ‪،‬‬
‫ـ ﺷﻨﺎﺧﺖ ﺍﺭﺯﺵ ﻭ ﻗﺪﺍﺳﺖ ﻛﺎﺭ ﻭ ﻣﻌﺎﺵ ﺣﻼﻝ‪،‬‬

‫‪ .1‬ﺗﻤﺎﻣﻲ ﻣﻮﺍﺭﺩﻱ ﻛﻪ ﺑﻪﺻﻮﺭﺕ ﻓﻬﺮﺳﺖﻭﺍﺭ ﺑﻴﺎﻥ ﺷﺪ ﻣﺴﺘﻨﺪﺍﺕ ﻗﺮﺁﻧﻲ ﺣﺪﻳﺜﻲ ﻭ ﺭﻭﺍﻳﺘﻲ ﺩﺍﺭﻧﺪ‪.‬‬
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‫ـ ﻣﻬﺎﺭﺕ ﺑﺨﺸﻲ ﻭ ﺍﻳﺠﺎﺩ ﺁﻣﺎﺩﮔﻲ ﻭ ﻋﻼﻗﻪ ﺟﻬﺖ ﺍﺷﺘﻐﺎﻝ ﻣﻮﻟﺪ ﺩﺭ ﺑﺨﺶﻫﺎﻱ ﻛﺸﺎﻭﺭﺯﻱ‪ ،‬ﺻﻨﻌﺖ ﻭ‬
‫ﺧﺪﻣﺎﺕ‪،‬‬
‫ـ ﺍﻳﺠﺎﺩ ﺭﻭﺣﻴﻪ ﺳﺎﺩﻩ ﺯﻳﺴﺘﻲ‪ ،‬ﻗﻨﺎﻋﺖ ﻭ ﭘﺮﻫﻴﺰ ﺍﺯ ﻫﺮﮔﻮﻧﻪ ﺍﺳﺮﺍﻑ ﻭ ﻣﺼﺮﻑﺯﺩﮔﻲ ﻭ ﺗﺠﻤﻞﮔﺮﺍﻳﻲ‪،‬‬
‫ـ ﭘﺮﻭﺭﺵ ﺭﻭﺣﻴﻪ ﺍﻧﻔﺎﻕ ﻭ ﺩﺳﺘﮕﻴﺮﻱ ﺍﺯ ﻣﺤﺮﻭﻣﺎﻥ‪،‬‬
‫ـ ﺗﻘﻮﻳﺖ ﺭﻭﺣﻴﻪ ﻋﻤﻞ ﺑﻪ ﺍﺣﻜﺎﻡ ﺍﻗﺘﺼﺎﺩﻱ ﺍﺳﻼﻡ‪،‬‬
‫ـ ﺷﻨﺎﺧﺖ ﺣﺮﻑ ﻭ ﻣﺸﺎﻏﻞ ﻣﻮﻟﺪ ﺟﻬﺖ ﺩﺭﺁﻣﺪ ﻣﻠﻲ‪ ،‬ﺭﻓﻊ ﺑﻴﻜﺎﺭﻱ ﻭ ﻭﺍﺑﺴﺘﮕﻲ ﺍﻗﺘﺼﺎﺩﻱ‪،‬‬
‫ـ ﺗﻘﻮﻳﺖ ﺭﻭﺣﻴﻪ ﻣﺒﺎﺭﺯﻩ ﺑﺎ ﺑﻬﺮﻩﻛﺸﻲ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﻣﺸﺎﻏﻞ ﺧﻼﻑ ﻣﺼﺎﻟﺢ ﺟﺎﻣﻌﻪ ﺍﺳﻼﻣﻲ‪،‬‬
‫ـ ﺷﻨﺎﺧﺖ ﻣﻨﺎﺑﻊ ﺍﻗﺘﺼﺎﺩﻱ ﻛﺸـﻮﺭ ﻭ ﺷـﻴﻮﻩﻫـﺎﻱ ﺻـﺤﻴﺢ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥﻫـﺎ ﻭ ﭘـﺮﻭﺭﺵ ﺭﻭﺣﻴـﻪ‬
‫ﺣﺮﺍﺳﺖ ﺍﺯ ﺍﻣﻮﺍﻝ ﻋﻤﻮﻣﻲ ﻭ ﺛﺮﻭﺕ ﻣﻠﻲ‪.‬‬

