R6

‫ﻋﻠﻮﻡ ﻭ ﻓﻨﻮﻥ ﻭ ﺩﺍﻧﺎﻳﻲ‬ ‫ﺑﺨﺶ ﺍﻭﻝ ‪ :‬ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﺁﻣـﻮﺯﺵ ﻋﺎﻟـﻲ ﻳﻜـﻲ ﺍﺯ ﺯﻳﺮﺳـﺎﺧﺘﻬﺎﻱ ﺍﺳﺎﺳـﻲ ﺗﻮﺳﻌﻪ ﺩﺭ ﻫﺮ ﻛﺸﻮﺭﻱ ﻣﺤﺴﻮﺏ ﻣﻴﺸﻮﺩ ﻭ ﺑﻪ ﻫﻤﻴﻦ ﻟﺤﺎﻅ ﺗﻮﺟﻪ ﺑﻪ ﻣﺴﺎﻳﻞ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﻫﻤـﻮﺍﺭﻩ ﻳﻜـﻲ ﺍﺯ ﺩﻏﺪﻏﻪﻫﺎﻱ ﻣﻬﻢ ﺗﺼﻤﻴﻤﮕﻴﺮﺍﻥ ﻭ ﺑﺮﻧﺎﻣﻬﺮﻳﺰﺍﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺭﺳﺎﻟﺘﻬﺎﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﻪ ﻗﺪﺭﻱ ﮔﺴﺘﺮﺩﻩ ﻭ ﻓﺮﺍﮔﻴﺮﻧﺪ ﻛﻪ ﻧﻤﻴﺘﻮﺍﻥ‬ ‫ﺁﻧﻬـﺎ ﺭﺍ ﺩﺭ ﺣـﺪ ﻳـﻚ ﻓﻌﺎﻟﻴـﺖ ﺑﺨﺸـﻲ ﻗﻠﻤﺪﺍﺩ ﻛﺮﺩ‪ .‬ﺭﺳﺎﻟﺘﻬﺎﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪ ،‬ﺭﺳﺎﻟﺘﻬﺎﻳﻲ ﻓﺮﺍﺑﺨﺸﻲ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻧﻤﻮﻧﻪ ﻣﻴﺘﻮﺍﻥ ﺑﻪ ﻣﻮﺍﺭﺩ ﺯﻳﺮ‬ ‫ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪:‬‬ ‫•‬

‫ﺭﺳﺎﻟﺖ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺁﺭﻣﺎﻧﻬﺎ ﻭ ﻧﻈﺎﻡ ﺍﺭﺯﺷﻲ ﺟﺎﻣﻌﻪ‬

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‫ﺭﺳﺎﻟﺖ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺍﻣﺮ ﺗﻮﻟﻴﺪ ﻭ ﻏﻨﺎ ﺑﺨﺸﻴﺪﻥ ﺑﻪ ﺩﺍﻧﺶ ﻭ ﻓﺮﻫﻨﮓ ﻛﺸﻮﺭ‬

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‫ﺭﺳﺎﻟﺖ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺍﻣﺮ ﺗﺮﺑﻴﺖ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺘﺨﺼﺺ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﻛﺸﻮﺭ‬

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‫ﺭﺳﺎﻟﺖ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺟﻬﺖ ﺗﺴﺮﻳﻊ ﻭ ﺗﺴﻬﻴﻞ ﻓﺮﺁﻳﻨﺪ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻓﺮﻫﻨﮕﻲ ﻛﺸﻮﺭ‬

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‫ﺭﺳـﺎﻟﺖ ﺁﻣـﻮﺯﺵ ﻋﺎﻟـﻲ ﺩﺭ ﺧﺼـﻮﺹ ﺑﺮﻗﺮﺍﺭﻱ ﮔﺴﺘﺮﺵ ﺍﺭﺗﺒﺎﻁ ﻣﺘﻘﺎﺑﻞ ﺑﻴﻦ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﺩﻳﮕﺮ ﺑﺨﺸﻬﺎﻱ‬

‫ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻋﻠﻤﻲ‪ ،‬ﺻﻨﻌﺘﻲ‪ ،‬ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺧﺪﻣﺎﺗﻲ ﻛﺸﻮﺭ‬ ‫•‬

‫ﺭﺳﺎﻟﺖ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺍﻳﺠﺎﺩ ﻭ ﺗﺴﻬﻴﻞ ﺑﺮﻗﺮﺍﺭﻱ ﺭﻭﺍﺑﻂ ﻋﻠﻤﻲ‪ ،‬ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺳﻴﺎﺳﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ ﺩﺭ ﺳﻄﺢ ﻣﻨﻄﻘﻪ ﻭ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ‬

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‫ﺑﻨﺎﺑﺮﺍﻳـﻦ ﻻﺯﻡ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﻧﻈـﺎﻡ ﺑﺮﻧﺎﻣﻬﺮﻳـﺰﻱ ﻛﺸﻮﺭ ﺗﻮﺟﻪ ﺧﺎﺻﻲ ﺑﻪ ﺍﻣﺮ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻣﺒﺬﻭﻝ ﮔﺮﺩﺩ ﻭ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻣﻤﻜﻦ ﺍﺳﺖ‬

‫ﻓﻀـﺎﻱ ﻻﺯﻡ‪ ،‬ﺍﻣﻜﺎﻧـﺎﺕ ﻭ ﺗﺠﻬـﻴﺰﺍﺕ ﻭ ﻣـﻨﺎﺑﻊ ﻣﺎﻟـﻲ ﺁﻥ ﺑـﻪ ﻧﺴـﺒﺘﻲ ﻓﺮﺍﺗﺮ ﺍﺯ ﺳﺎﻳﺮ ﺑﺨﺸﻬﺎ‪ ،‬ﺗﺄﻣﻴﻦ ﺷﻮﺩ ﻭ ﻣﺸﻜﻼﺕ ﻭ ﺗﻨﮕﻨﺎﻫﺎﻱ ﺁﻥ ﺑﻪ ﻣﺮﺍﺗﺐ‬ ‫ﺳﺮﻳﻌﺘﺮ ﺍﺯ ﺳﺎﻳﺮ ﺑﺨﺸﻬﺎ ﻣﺮﺗﻔﻊ ﮔﺮﺩﺩ‪.‬‬

‫ﺗﻌﺎﺭﻳﻒ‬ ‫ﭘﺬﻳﺮﻓـﺘﻪ ﺷـﺪﻩ‪ :‬ﻓـﺮﺩﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺁﺯﻣﻮﻥ ﺳﺮﺍﺳﺮﻱ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﻭﺭﻭﺩﻱ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺷﺮﻛﺖ ﻛﺮﺩﻩ ﻭ ﻣﻮﻓﻖ ﺑﻪ ﻛﺴﺐ‬ ‫ﻧﻤﺮﺍﺕ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﺩﺍﻣﻪ ﺗﺤﺼﻴﻞ ﺩﺭ ﻳﻜﻲ ﺍﺯ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺷﺪﻩ ﻭ ﺳﭙﺲ ﺩﺭ ﺁﻥ ﻣﺆﺳﺴﻪ ﺛﺒﺖ ﻧﺎﻡ ﻛﺮﺩﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﺗﻘﺎﺿﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ‪ :‬ﺗﻤﺎﻳﻞ ﺩﺍﻭﻃﻠﺒﺎﻥ ﺑﺮﺍﻱ ﻭﺭﻭﺩ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺍﺳﺖ‪.‬‬ ‫ﺩﺍﻧﺸـﺠﻮ‪ :‬ﻓـﺮﺩﻱ ﺍﺳـﺖ ﻛـﻪ ﺑـﻪ ﻣﻨﻈﻮﺭ ﺍﺧﺬ ﻣﺪﺭﻙ ﺗﺤﺼﻴﻠﻲ ﻣﻮﺭﺩ ﺗﺄﻳﻴﺪ ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ ﻭ ﻳﺎ ﻭﺯﺍﺭﺕ ﺑﻬﺪﺍﺷﺖ‪ ،‬ﺩﺭﻣﺎﻥ ﻭ‬ ‫ﺁﻣﻮﺯﺵ ﭘﺰﺷﻜﻲ ﺩﺭ ﻳﻜﻲ ﺍﺯ ﻣﺆﺳﺴﺎﺕ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺁﻧﻬﺎ ﺛﺒﺖ ﻧﺎﻡ ﻛﺮﺩﻩ ﻭ ﻣﺸﻐﻮﻝ ﺑﻪ ﺗﺤﺼﻴﻞ ﺑﺎﺷﺪ‪.‬‬ ‫ﺩﺍﻧﺸـﮕﺎﻩ‪ :‬ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺑﻴﻦ ﺩﺍﺭﻧﺪﮔﺎﻥ ﻣﺪﺭﻙ ﺩﻳﭙﻠﻢ ﻣﺘﻮﺳﻄﻪ ﻳﺎ ﺑﺎﻻﺗﺮ ﺩﺍﻧﺸﺠﻮ ﻣﻴﭙﺬﻳﺮﺩ ﻭ ﺑﻪ ﺩﺍﻧﺸﺂﻣﻮﺧﺘﮕﺎﻥ ﺧﻮﺩ ﻣﺪﺭﻙ ﻛﺎﺭﺩﺍﻧﻲ ﻭ‬ ‫ﻳﺎ ﺑﺎﻻﺗﺮ ﻣﻴﺪﻫﺪ‪.‬‬

