Network Governance Model for the Education System of the Islamic Republic of Iran

Introduction
Educational governance refers to the structures, processes, and activities involved in planning and directing institutions and individuals in education (Su & Tsang, 2023) and, since education and educational institutions are important means for the social and economic progress of countries, they are considered to be part of the main and sensitive priorities of the administration and governance of each country (Nasirnateri et al., 2019). However, today, policy-making is no longer solely the work of governments; it occurs in a wide range of public and private, formal and informal processes (Lingard & Sellard, 2013).
On the other hand, in the models of public education administration in Iran, we witness the capacities of community institutions are not well utilized in the layers of policy-making, management, and operations, while the appropriate communication channels have not been established to clarify interests in policy-making either. In today’s world, where everything is changing and evolving rapidly (Hashemi, 2022) and the society is highly complex, researchers consider the network definition of governance to be closer to reality and more efficient (Gholampour Ahangar & Khajeh Nayini, 2016). Parvan and Kenis (2008) define network governance as “the use of formal and informal institutions to allocate resources and coordinate joint actions in a network” (Kapuko & Hu, 2020). The government should neither arrange nor simply direct; rather, it should act as a facilitator or enabler (Najafi & Givi, 2022).
However, the challenges associated with the network governance model (Boer, 2018) are also in need of consideration. Researchers including Karimian et al. (2015) identified the challenges of this model such as instability, inflexibility, lack of appropriate accountability, reduced coordination and control, oversimplification of the role of the government, etc.
It may be argued that the Iranian Constitution places a great emphasis on the role and participation of the people, which represents the republicanism aspect of the Islamic Republic system. It can be said that network governance can achieve these goals by emphasizing the role of diverse actors. However, it is very important to note that one of the main reasons for the failure to fully achieve the goals of the Islamic Revolution and the continuation of the country’s problems can be attributed to the lack of attention to designing models which are practical (Rezaeizadeh, 1400) and indigenous, and the implementation of some prescriptive models without their examination. Currently, most of the existing literature on network governance focuses on Western contexts, due to the onset and spread of neoliberalism, which emphasizes the removal of state control and the transfer of ownership and assets from governments to the private sector (Tao, 2022). Yang (2020) states that a country’s education management system is inextricably linked to its social, political, and cultural contexts. Therefore, we need to pay attention to the social, political, and cultural influences on education governance (Su & Tsang, 2023). Accordingly, designing a network governance model for the education system based on the existing platforms, rather than simply copying them, was the main issue and concern of the present research.
Theorical foundations
In the review of the background, studies such as Karimian et al. (1404), Su and Tsang (2023), Tao (2022), Basirpour et al. (1401), Tao and Liu (2022), Pirouz (1401), Yang (2020) and others were considered; however, the results of this study showed that within the framework of the education system of the Islamic Republic of Iran, network governance has not been studied comprehensively and with regard to the country’s conditions. In other words, despite the increasing importance of the concept of network governance as a key solution for dealing with the complexities of large and multi-actor systems such as education, a local model that is consistent with the cultural, social, political and institutional conditions of Iran has not yet been thoroughly designed.
Research Methodology & Framework
Since the design of the model considered in the research objective required the identifying the components of the governance model appropriate to the conditions of Iran, semi-structured interviews were conducted to obtain the opinions of experts using the purposive sampling method. The data obtained from the precise implementation of the interviews were explored using the content analysis method, and designing the target model of the research and its final validation were carried out using the four criteria of Lincoln and Guba (1985), including validity, transferability, reliability, and verifiability.
Research Finding
Findings from the content analysis of the interviews showed that the components of the network governance model for the Iranian education system can be categorized under seven overarching themes: “Values ​​and culture”, “people, social participation, and social capital”, “actors and stakeholders networks”, “mechanisms and processes of network governance”, “role and structure of governance”, “resolving challenges and implementation obstacles”, and “resources, capacities, and empowerment”. The “values ​​and culture” themes serves as the foundation of all the functions and systems. In fact, the value, cultural and normative foundations are the semantic and philosophical underpinnings of the entire system. The structure, policies and legal frameworks, which are the same component of the “role and structure of governance”, are formed based on values ​​and have an impact on the actors and the network. The role and place of this component in the model is to determine the rules and formal framework of governance and policy-making. “Challenges and obstacles” play a restrictive role in the path of all themes, and it can be said that limitations and obstacles in the path of network governance are inevitable, so they should not be ignored, although by paying proper attention to them, it is possible to help the network function and the governance of the system. Thus, the comprehensive theme of “resolving challenges and implementation obstacles” is also an important theme. “Resources, capacities and empowerment” are the driving force of the network function and the empowerment of actors, because this component is actually providing resources and increasing the capabilities of the actors. “Mechanisms and processes” establish communication links between themes, and outcomes and added values ​​are the actual results of the performance of the entire system which are expected to be achieved based on the other components.
Conclusion & Discussion
In conclusion, the present study attempted to present a model for network governance in the country’s education, as well as to demonstrate the necessity of localization, alignment of strategies with cultural and social realities, and prioritization of collective identity and values ​​in the path to achieving efficient governance.