مطالب

Purpose: Considering the role of quality of educational services in the growth and development of society, the present study was conducted to the aim of identifying the factors effecting on assessing the quality of educational services in education. Methodology: This study in terms of purpose was applied and in terms of implementation was qualitative. The research community included documents related to the quality of educational services and experts in this field including university professors, current and former senior managers and school managers in the seventh district of Tehran education in 2020 year. The research sample included documents and 17 experts according to the principle of theoretical saturation which after reviewing the desired characteristics to inclusion criteria were selected by purposive sampling method. Data were collected by take noting and semi-structured interview methods and to analyze them used from open, axial and selective coding method. Findings: The results showed that for the factors effecting on assessing the quality of educational services were identified 83 open codes in the form of 39 sub-categories and 5 main categories. The five main categories included organization management with 7 sub-categories, organization structure with 9 sub-categories, human resources with 6 sub-categories, comprehensive planning with 9 sub-categories and quality management with 8 sub-categories. Finally, based on the identified categories was designed the conceptual model of research for factors effecting on assessing the quality of educational services in education. Conclusion: The results of this research can help education specialists and planners both to assess the quality of educational services and to improve the quality of educational services in education. As a result, the use of education experts and planners from the conceptual model of current research along with models derived from other research can play an important role in improving the quality of educational services.

Muslim philosophers and theologians have disputed over the animal afterlife. Most Muslim scholars hold that the Quran, Islamic narrations and rational arguments affirm the resurrection of animals in the afterlife, though there is a dispute concerning how they will be resurrected and whether they will be rewarded or punished as humans will. Beside the controversies and disputes, several reasons suggest that they have their own afterlife. To prove the animal afterlife, it is necessary to prove primarily that they have soul. Mulla Sadra has attempted to prove that animals have soul, based on the immateriality of the faculty of imagination ( al-Khayal ). Likewise, most of the reasons provided for the immateriality of human soul could be employed for the animal afterlife. The second stage is to explain the purpose of animal afterlife. Two goals could be mentioned regarding this issue: first, the compensation of evils harming them requires the afterlife. Second, some Quranic verses and Islamic narrations establish the fact that at least some animals have the intellectual faculty and thus have responsibly for their actions. Though these Quranic verses and Islamic narrations are not explicit, they can be a probable evidence for the animal afterlife. Finally, two points must be noted: first, though there are several arguments in favor of animal afterlife, there is no general agreement on it in the Islamic world. Second, the above arguments are not general, but they include merely those animals that have the faculty of sensation and have been inflicted by evils.

Etant un lieu d’instruction et de transmission de savoirs, l’école contribue à la construction des valeurs, à l’enseignement des morales et de leurs ancrages dans l’esprit des enfants. Cet objectif se réalise progressivement en ouvrant les portes des univers de l'écrit et notamment celles de la littérature qui offrent aux enseignants une multitude de pistes d’exploitations pédagogiques. Par sa dimension manichéenne et sa fonction éducative, le conte est l’un des genres littéraires dont l’usage didactique offre de nombreuses potentialités pédagogiques. Il sera question dans le présent article de l’aborder dans une perspective d’éducation à l’environnement dans le cadre de l’apprentissage scolaire dont les contenus reposent en partie sur la restitution du vécu des personnages de Mondo et autres histoires de Jean-Marie Gustave le Clézio. Cette démarche vise à faire revivre aux élèves les expériences de ces personnages ainsi que leurs interactions avec les éléments de la nature et qui serviront de modèles de conduites à adopter pour une meilleure éducation à l’environnement.