‫ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ‪ :‬ﺳﺮﻣﺎﻳﻬﻬﺎﻱ ﻣﻮﻟﺪﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﻧﺴﺎﻧﻬﺎ ﮔﺮﺩ ﺁﻣﺪﻩ ﻭ ﺷﺎﻣﻞ ﻣﻬﺎﺭﺗﻬﺎ‪ ،‬ﺗﻮﺍﻧﺎﻳﻴﻬﺎ‪ ،‬ﺍﻧﺪﻳﺸﻬﻬﺎ‪ ،‬ﺳﻼﻣﺘﻲ ﻭ ﻧﻈﺎﻳﺮ ﺍﻳﻨﻬﺎ ﻣﻴﺸﻮﺩ‪.‬‬ ‫ﻓـﺎﺭﻍ ﺍﻟﺘﺤﺼﻴﻞ‪ :‬ﻓﺮﺩﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭﻭﺱ ﻭ ﻭﺍﺣﺪﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﻭ ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪ ﻣﻮﺭﺩ ﻟﺰﻭﻡ ﺭﺍ ﺑﺮﺍﻱ ﺍﺗﻤﺎﻡ ﻳﻚ ﺩﻭﺭﻩ ﺗﺤﺼﻴﻠﻲ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﻪ‬ ‫ﭘﺎﻳﺎﻥ ﺭﺳﺎﻧﻴﺪﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﻋﻀـﻮ ﻫـﻴﺄﺕ ﻋﻠﻤـﻲ‪ :‬ﻓﺮﺩﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺭﺳﻤﻲ ﻭ ﻳﺎ ﭘﻴﻤﺎﻧﻲ ﻳﻚ ﺩﺍﻧﺸﮕﺎﻩ‪ ،‬ﻣﺆﺳﺴﻪ ﺁﻣﻮﺯﺷﻲ ﻭ ﻳﺎ ﭘﮋﻭﻫﺸﻲ ﺍﺳﺖ ﻭ ﺗﻤﺎﻡ ﺳﺎﻋﺎﺕ‬ ‫ﻣﻮﻇﻒ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺁﻥ ﻣﺮﻛﺰ ﺑﻪ ﺗﺪﺭﻳﺲ ﻭ ﻳﺎ ﺗﺤﻘﻴﻖ ﻣﻴﮕﺬﺭﺍﻧﺪ‪.‬‬ ‫ﻋﻨﻮﺍﻥ ﺩﺍﻧﺸﮕﺎﻫﻲ )ﺭﺗﺒﻪ ﺩﺍﻧﺸﮕﺎﻫﻲ(‪ :‬ﻋﻨﺎﻭﻳﻨﻲ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺍﻋﻀﺎﻱ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﺗﻤﺎﻡ ﻭﻗﺖ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺍﻋﻄﺎ ﻣﻴﺸﻮﺩ‪ .‬ﺍﻳﻦ ﻋﻨﺎﻭﻳﻦ‬ ‫ﺑﻪ ﺗﺮﺗﻴﺐ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﻣﺮﺑﻲ ﺁﻣﻮﺯﺷﻴﺎﺭ‪ ،‬ﻣﺮﺑﻲ‪ ،‬ﺍﺳﺘﺎﺩﻳﺎﺭ‪ ،‬ﺩﺍﻧﺸﻴﺎﺭ ﻭ ﺍﺳﺘﺎﺩ‪.‬‬ ‫ﻛـﺎﺩﺭ ﺁﻣﻮﺯﺷـﻲ‪ :‬ﻣـﻨﻈﻮﺭ ﺍﺯ ﻛﺎﺩﺭ ﺁﻣﻮﺯﺷﻲ ﻛﻠﻴﻪ ﺍﻓﺮﺍﺩﻱ ﻣﻴﺒﺎﺷﻨﺪ )ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﻭ ﻳﺎ ﻏﻴﺮ ﻫﻴﺄﺕ ﻋﻠﻤﻲ( ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ ﺗﻤﺎﻡ ﻭﻗﺖ‪ ،‬ﻧﻴﻤﻪ ﻭﻗﺖ‪،‬‬ ‫ﺭﺳﻤﻲ‪ ،‬ﭘﻴﻤﺎﻧﻲ ﻭ ﻳﺎ ﺣﻖ ﺍﻟﺘﺪﺭﻳﺲ ﺩﺭ ﻳﻚ ﻭ ﻳﺎ ﭼﻨﺪ ﻣﺮﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﻪ ﺗﺪﺭﻳﺲ ﻭ ﻳﺎ ﺗﺤﻘﻴﻖ ﺍﺷﺘﻐﺎﻝ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﻣﻘـﺎﻃﻊ ﺗﺤﺼـﻴﻠﻲ‪ :‬ﻳـﻚ ﺩﻭﺭﻩ ﻛـﺎﻣﻞ ﺗﺤﺼﻴﻠﻲ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺍﺧﺬ ﻳﻜﻲ ﺍﺯ ﻣﺪﺍﺭﻙ ﺗﺤﺼﻴﻠﻲ ﻛﺎﺭﺩﺍﻧﻲ‪ ،‬ﻛﺎﺭﺷﻨﺎﺳﻲ‪ ،‬ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ‪ ،‬ﺩﻛﺘﺮﻱ‬ ‫ﺣﺮﻓﻬﺎﻱ ﻭ ﻳﺎ ﺩﻛﺘﺮﻱ ﺗﺨﺼﺼﻲ ﻣﻮﺭﺩ ﻗﺒﻮﻝ ﻭﺯﺍﺭﺗﺨﺎﻧﻬﻬﺎﻱ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ ﻭ ﻳﺎ ﺑﻬﺪﺍﺷﺖ‪ ،‬ﺩﺭﻣﺎﻥ ﻭ ﺁﻣﻮﺯﺵ ﭘﺰﺷﻜﻲ ﺧﺘﻢ ﻣﻴﺸﻮﺩ‪.‬‬ ‫ﻧﻴﺮﻭﻱ ﻛﺎﺭ‪ :‬ﺑﺨﺸﻲ ﺍﺯ ﺟﻤﻌﻴﺖ ﻛﻞ ﻛﺸﻮﺭ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺑﺎﺯﺍﺭ ﻛﺎﺭ ﻣﺸﻐﻮﻝ ﻓﻌﺎﻟﻴﺖ ﺑﺮﺍﻱ ﺗﻮﻟﻴﺪ ﻛﺎﻻ ﻭ ﻳﺎ ﺧﺪﻣﺎﺕ ﺍﺳﺖ‪.‬‬ ‫ﻭﺿﻌﻴﺖ ﮔﺬﺷﺘﻪ ﺁﻣﻮﺯﺵ‬ ‫ﻋﻤﻠﻜﺮﺩ ﮔﺬﺷﺘﻪ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﺭﻭﻧﺪﻫﺎ ﻭ ﮔﺮﺍﻳﺸﻬﺎﻱ ﺣﺎﻛﻢ ﺑﺮ ﺁﻥ ﺑﻪ ﻃﻮﺭ ﺍﺧﺘﺼﺎﺭ ﺩﺭ ﺟﺪﺍﻭﻝ ‪ ١‬ﻭ ‪ ٢‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (١‬ﻣﻘﺎﻳﺴﻪ ﻋﻤﻠﻜﺮﺩ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﺮ ﺣﺴﺐ ﭘﺬﻳﺮﺵ ﺩﺍﻧﺸﺠﻮ‪ ،‬ﻓﺎﺭﻏﺎﻟﺘﺤﺼﻴﻞ‪ ،‬ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﻭ ﻓﻀﺎﻫﺎﻱ ﻓﻴﺰﻳﻜﻲ ﺩﺭ ﺳﺎﻟﻬﺎﻱ‬ ‫‪ ١٣٦٨‬ﺗﺎ ‪١٣٧٦‬‬ ‫ﺑﺮﻧﺎﻣﻪ‪١٣٦٨‬‬

‫‪١٣٧٢‬‬

‫‪١٣٧٦‬‬

‫ﻣﺘﻮﺳﻂ ﺭﺷﺪ ﺳﺎﻻﻧﻪ ‪٦٨-٧٦‬‬

‫‪١٣٦٨‬‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫‪١‬ـ ﭘﺬﻳﺮﺵ‬ ‫ﺩﻭﻟﺘﻲ‬ ‫ﻏﻴﺮﺩﻭﻟﺘﻲ‬ ‫‪٢‬ـ ﺩﺍﻧﺸﺠﻮ‬ ‫ﺩﻭﻟﺘﻲ‬ ‫ﻏﻴﺮﺩﻭﻟﺘﻲ‬ ‫‪٣‬ـ ﻓﺎﺭﻍ ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺩﻭﻟﺘﻲ‬ ‫ﻏﻴﺮﺩﻭﻟﺘﻲ‬ ‫‪٤‬ـ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﺩﻭﻟﺘﻲ‪ ،‬ﻏﻴﺮ ﺩﻭﻟﺘﻲ )ﺗﻤﺎﻡ ﻭﻗﺖ * ﻧﻴﻤﻪ ﻭﻗﺖ(‬

‫‪٥‬ـ ﻓﻀﺎﻫﺎﻱ‬ ‫ﻓﻴﺰﻳﻜﻲ‬

‫ﺗﻌﺪﺍﺩ‬

‫ﺩﺭﺻﺪ‬

‫ﺗﻌﺪﺍﺩ‬

‫ﺩﺭﺻﺪ‬

‫ﺗﻌﺪﺍﺩ‬

‫ﺩﺭﺻﺪ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺭﺷﺪﺳﺎﻻﻧﻪ‬ ‫‪٦٨-٧٦‬‬

‫‪١٣٧٦‬‬

‫‪١٣٧٢‬‬

‫‪١٣٦٨٠٩‬‬ ‫‪٧٠٠٣٢‬‬ ‫‪٦٦٧٧٧‬‬ ‫‪٤٣١٠٨٧‬‬ ‫‪٢٨١٩٩٩‬‬ ‫‪١٤٩٠٨٨‬‬ ‫‪٤٤٣٠٧‬‬ ‫‪٣٦٥٠٨‬‬ ‫‪٧٧٩٩‬‬ ‫‪١٢٦٩٤‬‬ ‫‪١١١٧٩‬‬ ‫‪١٥١٥‬‬ ‫‪٤٥٣٨٠٢٤‬‬ ‫‪٤٣٥٩٩٩٢‬‬ ‫∗‬ ‫‪١٧٨٠٣٢‬‬

‫‪١٠٠‬‬ ‫‪٥١/٢‬‬ ‫‪٤٨/٨‬‬ ‫‪١٠٠‬‬ ‫‪٦٥/٤‬‬ ‫‪٣٤/٦‬‬ ‫‪١٠٠‬‬ ‫‪٨٢/٤‬‬ ‫‪١٧/٦‬‬ ‫‪١٠٠‬‬ ‫‪٨٨/١‬‬ ‫‪١١/٩‬‬ ‫‪١٠٠‬‬ ‫‪٩٦/٠‬‬ ‫‪٤‬‬

‫‪٢٤٨٣٧٧‬‬ ‫‪١٠٨٧٥٧‬‬ ‫‪١٣٩٦٢٠‬‬ ‫‪٨٦٠٥٠٦‬‬ ‫‪٤٣٧٤٢٠‬‬ ‫‪٤٢٣٠٨٧‬‬ ‫‪٩٢٧٦٤‬‬ ‫‪٥٨٣٢٤‬‬ ‫‪٣٤٤٤٠‬‬ ‫‪٢٤١٢٣‬‬ ‫‪١٩١٩٤‬‬ ‫‪٤٩٢٩‬‬ ‫‪٦١٧٤٨٤٠‬‬ ‫‪٥٣٤٣٧٨٩‬‬ ‫∗‬ ‫‪٨٣١٠٥١‬‬

‫‪١٠٠‬‬ ‫‪٤٣/٨‬‬ ‫‪٥٦/٢‬‬ ‫‪١٠٠‬‬ ‫‪٥٠/٨‬‬ ‫‪٤٩/٢‬‬ ‫‪١٠٠‬‬ ‫‪٦٣‬‬ ‫‪٣٧‬‬ ‫‪١٠٠‬‬ ‫‪٧٩/٥‬‬ ‫‪٢٠/٤‬‬ ‫‪١٠٠‬‬ ‫‪٨٦/٥‬‬ ‫‪١٣/٥‬‬

‫‪٣١٧٨١٤‬‬ ‫‪١٥٥٣٥٧‬‬ ‫‪١٦٢٤٥٧‬‬ ‫‪١٢٧٥٦٣٠‬‬ ‫‪٥٩٨٠٠١‬‬ ‫‪٦٧٧٦٢٩‬‬ ‫‪١٢٦٨١٣‬‬ ‫‪٧٥٢٦٦‬‬ ‫‪٥١٥٤٧‬‬ ‫‪٣٦٤٨٦‬‬ ‫‪٢٢٢٤٣‬‬ ‫‪١٤٢٤٣‬‬ ‫‪١٠٨٨٧١٣٦‬‬ ‫‪٧٤٣٧٩١٢‬‬ ‫‪٣٤٤٩٢٢٤‬‬

‫‪١٠٠‬‬ ‫‪٤٨/٩‬‬ ‫‪٥١/١‬‬ ‫‪١٠٠‬‬ ‫‪٤٦/٩‬‬ ‫‪٥٣/١‬‬ ‫‪١٠٠‬‬ ‫‪٥٩/٤‬‬ ‫‪٤٠/٦‬‬ ‫‪١٠٠‬‬ ‫‪٦١‬‬ ‫‪٣٩‬‬ ‫‪١٠٠‬‬ ‫‪٦٨/٤‬‬ ‫‪٣١/٦‬‬

‫‪١١/١‬‬ ‫‪١٠/٤‬‬ ‫‪١١/٧‬‬ ‫‪١٤/٥‬‬ ‫‪٩/٨‬‬ ‫‪٢٠/٨‬‬ ‫‪١٤‬‬ ‫‪٩/٤‬‬ ‫‪٢٦/٦‬‬ ‫‪١٤/١‬‬ ‫‪٨/٩‬‬ ‫‪٣٢/٣‬‬ ‫‪١١/٥‬‬ ‫‪٦/٩‬‬ ‫‪٤٤/٨‬‬

‫ﻣﺄﺧﺬ‪ :‬ﺳﺎﺯﻣﺎﻥ ﺑﺮﻧﺎﻣﻪ ﻭ ﺑﻮﺩﺟﻪ‪ -١٣٧٨‬ﺳﻨﺪ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻓﺮﻫﻨﮕﻲ ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻥ‬

‫∗‬

‫ﻓﻘﻂ ﺩﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ ﺍﺳﻼﻣﻲ ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻲﮔﻴﺮﺩ‪.‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٢‬ﻣﻘﺎﻳﺴﻪ ﺷﺎﺧﺼﻬﺎﻱ ﺍﺳﺎﺳﻲ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻃﻲ ﺳﺎﻟﻬﺎﻱ )‪(١٣٧٦-١٣٦٨‬‬ ‫‪١٣٦٨‬‬