‫‪ .۱۱‬ﺧﻼﺻﻪ ﻭ ﻧﺘﻴﺠﻪﮔﻴﺮﻱ‬
‫ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺷﺎﺧﻪﺍﻱ ﺍﺯ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺍﺳﺖ ﻛﻪ ﻛـﺎﺭﺑﺮﺩ ﻋﻠـﻢ ﺍﻗﺘﺼـﺎﺩ ﺭﺍ ﺩﺭ ﺁﻣـﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﻭ ﺗﺄﺛﻴﺮ ﺑﻴﺮﻭﻧﻲ ﻭ ﺩﺭﻭﻧﻲ ﻭ ﺑﻴﻦ ﺭﺷﺘﻪﺍﻱ ﺁﻥ ﺭﺍ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﻣﻲﺩﻫـﺪ ﻭ ﺑـﻪ ﻣﻮﺿـﻮﻋﺎﺗﻲ‬
‫ﭼﻮﻥ؛‬
‫‪ -‬ﺗﺄﻣﻴﻦ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬
‫‪ -‬ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ‬
‫‪ -‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺍﺛﺮ ﺁﻥ ﺩﺭ ﺗﻮﺳﻌﻪ ﻭ ﺭﺷﺪ ﺍﻗﺘﺼﺎﺩﻱ‬
‫‪ -‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺩﺭﺁﻣﺪ‬
‫‪ -‬ﺗﺄﺛﻴﺮ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺗﻮﺯﻳﻊ ﻋﺎﺩﻻﻧﻪ ﺩﺭﺁﻣﺪ‬
‫‪ -‬ﺗﺄﺛﻴﺮ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺍﻓﺰﺍﻳﺶ ﺗﻮﻟﻴﺪ ﻭ ﺩﺭﺁﻣﺪ ﺧﺎﻧﻮﺍﺩﻩ‬
‫‪ -‬ﺗﻘﺴﻴﻢ ﻭ ﺗﺴﻬﻴﻢ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻴﻦ ﺩﻭﻟﺖ ﻭ ﺑﺨﺶﻫﺎﻱ ﻏﻴﺮﺩﻭﻟﺘﻲ‬
‫‪ -‬ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ‬
‫‪ -‬ﺗﺤﻠﻴﻞ ﻫﺰﻳﻨﻪﻫﺎﻱ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺍﺛﺮ ﺑﺨﺸﻲ ﻫﺰﻳﻨﻪﻫﺎ‬
‫‪ -‬ﻧﺮﺥ ﺑﺎﺯﺩﻩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬
‫‪ -‬ﺍﻗﺘﺼﺎﺩ ﺯﻣﺎﻥ ﻣﺼﺮﻑ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩﮔﻴﺮﻱ‬
‫ﺩﺭ ﺍﻫﻤﻴﺖ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﻧﻘﺸﻲ ﻛﻪ ﺩﺭ ﺗﻮﺳﻌﻪ ﻛﺸﻮﺭ ﺩﺍﺭﺩ ﻣﻄﺎﻟﺐ ﺩﻳﮕﺮﻱ ﺑﻪ ﺻﻮﺭﺕﻫـﺎﻱ‬
‫ﻣﺨﺘﻠﻒ ﺍﺯ ﺟﻤﻠﻪ ﺑﻪ ﺻﻮﺭﺕ ﻧﻈﺮﻱ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ ﻭﻟﻲ ﺑﻬﺘﺮﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺩﺭ ﺳﺎﻝ ‪ ۱۳۸۱‬ﺩﺭ ﻣﺮﻛـﺰ ﺁﻣـﺎﺭ‬
