درخت حوزه‌های تخصصی

Child labor is an inseparable phenomenon in the s tructure of developing countries and third world nations. Numerous claims have been made about the benefits of the learning environment on child labor’s life. Individuals do their activities in designed environments, which can influence them. There were few s tudies on designing an educational place for child labors, especially in Iran. The purpose of this s tudy is using an architectural approach to absorb child labors into an educational place in Iran Isfahan. After running library s tudies about child labors and the effect of place on people, in a two years, many field s tudies have been done such as: observing child labors lifes tyle, their work condition, and visiting their support centers. A total of 45 child labors between the ages of 12-18 have been interviewed, and then some results of this interview were examined on a child labors’ help center building. It confirms and completes the results of interview. Initial evidence shows that there is a gap in educational sys tem. Regular schools cannot be responsible for child labors’ needs. So, firs t, the child labor’s personal needs were discovered, then some of the architectural parameters that affect their educational achievements were introduced. The focus of architectural guidelines in this s tudy is in three parameters: well-designed physical space, sense of ownership and social support. It uses architecture to give child labors’ los t social identity back. 

It is universally agreed concept that education is a corner s tone for socio economic transformation.  Education has been recognized as weapon to fight backwardness, poverty and illiteracy for ages. Experience have shown that all the good benefit of education has been assured only when there is quality education. However, there are visible indicators that education quality has not been s till achieved in the entire world. Particularly, education quality in developing countries is perceived as discouraging. Hence, the sharp decline of education quality is becoming major concern for developing countries like Ethiopia. This is also more serious concern in emerging regions like Gambella regional s tate where mos t people share pas toralism way of life. It is also unders tandable fact that there are locally known spatial and non-spatial factors that affect education quality. Therefore, the main objective of this s tudy was to identify spatial and non-spatial factors that influence educational quality of primary schools in emerging regions. As methodological approach, the s tudy was used descriptive design approach with mix of qualitative and quantitative method. The main data sources were both primary and secondary data. Primary data were collected from spatial and non-spatial data sources. The spatial information was mainly collected from GPS reading, aerial photo and land use plan. Non spatial primary data were collected using interviews and discussions. The perceptions and reflections of key informants (teachers, students, principals and parents) were entertained by using focus group discussion, key informant interview and public hearings. The secondary data sources were collected by means of desk review. As result, the study was found that education quality in the city is weakening. The underlying causes are, low teachers motivation level, high students- teacher ratio, high students- section ratio, lack of instructional materials, lack of infras tructure and facilities. From the spatial perspective, the education institutions are an unevenly dis tributed that students from the central part of the city are more advantageous.