‫ﺷﺎﺧﺼﻬﺎﻱ ﺍﺳﺎﺳﻲ ﺑﺨﺶ‬ ‫ﺩﺍﻧﺸﺠﻮ‬

‫‪١٣٧٢‬‬

‫‪١٣٧٦‬‬

‫‪١٣٨٠‬‬

‫‪٤٣١٠٨٧‬‬

‫‪٨٦٠٥٠٦‬‬

‫‪١٢٧٥٦٣٠‬‬

‫‪١٥٧٧٠‬‬

‫‪٥٤١٦٥٣٤٥‬‬

‫‪٥٧٩٠٧٤٦‬‬

‫‪٦١١٥٨٧٠٧‬‬

‫‪٦٤٥٨٤‬‬

‫‪٤٧٤٧٠٩٦‬‬

‫‪٥٠٨٢٧٤٠‬‬

‫‪٨١٤٢٠٦٠‬‬

‫‪-‬‬

‫ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﻳﻜﺼﺪ ﻫﺰﺍﺭ ﻧﻔﺮ ﺟﻤﻌﻴﺖ‬

‫‪٧٩٦‬‬

‫‪١٤٨٦‬‬

‫‪٢٠٨٥‬‬

‫‪٢٤٤١‬‬

‫ﺿﺮﻳﺐ ﭘﻮﺷﺶ ﺗﺤﺼﻴﻠﻲ‬

‫‪٩/١‬‬

‫‪١٦/٩‬‬

‫‪١٦‬‬

‫‪١٦‬‬

‫ﻧﺴﺒﺖ ﺩﺍﻧﺸﺠﻮ ﺑﻪ ﺍﺳﺘﺎﺩ‬

‫‪٣٣/٩‬‬

‫‪٣٥/٦‬‬

‫‪٣٤/٩‬‬

‫‪٤٢/٣‬‬

‫ﺩﻭﻟﺘﻲ‬

‫‪٢٥/٢‬‬

‫‪٢٢/٧‬‬

‫‪٢٦/٨‬‬

‫‪-‬‬

‫ﻏﻴﺮ ﺩﻭﻟﺘﻲ )ﺍﺳﺘﺎﺩ ﺗﻤﺎﻡ ﻭﻗﺖ ‪ +‬ﻧﻴﻤﻪ ﻭﻗﺖ(‬

‫‪٩٨/٤‬‬

‫‪٨٥/٨‬‬

‫‪٤٧/٥‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪٧٥‬‬

‫‪٩٨‬‬

‫‪١٠٢‬‬

‫‪-‬‬

‫ﺟﻤﻌﻴﺖ ﻛﺸﻮﺭ‬ ‫ﺟﻤﻌﻴﺖ ‪ ١٨-٢٤‬ﺳﺎﻝ‬

‫ﻧﺮﺥ ﺑﻬﺮﻩ ﺑﺮﺩﺍﺭﻱ ﺍﺯ ﻇﺮﻓﻴﺘﻬﺎﻱ ﻓﻴﺰﻳﻜﻲ‬ ‫ﺩﻭﻟﺘﻲ‬

‫‪١‬‬

‫ﻏﻴﺮ ﺩﻭﻟﺘﻲ‬

‫‪٢‬‬

‫ﻫﺰﻳﻨﻪ ﺳﺮﺍﻧﻪ )ﺭﻳﺎﻝ(‬

‫‪١٠٣٨‬‬ ‫‪٣‬‬

‫‪٦٣١‬‬

‫‪٢٥٤‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫ﺩﻭﻟﺘﻲ‬

‫‪٣٩٨٤٨٩‬‬

‫‪١٣٤٣٤١٧‬‬

‫‪٢٧٤٣٠٧١‬‬

‫‪-‬‬

‫ﻏﻴﺮ ﺩﻭﻟﺘﻲ )ﺁﺯﺍﺩ(‬

‫‪٧٩٨٩٧‬‬

‫‪٢٣٣٤٩٠‬‬

‫‪٧١٣٠٢٨‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪١٠٢٠٢٤٦‬‬

‫‪-‬‬

‫ﻧﺴﺒﺖ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺁﻣﻮﺯﺵ ﻋﺎﺍﻟﻲ ﺑﻪ ‪ GNP‬ﺩﺭﺻﺪ‬

‫‪٠/٤٤‬‬

‫‪٠/٩٧‬‬

‫‪٠/٩٤‬‬

‫‪-‬‬

‫‪٤‬‬

‫ﻏﻴﺮ ﺍﻧﺘﻔﺎﻋﻲ‬

‫ﻧﺴﺒﺖ ﻛﻞ ﻫﺰﻳﻨﻪﻫﺎﻱ ﺑﺨﺶ ﺁﻣﻮﺯﺵﻋﺎﺍﻟﻲ ﺑﻪ‪) GNP‬ﺩﺭﺻﺪ(‬ ‫ﻧﺴﺒﺖ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺑﻪ ﺑﻮﺩﺟﻪ ﻋﻤﻮﻣﻲ ﺩﻭﻟﺖ‬

‫‪٠/٥٢‬‬

‫‪١/١٦‬‬

‫‪١/٢٦‬‬

‫‪٠/٥٥‬‬

‫‪٢/٨‬‬

‫‪٤/٢‬‬

‫‪٢/٩‬‬

‫‪٢/٩‬‬

‫ﻣﺄﺧﺪ‪ :‬ﺳﺎﺯﻣﺎﻥ ﺑﺮﻧﺎﻣﻪ ﻭ ﺑﻮﺩﺟﻪ‪-١٣٧٨‬ﺳﻨﺪ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻓﺮﻫﻨﮕﻲ ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻥ ـ ﺑﺮﺍﻱ ﺳﺎﻝ ‪١٣٨٠‬‬ ‫ﻣﺆﺳﺴﻪ ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬

‫ﻋﻤﻠﻜـﺮﺩ ﺗﻮﺳـﻌﻪ ﺁﻣـﻮﺯﺵ ﻋﺎﻟـﻲ ﺩﺭ ﺑـﺮﻧﺎﻣﻪ ﺳﻮﻡ ﺗﺎ ﺩﻭﻣﻴﻦ ﺳﺎﻝ ﺍﺟﺮﺍﻱ ﺑﺮﻧﺎﻣﻪ ﻣﺸﺘﻤﻞ ﺑﺮ ﻫﺪﻓﻬﺎﻱ ﻛﻠﻲ‪ ،‬ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ‪ ،‬ﺍﻗﺪﺍﻣﺎﺕ‬ ‫ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﻭ ﻣﻐﺎﻳﺮﺗﻬﺎ‬

‫‪ - ١‬ﺑﻪ ﺍﺳﺘﺜﻨﺎﻱ ﺑﺨﺶ ﭘﺰﺷﻜﻲ‬ ‫‪ - ٢‬ﺩﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ ﺍﺳﻼﻣﻲ‬ ‫‪ - ٣‬ﺷﺎﻣﻞ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻭ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪ ،‬ﺁﻣﻮﺯﺵ ﭘﺰﺷﻜﻲ ﻭ ﻓﻨﻲ ﻭ ﺣﺮﻓﻪﺍﻱ ﻭ ﺷﺎﻣﻞ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺟﺎﺭﻱ ﺭﺩﻳﻔﻬﺎﻱ ﺑﺮﻧﺎﻣﻪ ﺁﻣﻮﺯﺵ ﮔﺮﻭﻫﻬﺎﻱ ﺁﻣﻮﺯﺷﻲ‪ ،‬ﻋﻤﻠﻴﺎﺕ‬ ‫ﻛﻤﻚ ﺁﻣﻮﺯﺷﻲ‪ ،‬ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﭘﺸﺘﻴﺒﺎﻧﻲ‪ ،‬ﺧﺪﻣﺎﺕ ﺍﺩﺍﺭﻱ ﻭ ﺍﻋﺘﺒﺎﺭﻱ ﺍﺳﺘﺎﻧﻲ‬ ‫‪ - ٤‬ﺷﺎﻣﻞ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬

‫ﺍﻫﺪﺍﻑ ﺁﻣﻮﺯﺷﻲ‬ ‫‪ -١‬ﻫﺪﻑ‪ :‬ﺗﻨﻮﻉ ﺑﺨﺸﻲ ﺑﻪ ﻧﻈﺎﻣﻬﺎﻱ ﻋﺮﺿﺔ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ )ﺗﻮﺳﻌﺔ ﻣﺸﺎﺭﻛﺖ ﻣﺮﺩﻣﻲ(‬ ‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺩﺭ ﺩﻭﺭﺓ ﺍﺭﺯﻳﺎﺑﻲ‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‬

‫‪ -١‬ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻇﺮﻓﻴـﺖ ﺁﺯﺍﺩ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺟﻬﺖ ﺑﺮﮔﺰﺍﺭﻱ ﺩﻭﺭﻩﻫﺎﻱ‬ ‫ﺁﻣﻮﺯﺷﻲ ﺑﺮﺍﻱ ﻣﺪﻳﺮﺍﻥ ﻭ ﻛﺎﺭﻛﻨﺎﻥ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﻭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬

‫ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺍﺯ ﻇﺮﻓﻴﺖ ﺁﺯﺍﺩ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺩﺭ ﺟﻬﺖ ﺁﻣﻮﺯﺵ ﻛﺎﺭﻛﻨﺎﻥ ﺩﻭﻟﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬‫ ﺗﻘﻮﻳﺖ ﺩﻭﺭﻩﻫﺎﻱﺁﻣﻮﺯﺵﻋﺎﻟﻲﺁﺯﺍﺩ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬‫ ﺍﻳﺠﺎﺩ ﻭ ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺷﻬﺎﻱ ﻋﻠﻤﻲ‪ -‬ﻛﺎﺭﺑﺮﺩﻱ ﭘﻮﺩﻣﺎﻧﻲ ﺟﻬﺖ ﺍﻳﺠﺎﺩ ﺯﻣﻴﻨﻪ ﻣﻨﺎﺳﺐ ﺁﻣﻮﺯﺵ ﺑﺮﻣﺒﻨﺎﻱ ﻧﻴﺎﺯﻫﺎﻱ ﻣﻬﺎﺭﺗﻲ ﺷﻐﻠﻲ‬‫ ﺍﺭﺍﻳﻪ ﺩﻭﺭﻩﻫﺎﻱ ﻓﺮﺍﮔﻴﺮ ﭘﻴﺎﻡ ﻧﻮﺭ‬‫ ﮔﺴـﺘﺮﺵ ﺩﻭﺭﻩﻫـﺎﻱ ﻛﺎﺭﺩﺍﻧـﻲ ﺗﻮﺳـﻂ ﻣﺮﺍﻛـﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ ﺩﻭﻟﺘﻲ ﻭ ﻏﻴﺮﺩﻭﻟﺘﻲ ﻣﺪ ﻧﻈﺮ ﻗﺮﺍﺭ‬‫ﮔﺮﻓـﺘﻪ ﻛـﻪ ﺑـﺮ ﺍﻳـﻦ ﺍﺳﺎﺱ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ ٥٤/٥ ، ٧٦‬ﺩﺭﺻﺪ ﻛﻞ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺩﺍﻧﻲ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺟﺎﻣﻊ ﻋﻠﻤﻲ‪ -‬ﻛﺎﺭﺑﺮﺩﻱ‬ ‫ﻭﺍﺑﺴـﺘﻪ ﺑـﻪ ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎ ﻭ ﺳﺎﺯﻣﺎﻧﻬﺎﻱ ﺩﻭﻟﺘﻲ ﻭ ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺟﺮﺍ ﻣﻲﺷﺪ ﺩﺭ ﺳﺎﻝ ‪ ،٨٠‬ﺍﻳﻦ ﺩﺭﺻﺪ ﺑﻪ ‪ ٨٢/٥‬ﺍﻓﺰﺍﻳﺶ‬ ‫ﻳﺎﻓـﺘﻪ ﺍﺳـﺖ ﻭ ﺳـﻬﻢ ﺩﻭﺭﻩﻫـﺎﻱ ﺩﺍﻳـﺮ ﻛﺎﺭﺩﺍﻧﻲ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺩﻭﻟﺘﻲ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻭﺯﺍﺭﺕ ﺍﺯ ‪ ٤٠/٧‬ﺩﺭﺻﺪ ﺩﺭ ﺳﺎﻝ ‪ ٧٦‬ﺑﻪ ‪١١/٥‬‬ ‫ﺩﺭﺻـﺪ ﺩﺭ ﺳـﺎﻝ ‪ ٨٠‬ﻛﺎﻫﺶ ﻳﺎﻓﺘﻪ ﻭ ﻣﺄﻣﻮﺭﻳﺖ ﺍﺟﺮﺍﻱ ﺩﻭﺭﻩ ﺑﺮﻋﻬﺪﻩ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ ﮔﺬﺍﺷﺘﻪ ﺷﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﺩﺭ ﺳﺎﻝ ‪،٨٠‬‬ ‫‪ ١٨‬ﺩﺭﺻﺪ ﺭﺷﺘﻪ ﻣﺤﻠﻬﺎﻱ ﺩﺍﻳﺮ ﺩﺭ ﻛﺸﻮﺭ ﺩﺭ ﻣﻘﻄﻊ ﻛﺎﺭﺩﺍﻧﻲ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻫﻤﭽﻨﻴـﻦ ﺑﺎﺗﻮﺟﻪ ﺑﻪ ﺗﻔﺎﻫﻢﻧﺎﻣﻪ ﻫﻤﻜﺎﺭﻱ ﻭﺯﺍﺭﺕ ﻣﺘﺒﻮﻉ ﻭ ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺻﺪﻭﺭ ﻣﺠﻮﺯ ﺑﺮﺍﻱ ﺗﺼﻮﻳﺐ ﺁﻣﻮﺯﺷﻜﺪﻩﻫﺎﻱ‬ ‫ﻓﻨـﻲ‪ -‬ﺣـﺮﻓﻪﺍﻱ ﻭﻣﺮﺍﻛـﺰ ﺗﺮﺑﻴـﺖ ﻣﻌﻠـﻢ ﻳﻜـﻲ ﺩﻳﮕﺮ ﺍﺯ ﺍﻗﺪﺍﻣﺎﺕ ﻣﺆﺛﺮ ﻭ ﺟﺪﻱ ﻭﺯﺍﺭﺕ ﻣﺘﺒﻮﻉ ﺑﺮﺍﻱ ﺗﻮﺳﻌﻪ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺩﺍﻧﻲ ﺩﺭ‬ ‫ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﻭﺍﺑﺴﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ ﻧﺼـﺐ ﻭ ﺭﺍﻩﺍﻧـﺪﺍﺯﻱ ﺳﻴﺴـﺘﻢ ﺁﻣﻮﺯﺵ ﺍﺯ ﻃﺮﻳﻖ ﺍﻳﻨﺘﺮﻧﺖ ﻛﻪ ﺯﻣﻴﻨﻪ ﻻﺯﻡ ﺟﻬﺖ ﺍﺟﺮﺍﻱ ﺩﺍﻧﺸﮕﺎﻩ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻣﻲﺑﺎﺷﺪ‪) .‬ﺩﺭ ﺣﺎﻝ‬‫ﺣﺎﺿﺮ ﺩﺭ ﺩﻭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ﻭ ﺷﻴﺮﺍﺯ ﺍﻳﻦ ﻛﻼﺳﻬﺎ ﺩﺍﻳﺮ ﺷﺪﻩ ﺍﺳﺖ(‬ ‫ ﺍﺟﺮﺍﻱ ﺁﺯﻣﺎﻳﺸﻲ ﺩﺭﻭﺱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺗﻬﺮﺍﻥ ﻭ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬‫ ﺗﻬـﻴﻪ ﻭﺗﻨﻈﻴﻢ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻞ ﻭ ﺁﻳﻴﻦ ﻧﺎﻣﻪﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺟﺮﺍﻱ ﺩﻭﺭﻩﻫﺎﻱ ﻏﻴﺮﺣﻀﻮﺭﻱ ﺩﺭ ﻛﻠﻴﺔ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻭﺯﺍﺭﺕ‬‫ﻣﺘـﺒﻮﻉ ﻭ ﺍﺑـﻼﻍ ﺁﻥ ﺑـﻪ ﺩﺍﻧﺸـﮕﺎﻫﻬﺎ‪ ،‬ﺗﺎﻛﻨﻮﻥ ﺩﺭ ‪ ٣٠‬ﺭﺷﺘﻪ ﺑﻪ ‪ ٥‬ﺩﺍﻧﺸﮕﺎﻩ ﻛﺸﻮﺭﺷﺎﻣﻞ ﻗﻢ‪ ،‬ﻳﺎﺳﻮﺝ‪ ،‬ﺑﻴﻦﺍﻟﻤﻠﻠﻲﺍﻣﺎﻡﺧﻤﻴﻨﻲ‪ ،‬ﺯﻧﺠﺎﻥ‬ ‫ﻭﻫﻤﺪﺍﻥ ﺍﺟﺎﺯﻩ ﺗﺄﺳﻴﺲ ﺩﻭﺭﻩﻫﺎﻱﺁﻣﻮﺯﺵ ﻓﺮﺍﮔﻴﺮﺍﻋﻄﺎ ﺷﺪﻩﺍﺳﺖ‪.‬‬ ‫ﺗﻌـﺪﺍﺩ ﻣﺼـﻮﺑﺎﺕ ﺷﻮﺭﺍﻱ ﮔﺴﺘﺮﺵ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﺮﺍﻱ ﺩﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ ﺍﺳﻼﻣﻲ ﺍﺯ ﺳﺎﻝ ‪ ٧٦‬ﺗﺎ ﺳﺎﻝ ‪ ٨٠‬ﺑﺮﺍﺑﺮ ‪ ٣٤٥‬ﻣﺼﻮﺑﻪ ﺑﻮﺩﻩ ﻛﻪ‬ ‫ﺩﺭ ﺍﻳـﻦ ﻣـﻴﺎﻥ ﻣﻘﻄـﻊ ﻛﺎﺭﺩﺍﻧـﻲ ﺑـﺎ ‪ ٣١٤‬ﻣﻮﺭﺩ ﺩﺍﺭﺍﻱ ﺑﻴﺸﺘﺮﻳﻦ ﻣﺼﻮﺑﻪ ﺍﻳﺠﺎﺩ ﺭﺷﺘﻪ ﺩﺭ ﺁﻥ ﺩﺍﻧﺸﮕﺎﻩ ﻃﻲ ﭼﻬﺎﺭ ﺳﺎﻝ ﺍﺧﻴﺮ ﺍﺳﺖ ﻭ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻟﻬﺎﻱ ﻗﺒﻞ ﺭﺷﺪ ﭼﺸﻤﮕﻴﺮﻱ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺍﺻﻼﺡ ﺁﻳﻴﻦ ﻧﺎﻣﻪ ﺩﻭﺭﻩ ﺷﺒﺎﻧﻪ ﻭ ﮔﺴﺘﺮﺵ ﻇﺮﻓﻴﺖ ﺩﻭﺭﻩﻫﺎﻱ ﺷﺒﺎﻧﻪ ﺩﺭ ﺳﺎﻝ ‪٨١‬‬

‫‪ -٢‬ﺗﻮﺳـﻌﻪ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺩﺍﻧﻲ ﻋﻠﻤﻲ‪ -‬ﻛﺎﺭﺑﺮﺩﻱ ﺩﺭ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺷﻲ‬ ‫ﻭﺍﺑﺴـﺘﻪ ﺑـﻪ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ ﺗﺤﺖ ﻧﻈﺮ ﺩﺍﻧﺸﮕﺎﻩ ﺟﺎﻣﻊ ﻋﻠﻤﻲ‪-‬‬ ‫ﻛﺎﺭﺑﺮﺩﻱ‬

‫‪ -٣‬ﺗـﻨﻮﻉ ﺑﺨﺸـﻴﺪﻥ ﺑـﻪ ﻧﻈـﺎﻡ ﺁﻣـﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﺭﺍﻩﺍﻧﺪﺍﺯﻱ ﺁﻣﻮﺯﺵ‬ ‫ﻋﺎﻟﻲ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪ ،‬ﭘﻴﺎﻡ ﻧﻮﺭ ﻭ ﺩﻭﺭﻩﻫﺎﻱ ﻓﺮﺍﮔﻴﺮ‬

‫‪ -٤‬ﺗﻮﺳﻌﺔ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺩﺍﻧﻲ ﺩﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ ﺍﺳﻼﻣﻲ‬

‫‪ -٥‬ﮔﺴﺘﺮﺵ ﺩﻭﺭﻩﻫﺎﻱ ﺷﺒﺎﻧﻪ ﻭ ﺧﺎﺹ‬ ‫‪ -٦‬ﺗﻮﺳﻌﻪ ﺑﺨﺶ ﺧﺼﻮﺻﻲ ﺩﺭ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬

‫ﻣﻐﺎﻳﺮﺗﻬﺎﻱ‬ ‫ﻣﻮﺟﻮﺩ‬

‫ ﺗﺄﺳﻴﺲ ‪ ٣٠‬ﻣﺆﺳﺴﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﺩﻭﻟﺘﻲ ﻭ ﻏﻴﺮﺍﻧﺘﻔﺎﻋﻲ ﺟﺪﻳﺪ‬‫ ﺗﺼﻮﻳﺐ ‪ ١٦‬ﺍﺳﺎﺳﻨﺎﻣﻪ ﺑﺮﺍﻱ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﺩﻭﻟﺘﻲ‪ -‬ﻏﻴﺮﺍﻧﺘﻔﺎﻋﻲ )ﺍﺯ ﺗﻌﺪﺍﺩ ﻛﻞ ‪ ٢٨‬ﻣﺆﺳﺴﻪ(‬‫ ﺷﻜﻞﮔﻴﺮﻱ ﻫﻴﺄﺕ ﺍﻣﻨﺎﻱ ‪ ٩‬ﻣﺆﺳﺴﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﺩﻭﻟﺘﻲ‪ -‬ﻏﻴﺮﺍﻧﺘﻔﺎﻋﻲ‬‫ ﺗﺼـﻮﻳﺐ‪ ٤٧‬ﺩﻭﺭﻩ ﺟﺪﻳـﺪ ﺗﺤﺼـﻴﻠﻲ ﺩﺭ ﻣﻘـﺎﻃﻊ ﻛﺎﺭﺩﺍﻧﻲ‪ ،‬ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻛﻪ ‪ ٦٣/٣‬ﺩﺭﺻﺪ ﺭﺷﺪ ﻧﺴﺒﺖ ﺑﻪ ﻭﺿﻊ‬‫ﻣﻮﺟﻮﺩ ﺳﺎﻝ ‪ ٧٦‬ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪.‬‬ ‫‪ -‬ﺑﺮﺭﺳﻲ ﺗﻘﺎﺿﺎﻫﺎﻱ ﺍﻭﻟﻴﻪ ﻣﺘﻘﺎﺿﻴﺎﻥ ﺍﻳﺠﺎﺩ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻣﺰﺑﻮﺭ ﺟﻬﺖ ﺭﺷﺪ ﻣﺆﺳﺴﺎﺕ ﻏﻴﺮﺩﻭﻟﺘﻲ ﺑﺮ ﺍﺳﺎﺱ ﺿﻮﺍﺑﻂ‬

‫ ﺗﺼﻮﻳﺐ ‪ ١٦‬ﺍﺳﺎﺳﻨﺎﻣﻪ ﺑﺮﺍﻱ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﺩﻭﻟﺘﻲ‪ -‬ﻏﻴﺮﺍﻧﺘﻔﺎﻋﻲ )ﺍﺯ ﺗﻌﺪﺍﺩ ﻛﻞ ‪ ٢٨‬ﻣﺆﺳﺴﻪ(‬‫ ﺷﻜﻠﮕﻴﺮﻱ ﻫﻴﺄﺕ ﺍﻣﻨﺎﻱ ‪ ٩‬ﻣﺆﺳﺴﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﺩﻭﻟﺘﻲ‪ -‬ﻏﻴﺮﺍﻧﺘﻔﺎﻋﻲ‬‫ ﺗﺼـﻮﻳﺐ‪ ٤٧‬ﺩﻭﺭﻩ ﺟﺪﻳـﺪ ﺗﺤﺼﻴﻠﻲ ﺩﺭ ﻣﻘﺎﻃﻊ ﻛﺎﺭﺩﺍﻧﻲ‪ ،‬ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻛﻪ ‪ ٦٣/٣‬ﺩﺭﺻﺪ ﺭﺷﺪ ﻧﺴﺒﺖ ﺑﻪ ﻭﺿﻊ ﻣﻮﺟﻮﺩ ﺳﺎﻝ‬‫‪ ٧٦‬ﺭﺍ ﻧﺸﺎﻥ ﻣﻴﺪﻫﺪ‪.‬‬ ‫‪ -‬ﺑﺮﺭﺳﻲ ﺗﻘﺎﺿﺎﻫﺎﻱ ﺍﻭﻟﻴﻪ ﻣﺘﻘﺎﺿﻴﺎﻥ ﺍﻳﺠﺎﺩ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻣﺰﺑﻮﺭ ﺟﻬﺖ ﺭﺷﺪ ﻣﺆﺳﺴﺎﺕ ﻏﻴﺮﺩﻭﻟﺘﻲ ﺑﺮ ﺍﺳﺎﺱ ﺿﻮﺍﺑﻂ‬

‫‪ -٢‬ﻫﺪﻑ ‪ :‬ﺍﻳﺠﺎﺩ ﺗﺤﻮﻝ ﺩﺭ ﻧﻈﺎﻡ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺷﻴﻮﻩ ﻫﺎﻱ ﺁﻣﻮﺯﺵ‬ ‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺩﺭ ﺩﻭﺭﺓ ﺍﺭﺯﻳﺎﺑﻲ‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‬