‫ﺍﻳﺮﺍﻥ ﺍﻧﺠﺎﻡ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳـﺮﺍﻥ ﺍﺭﺯﺵ ﺍﻓـﺰﻭﺩﻩ ﺑﺨـﺶﻫـﺎ ﺭﺍ ﺩﺭ )‪ (۱۹‬ﺑﺨـﺶ ﻭ ﺯﻳـﺮﺑﺨﺶ ﺍﻧـﺪﺍﺯﻩ ﮔﺮﻓﺘـﻪ ﺍﺳـﺖ‬
‫ﺑﻴﺶﺗﺮﻳﻦ ﺍﺭﺯﺵ ﺍﻓﺰﻭﺩﻩ ﺑﺎ ‪ ۱۵۹۸‬ﺩﺭﺻﺪ ﺑﻪ ﻣﻌﺪﻥ ﺗﻌﻠﻖ ﺩﺍﺭﺩ ﻣﻜﺎﻥ ﺩﻭﻡ ﻭ ﭼﻬـﺎﺭﻡ ﺑـﻪ ﺗﺮﺗﻴـﺐ ﺑـﺎ ‪۶۵۸‬‬
‫ﺩﺭﺻﺪ ﻭ ‪ ۴۲۳‬ﺩﺭﺻﺪ ﺑﻪ ﺁﻣﻮﺯﺵﻫﺎﻱ ﺍﺑﺘﺪﺍﻳﻲ ﻭ ﻣﺘﻮﺳﻄﻪ ﻋﻤﻮﻣﻲ ﺗﻌﻠﻖ ﺩﺍﺭﺩ‪.‬‬
‫ﻣﻄﺎﻟﻌﻪ ﻣﻮﺻﻮﻑ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻛﻪ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﭘﺎﺳﺦ ﻣﺜﺒﺖ ﺩﺍﺩﻩ ﺍﺳـﺖ‬
‫ﺛﻤﺮﺑﺨﺸﻲ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺩﺭ ﺁﻥ‪ ،‬ﺣﺘﻲ ﺑﻬﺘﺮ ﺍﺯ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻛﻪ ﺩﺭ ﻣﻜﺎﻥ ﺩﻫﻢ )ﺑﺎ ‪ ۱۷۳‬ﺩﺭﺻـﺪ ﺍﺭﺯﺵ‬
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‫ﺍﻓﺰﻭﺩﻩ( ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻧﻤﻮﺩ ﻭﺍﻗﻌﻲ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ .١‬ﻭﻟـﻲ ﻣـﺪﻳﺮﺍﻥ ﺟﺎﻣﻌـﻪ ﻭ ﺳﻴﺎﺳـﺘﮕﺬﺍﺭﺍﻥ ﻋﻤـﺪﻩ ﻛﺸـﻮﺭ ﺑـﻪ‬
‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺁﻣﻮﺯﮔﺎﺭﺍﻥ ﺩﺭ ﺣﺪ ﻭ ﺷﺄﻥ ﺁﻥﻫﺎ ﺗﻮﺟﻪ ﻻﺯﻡ ﻧﻤـﻲﻛﻨﻨـﺪ ﻭ ﻣﺸـﻜﻼﺕ ﻋﺪﻳـﺪﻩﺍﻱ ﺩﺭ‬
‫ﺗﺄﻣﻴﻦ ﺍﻋﺘﺒﺎﺭ ﻭ ﺑﻮﺩﺟﻪ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﭼﻮﻥ ﺑﻮﺩﺟﻪﺭﻳﺰﻱ ﺩﺭ ﺁﻣـﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﺑﻪ ﺻﻮﺭﺕ ﺳﻨﺘﻲ ﻋﻤﻞ ﻣﻲﺷﻮﺩ ﻟﺬﺍ‪ ،‬ﻛﺴﺮﻱ ﺍﻋﺘﺒﺎﺭ ﺩﺭ ﺗﻤﺎﻣﻲ ﺳﺎﻝﻫـﺎﻱ ﻗﺒـﻞ ﻭ ﺑﻌـﺪ ﺍﺯ ﺍﻧﻘـﻼﺏ‬
‫ﺍﺩﺍﻣﻪ ﺩﺍﺷﺘﻪ ﺍﺳﺖ ﺑﻪ ﺻﻮﺭﺗﻲ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ ۱۳۸۳‬ﻧﻴﺰ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣﺎﻧﻨﺪ ﺳﺎﻝﻫﺎﻱ ﻗﺒﻞ ﺑﺎ ﻛﺴﺮﻱ‬
‫ﺍﻋﺘﺒﺎﺭ ﺭﻭﺑﻪﺭﻭ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬

