چكيده به لاتين
In general, the change in people's attitudes towards issues and the environment, the complexity of issues in the future, as well as the need to follow some principles and backgrounds in order to live in cities, villages or any other community, has led most countries to develop educational policies. The purpose is to empower and train active and participatory citizens. Also, considering that the success, consolidation and continuation of any development and transformation will be achieved by investing in human resources, education and training of human resources as the axis of development is of great importance. It is worth noting that in addition to the need for specialized citizens in various fields in order to achieve the progress and development of communities, the existence of responsible, concerned and participatory citizens can pave the way to achieve this important. Accordingly, providing trainings under the title of citizenship trainings can be effective in training active citizens with a participatory spirit who seek to change and improve the situation by increasing awareness and strengthening the abilities and skills needed by individuals. Also, due to the wide range of content and the provision of comprehensive and targeted education, the need for a long period of time to institutionalize issues and consider a wide range of people exposed to this type of education, has led most governments to schools and educational spaces or Choose more specific terms formal education as the best option to include citizenship education and especially citizen participation education. Therefore, it is expected that the more people are exposed to formal education, or in other words, the higher the level of education of individuals, the more knowledge and skills they have to participate in urban plans and programs. To this end, this study tries to explain the role of education (having formal education) on the level of willingness of citizens to participate and to examine the extent to which curricula have been able to promote the spirit of participation and institutionalization of training and skills in this regard. To be. For this purpose, Hemmatabad and Isfahan waterfall neighborhoods, which are adjacent to each other but have significant differences in terms of education, have been selected and studied as a sample. The method of the present study is analytical-descriptive and in terms of developmental purpose. In order to collect additional information and data, library studies and questionnaire and interview tools have been used. The results showed that there is no significant relationship between the level of education and the willingness of citizens to participate and formal education in Iran has not been able to consider the necessary effectiveness in increasing citizen participation and is therefore criticized. Also, in order to examine the status of textbooks in terms of addressing the trainings and skills related to citizen participation, the textbooks of the first to sixth grades of elementary school have been examined using the content analysis method. The results indicate that the focus of elementary school textbooks is more on strengthening the ability to talk and participate in topics as well as increase the ability to collaborate and work with others, and not enough attention has been paid to other skills. In general, the development of comprehensive, purposeful and continuous programs for education and skills required for citizen participation in curricula and educational policies with the interaction of education and relevant institutions such as the municipality can have a significant impact on institutionalizing issues for students and accepting issues and Be willing to participate in the coming years and minimize many of the costs (economic and social) of institutions in the long run.