‫ﻣﻐﺎﻳﺮﺗﻬﺎﻱ ﻣﻮﺟﻮﺩ‬

‫‪ -١‬ﺗﻼﺵ ﺩﺭ ﺟﻬﺖ ﺍﻧﺘﻘﺎﻝ ﻣﺴﺆﻭﻟﻴﺖ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺩﺭﺳﻲ ﺑﻪ‬ ‫ﺩﺍﻧﺸـﮕﺎﻫﻬﺎ ﻭ ﺑﻪ ﺗﻌﺒﻴﺮﻱ ﺩﻳﮕﺮ ﻣﺸﺎﺭﻛﺖ ﺩﺍﺩﻥ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ‬ ‫ﺑﺰﺭﮒ ﺩﺭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺩﺭﺳﻲ‬

‫ ﺍﻋﻄـﺎﻱ ﺍﻣﺘـﻴﺎﺯ ﺑـﺮﻧﺎﻣﻪﺭﻳـﺰﻱ ﺩﺭﺳﻲ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺩﺍﺭﺍﻱ‬‫ﻫـــــﻴﺄﺕ ﻣﻤـــــﻴﺰﻩ‪ ،‬ﭘﻴﮕـــــﻴﺮﻱ ﺩﺭ ﻣﻮﺭﺩﺍﺧﺬﮔـــــﺰﺍﺭﺵ‬ ‫ﺩﺭﺑﺎﺭﺓﻧﺤﻮﺓﺍﺳـﺘﻔﺎﺩﻩﺍﺯﺍﻳـﻦﺍﺧﺘـﻴﺎﺭ )ﺗﺎﻛـﻨﻮﻥﮔﺰﺍﺭﺷﺎﺕ‪٢٠‬ﺩﺍﻧﺸﮕﺎﻩ‬ ‫ﺩﺭﻳﺎﻓﺖ ﺷﺪﻩ ﺍﺳﺖ‪(.‬‬ ‫ ﻃﻲ ﺳﺎﻟﻬﺎﻱ ‪ ٧٩‬ﻭ ‪ ٨٠‬ﺑﺎﺯﻧﮕﺮﻱ ﺟﻤﻌﹰﺎ ‪ ١٤٤‬ﺭﺷﺘﻪ – ﮔﺮﺍﻳﺶ‬‫ﺑـﺎ ﺗﺨﺼــﻴﺺ ﺍﻋﺘـﺒﺎﺭﻱ ﺑــﺎﻟﻎ ﺑــﺮ ‪ ٩٨٢٨/٨١٥‬ﻫـﺰﺍﺭ ﺭﻳــﺎﻝ ﺑــﻪ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺑﺰﺭﮒ‪ ،‬ﻭﺍﮔﺬﺍﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺗﻌـﺮﻳﻒ ﺩﻭ ﭘﺮﻭﮊﻩ ﺩﺭ ﺯﻣﻴﻨﻪ ﻛﻼﺳﻬﺎﻱ ﻣﺠﺎﺯﻱ ﻭ ﺍﻳﺠﺎﺩ ﺩﺍﻧﺸﮕﺎﻩ‬ ‫ﻣﺠﺎﺯﻱ‬

‫ﺑـﺎ ﺗﻮﺟﻪ ﺑﻪ ﺑﻮﺩﺟﻪ ﺍﺧﺘﺼﺎﺹ ﻳﺎﻓﺘﻪ ﻭ ﺑﺎ ﺩﺭﻧﻈﺮ ﮔﺮﻓﺘﻦ‬ ‫‪ ١٣‬ﺩﺭﺻـﺪ ﺍﻓـﺰﺍﻳﺶ ﺍﻋﺘـﺒﺎﺭ ﺩﺭ ﻫـﺮ ﺳﺎﻝ‪ ،‬ﻣﺪﺕ ﺯﻣﺎﻥ‬ ‫ﻣـﻮﺭﺩ ﻧـﻴﺎﺯ ﺑﺮﺍﻱ ﺑﺎﺯﻧﮕﺮﻱ ﻛﻠﻴﺔ ﺭﺷﺘﻪﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﻭ‬ ‫ﺩﺭﻭﺱ ﻣﺨـﺘﻠﻒ ‪ ٦‬ﺳﺎﻝ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﺛﺮﺑﺨﺸﻲ‬ ‫ﻃﺮﺡ ﺑﺎﺯﻧﮕﺮﻱ ﺭﺷﺘﻪﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﭘﺲ ﺍﺯ ﺍﺟﺮﺍﻱ ﻳﻚ‬ ‫ﺩﻭﺭﻩ ﺯﻣﺎﻧـﻲ ﺣـﺪﻭﺩﹰﺍ ‪ ٣‬ﺗﺎ ‪ ٥‬ﺳﺎﻝ‪ ،‬ﻗﺎﺑﻞ ﺍﺭﺯﻳﺎﺑﻲ ﺧﻮﺍﻫﺪ‬ ‫ﺑﻮﺩ‪.‬‬

‫‪ -٢‬ﺗـﻼﺵ ﺩﺭ ﺟﻬـﺖ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺷﻬﺎﻱ ﻧﻮﻳﻦ ﺁﻣﻮﺯﺷﻲ ﺍﺯ‬ ‫ﻗﺒﻴﻞ ﺩﺍﻧﺸﮕﺎﻩ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﺁﻣﻮﺯﺵ ‪e-Learning‬‬

‫‪ -١‬ﺗـﻼﺵ ﺩﺭ ﺟﻬـﺖ ﺍﻧـﺘﻘﺎﻝ ﻣﺴـﺆﻭﻟﻴﺖ ﺑـﺮﻧﺎﻣﻪﺭﻳـﺰﻱ ﺩﺭﺳـﻲ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﺑﻪ ﺗﻌﺒﻴﺮﻱ ﺩﻳﮕﺮ ﻣﺸﺎﺭﻛﺖ ﺩﺍﺩﻥ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺑﺰﺭﮒ ﺩﺭ‬ ‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺩﺭﺳﻲ‬ ‫ ﺍﻋﻄـﺎﻱ ﺍﻣﺘﻴﺎﺯ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺩﺭﺳﻲ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺩﺍﺭﺍﻱ ﻫﻴﺄﺕ ﻣﻤﻴﺰﻩ‪ ،‬ﭘﻴﮕﻴﺮﻱ ﺩﺭ ﻣﻮﺭﺩ ﺍﺧﺬ ﮔﺰﺍﺭﺵ ﺩﺭﺑﺎﺭﺓ ﻧﺤﻮﺓ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ ﺍﺧﺘﻴﺎﺭ‬‫)ﺗﺎﻛﻨﻮﻥ ﮔﺰﺍﺭﺷﺎﺕ ‪ ٢٠‬ﺩﺍﻧﺸﮕﺎﻩ ﺩﺭﻳﺎﻓﺖ ﺷﺪﻩ ﺍﺳﺖ‪(.‬‬ ‫ ﻃـﻲ ﺳـﺎﻟﻬﺎﻱ ‪ ٧٩‬ﻭ ‪ ٨٠‬ﺑﺎﺯﻧﮕـﺮﻱ ﺟﻤﻌـﹰﺎ ‪ ١٤٤‬ﺭﺷـﺘﻪ – ﮔـﺮﺍﻳﺶ ﺑﺎ ﺗﺨﺼﻴﺺ ﺍﻋﺘﺒﺎﺭﻱ ﺑﺎﻟﻎ ﺑﺮ ‪ ٩٨٢٨/٨١٥‬ﻫﺰﺍﺭ ﺭﻳﺎﻝ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ‬‫ﺑﺰﺭﮒ‪ ،‬ﻭﺍﮔﺬﺍﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺑـﺎ ﺗﻮﺟـﻪ ﺑـﻪ ﺑﻮﺩﺟﻪ ﺍﺧﺘﺼﺎﺹ ﻳﺎﻓﺘﻪ ﻭ ﺑﺎ ﺩﺭﻧﻈﺮ ﮔﺮﻓﺘﻦ ‪ ١٣‬ﺩﺭﺻﺪ ﺍﻓﺰﺍﻳﺶ ﺍﻋﺘﺒﺎﺭ ﺩﺭ ﻫﺮ ﺳﺎﻝ‪ ،‬ﻣﺪﺕ ﺯﻣﺎﻥ ﻣﻮﺭﺩ‬

‫ﻧﻴﺎﺯ ﺑﺮﺍﻱ ﺑﺎﺯﻧﮕﺮﻱ ﻛﻠﻴﺔ ﺭﺷﺘﻬﻬﺎﻱ ﺗﺤﺼﻴﻠﻲ ﻭ ﺩﺭﻭﺱ ﻣﺨﺘﻠﻒ ‪ ٦‬ﺳﺎﻝ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﺛﺮﺑﺨﺸﻲ ﻃﺮﺡ ﺑﺎﺯﻧﮕﺮﻱ ﺭﺷﺘﻪﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﭘﺲ ﺍﺯ‬ ‫ﺍﺟﺮﺍﻱ ﻳﻚ ﺩﻭﺭﻩ ﺯﻣﺎﻧﻲ ﺣﺪﻭﺩﹰﺍ ‪ ٣‬ﺗﺎ ‪ ٥‬ﺳﺎﻝ‪ ،‬ﻗﺎﺑﻞ ﺍﺭﺯﻳﺎﺑﻲ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫‪ -٢‬ﺗـﻼﺵ ﺩﺭ ﺟﻬـﺖ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺷـﻬﺎﻱ ﻧﻮﻳﻦ ﺁﻣﻮﺯﺷﻲ ﺍﺯ ﻗﺒﻴﻞ ﺩﺍﻧﺸﮕﺎﻩ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﺁﻣﻮﺯﺵ ‪e-Learning‬ﺗﻌﺮﻳﻒ ﺩﻭ ﭘﺮﻭﮊﻩ ﺩﺭ ﺯﻣﻴﻨﻪ‬ ‫ﻛﻼﺳﻬﺎﻱ ﻣﺠﺎﺯﻱ ﻭ ﺍﻳﺠﺎﺩ ﺩﺍﻧﺸﮕﺎﻩ ﻣﺠﺎﺯﻱ‬

‫‪ -٣‬ﻫﺪﻑ ‪ :‬ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﺷﻜﻮﻓﺎﻳﻲ ﺍﺳﺘﻌﺪﺍﺩﻫﺎ ﻭ ﻩﺩﺍﻳﺖ ﺁﻧﻬﺎ ﺑﻪ ﺳﻤﺖ ﺍﻭﻟﻮﻳﺘﻬﺎﻱ ﻛﺸﻮﺭ‬ ‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺩﺭ ﺩﻭﺭﺓ ﺍﺭﺯﻳﺎﺑﻲ‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‬

‫ﻣﻐﺎﻳﺮﺗﻬﺎﻱ ﻣﻮﺟﻮﺩ‬

‫‪ -١‬ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﺣﻤﺎﻳﺖ ﺍﺯ ﺍﺳﺘﻌﺪﺍﺩﻫﺎ ﻭ ﻫﺪﺍﻳﺖ ﺁﻧﻬﺎ ﺑﻪ ﺳﻮﻱ ﺿﺮﻭﺭﺗﻬﺎﻱ ﻛﺸﻮﺭ ﺩﺭ‬ ‫ﺍﻧﺘﺨﺎﺏ ﺭﺷﺘﻪﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﻭ ﺩﺍﻧﺸﮕﺎﻫﻲ‬

‫ ﺗﺪﻭﻳﻦ ﭘﺮﻭﮊﻩ ﺗﻌﻴﻴﻦ ﺍﻭﻟﻮﻳﺘﻬﺎ ﺑﺎ ﻫﻤﻜﺎﺭﻱ ﺩﺳﺘﮕﺎﻫﻬﺎ ﻭ ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺁﻥ‬‫ ﺗﺨﺼـــــﻴﺺ ﺍﻋﺘـــــﺒﺎﺭﺍﺕ ﻣـــــﺮﺑﻮﻃﻪ ﺑـــــﻪ ﺳـــــﺎﺯﻣﺎﻥ ﺳـــــﻨﺠﺶ‬‫ﺁﻣـﻮﺯﺵﻛﺸﻮﺭﺩﺭﺧﺼﻮﺹﺗﻬﻴﻪﻃﺮﺡﺟﺎﻣﻊ ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﺷﻜﻮﻓﺎﻳﻲ ﺍﺳﺘﻌﺪﺍﺩﻫﺎ ﻭ ﻫﺪﺍﻳﺖ‬ ‫ﺁﻧﻬﺎ‬ ‫ ﺍﺟـﺮﺍﻱ ﻃﺮﺡ ﻫﻤﺰﻣﺎﻥ ﺗﺤﺼﻴﻞ ﺩﺭ ﺩﻭ ﺭﺷﺘﻪ ﺗﺤﺼﻴﻠﻲ ﻭﻳﮋﻩ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻤﺘﺎﺯ ﺩﺭ‬‫‪ ١٦‬ﺩﺍﻧﺸﮕﺎﻩ ﻛﺸﻮﺭ‬ ‫ ﺑﺮﮔـﺰﺍﺭﻱ ﺩﻭﺭﻩﻫﺎﻱ ﺩﻛﺘﺮﻱ ﭘﻴﻮﺳﺘﻪ ﺩﺭ ﺭﺷﺘﻪﻫﺎﻱ ﺑﻴﻮﺗﻜﻨﻮﻟﻮﮊﻱ‪ ،‬ﺭﻳﺎﺿﻲ ﻓﻴﺰﻳﻚ‬‫ﺑﻪ ﻣﻨﻈﻮﺭ ﻫﺪﺍﻳﺖ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻤﺘﺎﺯ ﺑﻪ ﺍﻳﻦ ﺭﺷﺘﻪﻫﺎ‬