‫‪ .1‬ﻧﻤﻮﺩﺍﺭ ﻳﻚ ﻣﺸﺎﻫﺪﻩ ﺷﻮﺩ‪.‬‬

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‫ﻣﻨﺎﺑﻊ ﻭ ﻣﺂﺧﺬ‬
‫‪ .۱‬ﻣﺤﻤﻮﺩ ﻣﺘﻮﺳﻠﻲ ﻭ ﻣﺤﻤﺪﺭﺿﺎ ﺁﻫﻨﭽﻴﺎﻥ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺍﻧﺘﺸﺎﺭﺍﺕ ﺳﻤﺖ‪ ،‬ﺗﻬﺮﺍﻥ ‪.۱۳۸۱‬‬
‫‪ .۲‬ﻣﺮﺗﻀﻲ ﺍﻣﻴﻨﻲﻓﺮ‪ ،‬ﻓﺼﻠﻨﺎﻣﻪ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﺳﺎﻝ ‪ ،۵‬ﺷﻤﺎﺭﻩ ‪ ،۴‬ﺯﻣﺴﺘﺎﻥ ‪.۱۳۶۸‬‬
‫‪ .۳‬ﮊﺍﻙ ﻫﻠﻚ‪ ،‬ﺗﺮﺟﻤﻪ ﻋﺒﺪﺍﻟﺤﺴﻴﻦ ﻧﻔﻴﺴﻲ‪ ،‬ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺑﺮﺍﻱ ﺁﻳﻨﺪﻩ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ‪ ،‬ﭘﮋﻭﻫﺸـﻜﺪﻩ ﺗﻌﻠـﻴﻢ ﻭ‬
‫ﺗﺮﺑﻴﺖ‪.۱۳۷۱ ،‬‬
‫‪ .۴‬ﮔﺮﻭﻩ ﻣﺸﺎﻭﺭﺍﻥ ﻳﻮﻧﺴﻜﻮ‪ ،‬ﺗﺮﺟﻤﻪ ﻓﺮﻳﺪﻩ ﻣﺸﺎﻳﺦ‪ ،‬ﻓﺮﺍﻳﻨﺪ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺁﻣﻮﺯﺷﻲ‪.۱۳۷۰ ،‬‬
‫‪ .۵‬ﻣﺠﻤﻮﻋﻪ ﻣﺼﻮﺑﺎﺕ ﺷﻮﺭﺍﻱ ﻋﺎﻟﻲ ﺁ‪۹‬ﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺩﺑﻴﺮﺧﺎﻧﻪ ﺷﻮﺭﺍﻱ ﻋﺎﻟﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪.۱۳۸۱ ،‬‬
‫‪ .۶‬ﻳﺤﻴﻲ ﻓﻴﻮﺿﺎﺕ‪ ،‬ﻣﺒﺎﻧﻲ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺁﻣﻮﺯﺷﻲ‪.۱۳۷۶ ،‬‬
‫‪ .۷‬ﭘﮋﻭﻫﺸﻜﺪﻩ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ‪ ،‬ﺭﻳﺸﻪﻫﺎﻱ ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﮕﻲ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳﺮﺍﻥ‪.۱۳۸۲ ،‬‬
‫‪ .۸‬ﺑﻬﺮﺍﻡ ﻣﺤﺴﻦﭘﻮﺭ‪ ،‬ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺁﻣﻮﺯﺷﻲ‪.۱۳۷۶ ،‬‬
‫‪ .۹‬ﭘﮋﻭﻫﺸﻜﺪﻩ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ‪ ،‬ﻧﻘﺶ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺗﻮﺳﻌﻪ‪.۱۳۸۲ ،‬‬
‫‪ .۱۰‬ﻋﻠﻲ ﻧﻘﻲ ﻓﻘﻴﻬﻲ‪ ،‬ﺗﺒﻴﻴﻦ ﻫﺪﻑﻫﺎ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺍﺳﻼﻡ‪.۱۳۷۷ ،‬‬
‫‪ .۱۱‬ﻋﺒﺪﺍﻟﻤﺠﻴﺪ ﺭﺷﻴﺪﭘﻮﺭ‪ ،‬ﺗﺮﺑﻴﺖ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﻭﺣﻲ‪.۱۳۶۴ ،‬‬
‫‪ .۱۲‬ﻣﺤﻤﺪ ﺩﺷﺘﻲ‪ ،‬ﺍﻣﺎﻡ ﻋﻠﻲ ﻭ ﻣﺒﺎﺣﺚ ﺗﺮﺑﻴﺘﻲ‪.۱۳۷۹ ،‬‬
‫‪ .۱۳‬ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‪ ،‬ﮔﺰﺍﺭﺵ ﺍﻗﺘﺼﺎﺩﻱ ﺳﺎﻝ ‪ ،۱۳۸۱‬ﺟﻠﺪ ﺩﻭﻡ ﺣﻮﺯﻩﻫﺎﻱ ﺑﺨﺸﻲ‪.۱۳۸۲ ،‬‬
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‫ﻧﻤﻮﺩﺍﺭ ﺳﻬﻢ ﺍﺭﺯﺵ ﺍﻓﺰﻭﺩﻩ ﺑﻪ ﺳﻬﻢ ﻣﺼﺮﻑ ﻭﺍﺳﻄﻪ ﺩﺭ ﺑﺨﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻗﺘﺼﺎﺩﻱ ﻛﺸﻮﺭ ﻭ ﺯﻳﺮﻣﺠﻤﻮﻋﻪ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﺩﺭ ﺳﺎﻝ ‪) ۱۳۸۰‬ﺩﺭﺻﺪ(‬
‫ﺷﻤﺎﺭﻩ ﻣﺴﻠﺴﻞ‪٧١١٥ :‬‬ ‫ﺷﻨﺎﺳﻨﺎﻣﻪ ﮔﺰﺍﺭﺵ‬
‫ﻋﻨﻮﺍﻥ ﮔﺰﺍﺭﺵ‪ :‬ﻣﺒﺎﺣﺜﻲ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﺗﻬﻴﻪ ﻭ ﺗﺪﻭﻳﻦ‪ :‬ﺣﻤﻴﺪ ﺻﺮﺍﻑ‬ ‫ﻧﺎﻡ ﺩﻓﺘﺮ‪ :‬ﻣﻄﺎﻟﻌﺎﺕ ﻓﺮﻫﻨﮕﻲ‬

