مطالب

INTRODUCTION: The continuity and development of rescue and relief services requires recognition and improvement of the capacities of this field, and above all, it requires a tool to measure the capacity of this policy. The purpose of this research is to design a model for measuring the policy capacity of providing rescue and relief services in Iranian Red Crescent Society (IRCS). METHOD: This qualitative and applied research was conducted with the content analysis method. In order to collect data, the policy capacity literature and laws in the field of "rescue and relief " and "crisis management" were reviewed. About 12 experts were selected and studied as the statistical population using the snowball method until reaching theoretical saturation. Data were analyzed by qualitative content analysis method (inductive approach) and Maxqda-20 software. Content validity and reliability were checked with Content Validity Index (CVI) test and Holsti’s method, respectively. FINDINGS: According to the findings, about 113 indicators were identified which were classified in three levels including individual (34 indicators), organizational (48 indicators) and systemic (31 indicators). All these three levels consist of the subcategories such as analytical, operational and political-social capacity. CONCLUSION: Policy capacity is a multi-level and multi-dimensional concept. For the development of rescue and relief services, the capacity status of this policy should be determined at different levels and dimensions and due to the needs and conditions, capacities should be upgraded. However, it should not be enough to develop the capacity at one level or one dimension.

Letter to the Editor

Purpose: One of the methods of curriculum design is based on the positive education approach. Therefore, the aim of this study was to design and validate a curriculum model based on the positive education approach in Iran's secondary education. Methodology: This study was applied and mixed-methods in terms of objective and implementation, respectively. The research population in both design and validation parts consisted of experts and scholars in the fields of educational studies, educational management, educational psychology, and research and planning experts for the compilation of secondary education textbooks. The sample of this study, based on the principle of theoretical saturation, included 22 individuals who were selected through purposive sampling and were subjected to semi-structured interviews and completion of a researcher-made questionnaire. The data obtained from the interviews and questionnaires were analyzed using coding methods based on grounded theory, exploratory factor analysis, and structural equation modeling. Findings: Coding findings revealed that for the curriculum model based on the positive education approach in Iran's secondary education, 50 components were identified in 4 categories: causal factors (16 components), contextual and intervening factors (18 components), strategies (8 components), and effects and outcomes (8 components). Validity was confirmed through triangulation method and peer review, and reliability was calculated at 77 percent using the inter-rater agreement method. Findings from the exploratory factor analysis showed that the factor loading of each of the 50 components was appropriate, and 11 components were able to explain 86.4 percent of the total variance of the curriculum based on the positive education approach in Iran's secondary education. Structural equation modeling findings indicated that the curriculum model had a suitable fit and significantly impacted all four categories: causal factors, contextual and intervening factors, strategies, and effects and outcomes. Conclusion: Curriculum specialists and planners, based on the categories and components of this study, can take effective steps towards improving the curriculum based on the positive education approach in Iran's secondary education.