‫ﻋـﺪﻡ ﻭﺟـﻮﺩ ﺣﻤﺎﻳـﺘﻬﺎﻱ ﻻﺯﻡ ﺑﻪ ﺩﻟﻴﻞ‬ ‫ﻋــﺪﻡ ﻭﺟــﻮﺩ ﻓﺮﻫــﻨﮓ ﻭ ﻧﮕــﺮﺵ ﻻﺯﻡ‬ ‫ﺟﻬﺖ ﺗﺤﻘﻖ‬

‫ﺍﺩﺍﻣﺔ ﺟﺪﻭﻝ ‪٣‬‬ ‫‪ -٢‬ﺷﻨﺎﺳﺎﻳﻲ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸﺎﻥ ﻭ ﻓﺮﺍﻫﻢ ﻛﺮﺩﻥ ﺍﻣﻜﺎﻥ ﻭﺭﻭﺩ ﺁﻧﻬﺎ ﺑﻪ ﺩﻭﺭﻩﻫﺎﻱ‬ ‫ﺗﺤﺼﻴﻼﺕ ﺗﻜﻤﻴﻠﻲ‬

‫‪ -٣‬ﺗﺸـﻮﻳﻖ ﻛـﺎﺭ ﮔﺮﻭﻫـﻲ ﺩﺭ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﭘﮋﻭﻫﺸﻲ ﺩﺭ ﻗﺎﻟﺐ ﺗﺸﻜﻠﻬﺎﻱ‬ ‫ﻋﻠﻤﻲ ﺩﺍﻧﺸﺠﻮﻳﻲ‬ ‫‪ -٤‬ﺍﺧﺘﺼﺎﺹ ﺗﺴﻬﻴﻼﺕ ﺭﻓﺎﻫﻲ ﻭﻳﮋﻩ ﺑﻪ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸﺎﻥ‬

‫‪ -٥‬ﺗﻤﻬـﻴﺪﺍﺕ ﻻﺯﻡ ﺟﻬـﺖ ﺍﻓـﺰﺍﻳﺶ ﺩﺳﺘﺮﺳـﻲ ﺍﺳـﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸﺎﻥ ﺑﻪ ﺍﺑﺰﺍﺭ ﻭ‬ ‫ﺍﻣﻜﺎﻧـﺎﺕ ﺗﺤﻘﻴﻘﺎﺗـﻲ ﻭ ﻣﻨﺎﺑﻊ ﻋﻠﻤﻲ ﺭﻭﺯﺁﻣﺪ ﻭ ﺍﺭﺗﺒﺎﻁ ﺗﻨﮕﺎﺗﻨﮓ ﺑﺎ ﻧﻬﺎﺩﻫﺎ ﻭ ﻣﺠﺎﻣﻊ‬ ‫ﻋﻠﻤﻲ ﻭ ﭘﮋﻭﻫﺸﻲ ﻭ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺳﻄﺢ ﻣﻠﻲ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ‬ ‫‪ -٦‬ﺗﺴﻬﻴﻞ ﻣﺸﺎﺭﻛﺖ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸﺎﻥ ﺩﺭ ﻧﻈﺎﻡ ﺗﺼﻤﻴﻢﺳﺎﺯﻱ ﻛﺸﻮﺭ‬

‫ ﺑﺮﮔـﺰﺍﺭﻱ ﺍﻟﻤﭙـﻴﺎﺩﻫﺎ ﺩﺭ ﺩﻩ ﺭﺷـﺘﻪ ﻭ ﻧﻴﺰ ﺑﺮﮔﺰﺍﺭﻱ ﺁﺯﻣﻮﻧﻬﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻛﻪ‬‫ﻣـﻨﺠﺮ ﺑـﻪ ﺷﻨﺎﺳﺎﻳﻲ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﺑﺮﺗﺮ ﺷﺪﻩ ﻭ ﻣﻌﺮﻓﻲ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺗﺴﻬﻴﻞ‬ ‫ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬ ‫ ﺗﻬﻴﻪﺁﻳﻴﻦﻧﺎﻣﻪﺧﺎﺹﭘﺬﻳﺮﺵﺑﺮﮔﺰﻳﺪﮔﺎﻥﺟﺸﻨﻮﺍﺭﻩﻫﺎﻭﻣﺴﺎﺑﻘﺎﺕﻋﻠﻤﻲﺑﻴﻦﺍﻟﻤﻠﻠﻲﺩﺭﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬‫ ﺗﻤﻬﻴﺪﺍﺕ ﻻﺯﻡ ﺟﻬﺖ ﺩﺳﺘﺮﺳﻲ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸﺎﻥ ﺑﻪ ﻣﻨﺎﺑﻊ ﻋﻠﻤﻲ ﺭﻭﺯﺁﻣﺪ‬‫ ﺁﻳﻴﻦ ﻧﺎﻣﻪ ﺗﺴﻬﻴﻼﺕ ﻭﻳﮋﻩ ﺁﻣﻮﺯﺷﻲ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻤﺘﺎﺯ‬‫ﺑﺮﮔـﺰﺍﺭﻱ ﺩﻭﺭﻩﻫـﺎﻱ ﺯﺑﺎﻥ‪ ،‬ﻛﺎﺭﮔﺎﻫﻬﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻣﺴﺎﺑﻘﺎﺕ ﻭ ﺗﺸﻜﻴﻞ ﺩﻓﺎﺗﺮ ﺍﺳﺘﻌﺪﺍﺩ‬ ‫ﺩﺭﺧﺸﺎﻥ ﺩﺭ ‪ ٢٠‬ﺩﺍﻧﺸﮕﺎﻩ ﻛﺸﻮﺭ‬ ‫ ﺗﺪﻭﻳـﻦ ﺁﻳﻴـﻦ ﻧﺎﻣـﻪ ﺍﻧﺠﻤـﻨﻬﺎﻱ ﻋﻠﻤﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻭ ﺣﻤﺎﻳﺖ ﺍﺯ ﺗﺸﻜﻴﻞ ﺑﻴﺶ ﺍﺯ‬‫‪ ٥٠٠‬ﺍﻧﺠﻤﻦ ﺩﺭ ﺳﻄﺢ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻛﺸﻮﺭ‬ ‫ ﭘﺮﺩﺍﺧﺖ ﺳﻪ ﺑﺮﺍﺑﺮ ﻭﺍﻡ ﺗﺤﺼﻴﻠﻲ ﺑﻪ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻤﺘﺎﺯ ﻭ ﻧﻤﻮﻧﻪ‬‫ ﺍﻳﺠـﺎﺩ ﻭ ﺗﺠﻬـﻴﺰ ﺳـﺎﻳﺘﻬﺎﻱ ﺭﺍﻳﺎﻧـﻪﺍﻱ ﺩﺭ ﺧﻮﺍﺑﮕﺎﻫﻬﺎﻱ ﺩﺍﻧﺸﺠﻮﻳﻲ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ‬‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﺴﺘﻌﺪ ﻭ ﻣﻤﺘﺎﺯ‬ ‫ ﭘﻴﺸـﻨﻬﺎﺩ ﺗﺸـﻜﻴﻞ ﺻـﻨﺪﻭﻕ ﺣﻤﺎﻳـﺖ ﺍﺯ ﺍﺳـﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸـﺎﻥ ﺩﺍﻧﺸﺠﻮﻳﻲ ﻛﻪ‬‫ﺍﺳﺎﺳﻨﺎﻣﻪ ﺍﻳﻦ ﺻﻨﺪﻭﻕ ﻧﻴﺰ ﺗﻬﻴﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺗﺸــــﻜﻴﻞ ﺻــــﻨﺪﻭﻕ ﺣﻤﺎﻳــــﺖ ﺍﺯ‬ ‫ﺍﺳـﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸـﺎﻥ ﻧﻴﺎﺯﻣﻨﺪ ﻗﺎﻧﻮﻥ‬ ‫ﻣـﻲ ﺑﺎﺷـﺪ ﻛـﻪ ﺭﺳـﻴﺪﻥ ﺑﻪ ﺍﻳﻦ ﻗﺎﻧﻮﻥ‬ ‫ﻧﻴﺎﺯﻣﻨﺪ ﺗﻬﻴﻪ ﻻﻳﺤﻪ ﻣﺮﺑﻮﻃﻪ ﺍﺳﺖ‪.‬‬

‫‪ -٤‬ﻫﺪﻑ‪ :‬ﻛﺎﺭﺁﻣﺪ ﻛﺮﺩﻥ ﻧﻈﺎﻡ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺭﻭﻧﻲ ﻭ ﺑﻴﺮﻭﻧﻲ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺩﺭ ﺩﻭﺭﺓ ﺍﺭﺯﻳﺎﺑﻲ‬ ‫‪ -١‬ﺗﺪﻭﻳﻦ ﻧﺸﺎﻧﮕﺮﻫﺎ ﻭ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺟﺎﻣﻊ ﺍﺭﺯﻳﺎﺑﻲ ﻋﻠﻤﻲ‬

‫‪ -٢‬ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻧﺠﻤـﻨﻬﺎﻱ ﻋﻠﻤﻲ‪ ،‬ﺗﺨﺼﺼﻲ‪ ،‬ﺣﺮﻓﻪﺍﻱ ﻭ ﻓﺮﻫﻨﮕﺴﺘﺎﻧﻬﺎ ﺩﺭ ﺍﺭﺯﻳﺎﺑﻲ‬ ‫ﻣﺴﺘﻘﻞ ﻋﻠﻤﻲ‬ ‫‪ -٣‬ﺍﺻـﻼﺡ ﻭﻇـﺎﻳﻒ‪ ،‬ﺍﺧﺘـﻴﺎﺭﺍﺕ ﻭ ﺗﺸـﻜﻴﻼﺕ ﻭﺯﺍﺭﺗﺨﺎﻧـﻪﻫﺎﻱ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ‬ ‫ﻓـﻨﺎﻭﺭﻱ ﻭ ﺑﻬﺪﺍﺷـﺖ ﻭ ﺩﺭﻣﺎﻥ ﻭ ﺁﻣﻮﺯﺵ ﭘﺰﺷﻜﻲ ﺟﻬﺖ ﻛﺎﺭﺁﻣﺪﻱ ﻧﻈﺎﻡ ﺍﺭﺯﻳﺎﺑﻲ ﻭ‬ ‫ﻣﻘﺎﻳﺴﻪ ﻋﻠﻤﻲ ﺩﺍﻧﺶﺁﻣﻮﺧﺘﮕﺎﻥ‬