‫ﻣﺘﻘﺎﺿﻲ‪ :‬ﻋﻠﻲ ﻋﺒﺎﺳﭙﻮﺭ ﺗﻬﺮﺍﻧﻲﻓﺮﺩ )ﺭﺋﻴﺲ ﻛﻤﻴﺴﻴﻮﻥ ﺁﻣﻮﺯﺵ ﻭ ﺗﺤﻘﻴﻘﺎﺕ(‬

‫ﻭﺍﮊﻩﻫﺎﻱ ﻛﻠﻴﺪﻱ ﻭ ﻣﻌﺎﺩﻝ ﺍﻧﮕﻠﻴﺴﻲ ﺁﻥﻫﺎ‪:‬‬

‫‪ .۱‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ )‪(Economics of Education‬‬
‫‪ .۲‬ﺭﺷﺪ ﺍﻗﺘﺼﺎﺩﻱ )‪(Economic Growth‬‬
‫‪ .۲‬ﻛﺎﺭﺍﻳﻲ ﺩﺭﻭﻥ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ )‪(Internal Efficiency‬‬
‫‪ .۳‬ﻛﺎﺭﺍﻳﻲ ﺑﻴﺮﻭﻧﻲ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ )‪(External Efficiency‬‬
‫‪ .۴‬ﺑﺮﺍﺑﺮﻱ ﺩﺭ ﻓﺮﺻﺖﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ )‪(Equality of Education‬‬
‫‪ .۵‬ﺑﺮﺍﺑﺮﻱ )‪(Equality‬‬
‫‪ .۶‬ﺑﺮﺍﺑﺮﻱ ﺩﺭ ﻓﺮﺻﺖﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ )‪(Equality of Education Opportunity‬‬
‫‪ .۷‬ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ )‪(Human Capital‬‬
‫‪ .۸‬ﺗﻮﺯﻳﻊ ﺩﺭﺁﻣﺪ )‪(Income Distribution‬‬
‫‪ .۹‬ﻫﺰﻳﻨﻪ ﻓﺮﺻﺖ )‪(Opportunity Cost‬‬

‫ﻣﻨﺎﺑﻊ ﻭ ﻣﺂﺧﺬ ﺗﻬﻴﻪ ﮔﺰﺍﺭﺵ‪:‬‬

‫ﺩﺭ ﺍﻧﺘﻬﺎﻱ ﮔﺰﺍﺭﺵ ﺩﺭﺝ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