‫‪ -٤‬ﺍﻳﺠﺎﺩ ﻧﻈﺎﻡ ﺟﺎﻣﻊ ﺍﻃﻼﻋﺎﺕ ﻣﺪﻳﺮﻳﺖ ﺑﺮﺍﻱ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ‬ ‫‪ -٥‬ﺗﺴﻬﻴﻞ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﻋﻮﺍﻣﻞ ﻭ ﺩﺍﺩﻩﻫﺎﻱ ﻣﻬﻢ‬ ‫ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﺑﺮﺍﻱ ﻣﺪﻳﺮﺍﻥ ﺍﺭﺷﺪ ﻭﺯﺍﺭﺗﺨﺒﺎﻧﻪ ﻫﺎ ﻭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‬ ‫ ﻧﺸـﺎﻧﮕﺮﻫﺎﻱ ﺟـﺎﻣﻊ ﺍﺭﺯﻳﺎﺑـﻲ ﺗﺪﻭﻳـﻦ ﻭ ﺩﺭ ﺣـﺎﻝ ﺣﺎﺿـﺮ ﺑﺎﻟﻎ ﺑﺮ ‪ ٦٠٠‬ﻧﺸﺎﻧﮕﺮ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺍﻛﺜﺮ‬‫ﮔـﺮﻭﻫﻬﺎﻱ ﺁﻣﻮﺯﺷـﻲ ﻛﺸﻮﺭ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺭ ﺧﺼﻮﺹ ﺗﺪﻭﻳﻦ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ‪ ،‬ﻃﺮﺡ ﭘﮋﻭﻫﺸﻲ‬ ‫ﻣﺮﺑﻮﻃﻪ ﺗﺪﻭﻳﻦ ﻭ ﺍﻗﺪﺍﻣﺎﺕ ﺍﻭﻟﻴﻪ ﺁﻥ ﺩﺭ ﺩﺳﺖ ﺍﺟﺮﺍﺳﺖ‪.‬‬ ‫ ﺩﺭ ﺧﺼـﻮﺹ ﺍﺭﺯﻳﺎﺑـﻲ ﺑﻴﺮﻭﻧـﻲ ﻧـﻴﺰ ﺑـﺎ ﺗﺸﻜﻴﻞ ﺩﺑﻴﺮﺧﺎﻧﻪ ﻛﺎﺭﺍﺩ ﻭ ﺷﻮﺭﺍﻱ ﻋﻠﻤﻲ ﻛﺎﺭﺍﺩ ﻛﻤﻚ‬‫ﻣﻬﻤﻲ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺩﺭ ﺁﻳﻨﺪﻩ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬ ‫ ﺑﺎﺯﻧﮕـﺮﻱ ﺷﺎﺧﺼـﻬﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺭﻭﻧﻲ ﺗﻬﻴﻪ ﺷﺪﻩ ﺗﻮﺳﻂ ﻭﺍﺣﺪﻫﺎﻱ ﻣﺮﺑﻮﻃﻪ‪ ،‬ﻫﻤﺰﻣﺎﻥ ﺩﺭ ﺣﺎﻝ‬‫ﺍﺟﺮﺍﺳﺖ‪.‬‬ ‫ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻧﺠﻤﻨﻬﺎﻱ ﻋﻠﻤﻲ ﻓﻌﺎﻝ ﺑﻪ ﻋﻨﻮﺍﻥ ﺑﺎﺯﻭﻫﺎﻱ ﻣﺸﺎﻭﺭﻩﺍﻱ ﻋﻠﻤﻲ ﺩﺭ ﺩﺳﺘﻮﺭ ﻛﺎﺭ ﻭﺯﺍﺭﺕ‬‫ﻣﺘﺒﻮﻉ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺍﺯ ﺁﻥ ﺟﻤﻠﻪ ﻫﻤﺎﻫﻨﮕﻲ ﻻﺯﻡ ﺑﺎ ﺍﻧﺠﻤﻦ ﺭﻳﺎﺿﻲ ﺍﻳﺮﺍﻥ ﺻﻮﺭﺕ ﭘﺬﻳﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ ﺍﺻـﻼﺡ ﻭﻇـﺎﻳﻒ‪ ،‬ﺍﺧﺘـﻴﺎﺭﺍﺕ ﻭ ﺗﺸﻜﻴﻼﺕ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﺍﺯ ﻃﺮﻳﻖ ﻣﺠﺎﺭﻱ ﻗﺎﻧﻮﻧﻲ ﺩﺭ ﺣﺎﻝ ﺍﻧﺠﺎﻡ‬‫ﺍﺳﺖ‪.‬‬ ‫ ﻛﻤﻴﺴـﻴﻮﻥ ﻭ ﻛﻤﻴـﺘﻪ ﺑﻬـﺮﻩﻭﺭﻱ ﻭﺗﺤـﻮﻝ ﺍﺩﺍﺭﻱ ﺑـﻪﻣـﻨﻈﻮﺭ ﺑﺮﺭﺳﻲ ﭘﻴﺸﻨﻬﺎﺩﺍﺕ ﺩﺭ ﺧﺼﻮﺹ‬‫ﺍﺭﺯﻳﺎﺑﻲ ﺩﺭﻭﻧﻲ ﻭ ﺑﻴﺮﻭﻧﻲ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻛﺸﻮﺭ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ ﺗﺪﻭﻳﻦ ﻭ ﺗﻬﻴﻪ ﺳﻴﺴﺘﻢ ﺟﺎﻣﻊ ﺍﻃﻼﻋﺎﺕ ﻭ ﻣﺪﻳﺮﻳﺖ )‪ (MIS‬ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ ﻭ‬‫ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻛﺎﻣﻞ ﻳﻚ ﺳﻴﺴﺘﻢ ﻧﻤﻮﻧﻪ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺷﻬﻴﺪ ﺑﻬﺸﺘﻲ‬ ‫ ﭘـﻴﺎﺩﻩﺳـﺎﺯﻱ ﺳﻴﺴـﺘﻤﻬﺎﻱ ﺧﻮﺩﻛﺎﺭﺳـﺎﺯﻱ )ﺍﺩﺍﺭﻱ‪ ،‬ﻣﺎﻟﻲ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ( ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ‬‫ﭘﮋﻭﻫﺸﻲ‬ ‫ ﺗﺪﻭﻳـﻦ ﻭ ﺗﻬـﻴﻪ ﻧﻈﺎﻡ ﺍﻃﻼﻋﺎﺗﻲ ﻣﺪﻳﺮﻳﺖ ﻣﺪﻳﺮﺍﻥ ﺍﺭﺷﺪ )‪ (EIS‬ﺑﺮﺍﻱ ﻣﺪﻳﺮﺍﻥ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﻭ‬‫ﻧﻬﺎﺩﻳﻨﻪ ﻛﺮﺩﻥ ﺳﻴﺴﺘﻢ ‪ EIS‬ﺩﺭﺳﻄﺢ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﻭﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬

‫ﻣﻐﺎﻳﺮﺗﻬﺎﻱ ﻣﻮﺟﻮﺩ‬

‫ﺍﺯ ﺍﻧﺠﻤــــﻨﻬﺎﻱ ﻋﻠﻤــــﻲ‪،‬‬ ‫ﺗﺨﺼﺼـﻲ‪ ،‬ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﻛﺎﻓﻲ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﻧﺸﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ -٥‬ﻫﺪﻑ‪ :‬ﺭﻋﺎﻳﺖ ﻭ ﺍﺟﺮﺍﻱ ﺳﻴﺎﺳﺘﻬﺎﻱ ﻛﻼﻥ ﺗﻮﺳﻌﺔ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺩﺭ ﺩﻭﺭﺓ ﺍﺭﺯﻳﺎﺑﻲ‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‬

‫‪ -١‬ﻣﺤـﺪﻭﺩ ﻛـﺮﺩﻥ ﺗﻮﺳـﻌﻪ ﺩﻭﺭﻩﻫـﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺩﺭ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺩﻭﻟﺘﻲ ﻭ ﺳﻌﻲ ﺩﺭ ﻛﻴﻔﻲ ﻛﺮﺩﻥ ﺩﻭﺭﻩﻫﺎ‬

‫ﺗـﻼﺵ ﺩﺭﺟﻬـﺖﺍﺻـﻼﺡ ﻫـﺮﻡ ﺟﻤﻌﻴﺖ ﺩﺍﻧﺸﺠﻮﻳﻲ ﻛﺸﻮﺭ ﻭﻛﺎﻫﺶ ﻧﺮﺥ ﺭﺷﺪ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﺑﻪ ﺟﺎﻱ ﺁﻥ‬ ‫ﺗﺄﻛﻴﺪ ﺑﺮ ﺍﺭﺗﻘﺎﻱ ﻛﻴﻔﻴﺖ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩﻫﺎ‪ ،‬ﻃﻲ ﭼﻬﺎﺭ ﺳﺎﻝ ‪ ٧٦‬ﺗﺎ ‪ ٨٠‬ﺳﻬﻢ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺍﺟﺮﺍﻱ ﺩﻭﺭﻩﻫﺎﻱ‬ ‫ﺁﻣﻮﺯﺷـﻲ ﺩﺭ ﻣﻘﻄـﻊ ﻛﺎﺭﺷﻨﺎﺳـﻲ ﺍﺯ ‪ ٥٩/٥‬ﺩﺭﺻـﺪ ﺑﻪ ‪ ٤٨/٧‬ﺩﺭﺻﺪ ﺭﺳﻴﺪﻩ ﻳﻌﻨﻲ ﺑﻪ ﻣﻴﺰﺍﻥ ‪ ١١‬ﺩﺭﺻﺪ ﻛﺎﻫﺶ ﻳﺎﻓﺘﻪ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﻫﻤﻴﻦ ﺭﺍﺳﺘﺎ ﻳﻌﻨﻲ ﻛﺎﻫﺶ ﺗﻮﺳﻌﻪ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﻧﻴﺰ ﺳﻮﻕ ﺩﺍﺩﻥ ﺩﻭﺭﻩﻫﺎﻱ ﻣﺰﺑﻮﺭ ﺑﻪ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ‬ ‫ﻋﺎﻟـﻲ ﻭﺍﺑﺴـﺘﻪ ﺑـﻪ ﻭﺯﺍﺭﺕ ﻣﺘﺒﻮﻉ‪ ،‬ﺍﺯ ﺗﻌﺪﺍﺩ ﻛﻞ ﺭﺷﺘﻪ ﻣﺤﻠﻬﺎﻱ ﺩﺍﻳﺮ ﺩﺭ ﻣﻘﻄﻊ ﻣﺰﺑﻮﺭ ‪ ٥٩/٧‬ﺩﺭﺻﺪ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ‬ ‫ﺩﻭﻟﺘـﻲ ﻭﺍﺑﺴـﺘﻪ ﺑﻪ ﻭﺯﺍﺭﺕ ﻣﺘﺒﻮﻉ‪ ٣٣/٦ ،‬ﺩﺭﺻﺪ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻩ ﭘﻴﺎﻡ ﻧﻮﺭ ﻭ ‪ ٦/٧‬ﺩﺭﺻﺪ ﺑﻪ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮ‬ ‫ﺩﻭﻟﺘـﻲ‪ -‬ﻏﻴﺮﺍﻧﺘﻔﺎﻋـﻲ ﻭ ﺩﺍﻧﺸﮕﺎﻩ ﺟﺎﻣﻊ ﻋﻠﻤﻲ‪ -‬ﻛﺎﺭﺑﺮﺩﻱ ﻭ ﻣﻮﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺳﺎﻳﺮ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ‬ ‫ﺍﺟﺮﺍﻳﻲ ﻭ ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺭﺩ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺩﺍﻳﺮ ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ‪ ٤٨/٨‬ﺩﺭﺻﺪ ﺍﺯ ﻛﻞ ﺭﺷﺘﻪ ﻣﺤﻠﻬﺎﻱ ﺩﺍﻳﺮ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺩﻭﻟﺘﻲ‬ ‫ﺭﺍ ﺩﺭ ﺳﺎﻝ ‪ ١٣٨٠‬ﺑﻪ ﺧﻮﺩ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺩﻩ ﻛﻪ ﻧﺴﺒﺖ ﺑﻪ ﺩﺭﺻﺪ ﻣﺸﺎﺑﻪ ﺧﻮﺩ ﺩﺭ ﺳﺎﻝ ‪ ٧/٧ ،٧٦‬ﺩﺭﺻﺪ ﻛﺎﻫﺶ ﺩﺍﺷﺘﻪ‬ ‫ﺍﺳﺖ‪.‬‬

‫‪ -٢‬ﺭﺷﺪ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺩﺍﻧﻲ ﺩﺭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ‬ ‫ﻋﺎﻟـﻲ ﻋﻠﻤﻲ‪ -‬ﻛﺎﺭﺑﺮﺩﻱ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ‬ ‫ﺍﺟﺮﺍﻳﻲ ﺗﻮﺳﻂ ﺩﺍﻧﺸﮕﺎﻩ ﺟﺎﻣﻊ ﻋﻠﻤﻲ‪ -‬ﻛﺎﺭﺑﺮﺩﻱ‬ ‫‪ -٣‬ﺗﻮﺳـﻌﺔ ﻛﻤـﻲ ﻭ ﻛﻴﻔـﻲ ﺩﻭﺭﻩ ﻫـﺎﻱ ﺩﻛﺘﺮﺍﻱ‬ ‫ﺗﺨﺼﺼــﻲ ﻭ ﻛﺎﺭﺷﻨﺎﺳــﻲ ﺍﺭﺷــﺪ ﺩﺭ ﮔــﺮﻭﻫﻬﺎﻱ‬ ‫ﻏﻴﺮﭘﺰﺷـﻜﻲ ﺩﺭ ﺑﺨـﺶ ﺩﻭﻟﺘـﻲ ﻋﻤﺪﺗﹰﺎ ﺑﻪ ﻣﻨﻈﻮﺭ‬ ‫ﺗﺄﻣﻴـﻦ ﺑﺨﺸﻲ ﺍﺯ ﻛﻤﺒﻮﺩ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﻭ ﻣﺤﻘﻘﻴﻦ‬ ‫ﻣﻮﺭﺩ ﻧﻴﺎﺯ‬

‫ ﺍﻗﺪﺍﻣـﺎﺕ ﺍﻧﺠـﺎﻡ ﺷـﺪﻩ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺍﻳﻦ ﺳﻴﺎﺳﺖ ﺩﺭ ﺑﺨﺶ ﺍﻗﺪﺍﻣﺎﺕ ﻣﺮﺗﺒﻂ ﺑﺎ ﻫﺪﻑ ﺗﻨﻮﻉ ﺑﺨﺸﻲ ﺑﻪ‬‫ﻧﻈﺎﻣﻬﺎﻱ ﻋﺮﺿﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﮔﺰﺍﺭﺵ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ -٤‬ﺗﻮﺳـﻌﻪ ﻭ ﺍﺭﺗﻘـﺎﻱ ﻛﻴﻔﻴـﺖ ﺁﻣﻮﺯﺷﻬﺎﻱ ﺍﺯ ﺭﺍﻩ‬ ‫ﺩﻭﺭ‬

‫‪ -٥‬ﻓـﺮﺍﻫﻢ ﺁﻭﺭﺩﻥ ﺍﻣﻜـﺎﻥ ﺗﺤﻘـﻖ ﺳـﺮﺍﻧﻪ ﻗــﺎﺑﻞ‬ ‫ﻗﺒﻮﻝ ﺩﺭﻓﻀﺎﻫﺎﻱ ﻛﺎﻟﺒﺪﻱ‬

‫ﻣﻐﺎﻳﺮﺗﻬﺎﻱ ﻣﻮﺟﻮﺩ‬

‫ﺗﻌـﺪﺍﺩ ‪ ٤١٦‬ﺩﻭﺭﺓ ﻛﺎﺭﺷﻨﺎﺳـﻲ ﺍﺭﺷﺪ ﺩﺭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻃﻲ ﭼﻬﺎﺭ ﺳﺎﻝ ‪ ٧٦‬ﺗﺎ ‪ ٨٠‬ﺍﻳﺠﺎﺩ ﺷﺪﻩ‬ ‫ﺍﺳﺖ ﻛﻪ ﻧﺴﺒﺖ ﺑﻪ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﺩﺭ ﺳﺎﻝ ‪ ،٧٦‬ﺭﺷﺪﻱ ﻣﻌﺎﺩﻝ ‪ ٥١/٥‬ﺩﺭﺻﺪ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪.‬‬ ‫ﺩﺭ ﺣﺎﻟـﻴﻜﻪ ﺳﻬﻢ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺩﻭﻟﺘﻲ ﺍﺯ ﻛﻞ ﺩﻭﺭﻩﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺳﺎﻝ‬ ‫‪ ٢٨/٦ ،٧٦‬ﺩﺭﺻﺪ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻃﻲ ‪ ٤‬ﺳﺎﻝ ‪ ٧٦‬ﺗﺎ ‪ ٨٠‬ﺗﻌﺪﺍﺩ ‪ ١٥٠‬ﺩﻭﺭﻩ ﺩﻛﺘﺮﻱ ﺗﺄﺳﻴﺲ ﺷﺪﻩ ﻭ‬ ‫ﺩﺭ ﺳـﺎﻝ ‪ ٨٠‬ﺗﻌـﺪﺍﺩ ﺩﻭﺭﻩﻫﺎﻱ ﺩﻛﺘﺮﻱ ﺑﻪ ‪ ٤٣٣‬ﺩﻭﺭﻩ ﺭﺳﻴﺪﻩ ﻛﻪ ﺭﺷﺪ ﺁﻥ ﺑﺮﺍﺑﺮ ﺑﺎ ‪ ٥٣‬ﺩﺭﺻﺪ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻫﻤﭽﻨﻴـﻦ ﻃـﻲ ﺳـﺎﻟﻬﺎﻱ ‪ ٧٦‬ﺗـﺎ ‪ ٨٠‬ﺗﻌـﺪﺍﺩ ‪ ٧‬ﺩﻭﺭﻩ ﺩﻛﺘﺮﻱ ﭘﻴﻮﺳﺘﻪ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺑﺰﺭﮒ ﻛﺸﻮﺭ ﺩﺭ‬ ‫ﺭﺷﺘﻪﻫﺎﻱ ﺭﻳﺎﺿﻲ‪ ،‬ﻓﻴﺰﻳﻚ ﻭ ﺑﻴﻮﺗﻜﻨﻮﻟﻮﮊﻱ ﺗﺄﺳﻴﺲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺍﻗﺪﺍﻣـﺎﺕ ﺍﻧﺠـﺎﻡ ﺷـﺪﻩ ﺩﺭ ﺭﺍﺳـﺘﺎﻱ ﺍﻳـﻦ ﺳﻴﺎﺳـﺖ ﺩﺭ ﺑﺨﺶ ﺍﻗﺪﺍﻣﺎﺕ ﻣﺮﺗﺒﻂ ﺑﺎ ﻫﺪﻑ ﺗﻨﻮﻉ ﺑﺨﺸﻲ ﺑﻪ‬ ‫ﻧﻈﺎﻣﻬﺎﻱ ﻋﺮﺿﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﮔﺰﺍﺭﺵ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ ﺑﻪ ﻣﻮﺍﺭﺩﻱ ﭼﻮﻥ ﺗﻮﺳﻌﻪ ﻭ ﺗﺠﻬﻴﺰ ﺍﻳﻦ‬ ‫ﺩﺍﻧﺸـﮕﺎﻩ ﺑـﻪ ﺷـﺒﻜﻪ ﺍﻟﻜﺘﺮﻭﻧﻴﻜـﻲ ﻭ ﺁﺯﻣﺎﻳﺸـﮕﺎﻫﻬﺎﻱ ﻛﺎﻣﭙﻴﻮﺗﺮﻱ ﻭ ﻧﻴﺰ ﺗﺪﻭﻳﻦ ﻣﻘﺮﺭﺍﺕ ﻭﻳﮋﻩ ﺁﻣﻮﺯﺷﻲ‬ ‫ﺟﻬﺖ ﺍﻓﺰﺍﻳﺶ ﻛﻴﻔﻴﺖ ﺩﻭﺭﻩﻫﺎ ﻭ ﺑﻬﺒﻮﺩ ﻓﻀﺎﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺗﻐﻴﻴﺮ ﺩﺭ ﺷﻴﻮﻩ ﺑﺮﮔﺰﺍﺭﻱ ﺍﻣﺘﺤﺎﻥ ﺑﻪ ﺷﻜﻞ‬ ‫ﻣﺘﻤﺮﻛﺰ ﻭ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺷﺪﻩ ﻣﻲﺗﻮﺍﻥ ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪.‬‬ ‫ ﺑـﺎ ﺗﻮﺟـﻪ ﺑـﻪ ﭘﺎﻳﻴﻦ ﺑﻮﺩﻥ ﺳﺮﺍﻧﻪ ﻓﻀﺎﻱ ﻛﺎﻟﺒﺪﻱ‪ ،‬ﻃﺮﺣﻬﺎﻱ ﻋﻤﺮﺍﻧﻲ ﺟﺪﻳﺪﻱ ﺩﺭ ﺳﺎﻝ ‪ ٨٠ -٨١‬ﺁﻏﺎﺯ‬‫ﺷﺪﻩ ﺗﺎ ﺑﺎ ﺑﻬﺮﻩﺑﺮﺩﺍﺭﻱ ﺍﺯ ﻓﻀﺎﻫﺎﻱ ﺩﺭ ﺩﺳﺖ ﺍﺣﺪﺍﺙ ﺍﻣﻜﺎﻥ ﺑﻬﺒﻮﺩ ﺑﺨﺸﻴﺪﻥ ﺑﻪ ﺳﺮﺍﻧﻪﻫﺎ ﻣﻬﻴﺎ ﺷﻮﺩ‪.‬‬ ‫‪ -‬ﺑﻬﺒﻮﺩ ﺷﺎﺧﺺ ﺳﺮﺍﻧﻪ ﻓﻀﺎﻱ ﺁﻣﻮﺯﺷﻲ‬

‫‪ -٦‬ﻫﺪﻑ‪ :‬ﭘﺎﺳﺨﮕﻮﻳﻲ ﻣﻨﺎﺳﺐ ﺑﻪ ﺍﻓﺰﺍﻳﺶ ﺗﻘﺎﺿﺎ ﺑﺮﺍﻱ ﻭﺭﻭﺩ ﺑﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺑﻬﻴﻨﻪ ﺍﺯ ﻇﺮﻓﻴﺘﻬﺎﻱ ﻣﻮﺟﻮﺩ ﻭ ﺣﻤﺎﻳﺖ ﺍﺯ‬ ‫ﻣﺸﺎﺭﻛﺘﻬﺎﻱ ﻣﺮﺩﻣﻲ‬ ‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺩﺭ ﺩﻭﺭﺓ ﺍﺭﺯﻳﺎﺑﻲ‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‬

‫‪ -١‬ﺍﻋﻄـﺎﻱ ﻣﺠـﻮﺯ ﺑـﻪ ﺩﺳـﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ ﺩﺍﺭﺍﻱ ﻭﺍﺣﺪ ﺁﻣﻮﺯﺵ‬ ‫ﻋﺎﻟﻲ ﻭﺍﺑﺴﺘﻪ ﻛﻪ ﺑﺮﺍﻱ ﻇﺮﻓﻴﺖ ﻣﺎﺯﺍﺩ ﺑﺮ ﻧﻴﺎﺯ ﺧﻮﺩ ﺩﺭ ﻣﻘﻄﻊ ﻛﺎﺭﺩﺍﻧﻲ‬ ‫ﺩﺍﻧﺸـﺠﻮ ﭘﺬﻳـﺮﺵ ﻛـﺮﺩﻩ ﻭ ﻫﺰﻳﻨﺔ ﺁﻥ ﺭﺍ ﺍﺯ ﻣﺘﻘﺎﺿﻴﺎﻥ ﺩﺭﻳﺎﻓﺖ ﻭ ﺑﻪ‬ ‫ﺧﺰﺍﻧﻪ ﻭﺍﺭﻳﺰ ﻛﻨﻨﺪ‬

‫ ﺩﺭ ﺍﻳـﻦ ﺧﺼـﻮﺹ ﺍﻗﺪﺍﻣـﺎﺕ ﺍﻧﺠـﺎﻡ ﺷﺪﻩ ﺩﺭ ﺑﺨﺶ ﻣﺮﺑﻮﻁ ﺑﻪ ﻫﺪﻑ‬‫ﺗﻨﻮﻉ ﺑﺨﺸﻲ ﺑﻪ ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﮔﺰﺍﺭﺵ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ -٢‬ﺍﻋﻄـﺎﻱ ﻣﺠﻮﺯ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻧﺴﺒﺖ‬ ‫ﺑــﻪ ﺑﺮﮔــﺰﺍﺭﻱ ﺩﻭﺭﻩﻫــﺎﻱ ﺷــﺒﺎﻧﻪ ﻭ ﺩﻭﺭﻩﻫــﺎﻱ ﺧــﺎﺹ ﺑــﺎ ﺩﺭﻳﺎﻓــﺖ‬ ‫ﻫﺰﻳـﻨﻪ ﻫـﺎﻱ ﻣـﺮﺑﻮﻁ ﺍﺯ ﺩﺍﻭﻃﻠـﺒﺎﻥ ﻭ ﻭﺍﺭﻳﺰ ﺁﻥ ﺑﻪ ﺧﺰﺍﻧﻪ )ﺑﺮﮔﺰﺍﺭﻱ‬

‫ ﺍﺻـﻼﺡ ﺁﻳﻴـﻦ ﻧﺎﻣﻪ ﺩﻭﺭﻩ ﺷﺒﺎﻧﻪ ﻭ ﮔﺴﺘﺮﺵ ﻇﺮﻓﻴﺖ ﺩﻭﺭﻩﻫﺎﻱ ﺷﺒﺎﻧﻪ‬‫ﺩﺭ ﺳﺎﻝ ‪٨١‬‬

‫ﻣﻐﺎﻳﺮﺗﻬﺎﻱ ﻣﻮﺟﻮﺩ‬

‫ﺩﻭﺭﻩﻫﺎﻱ ﺧﺎﺹ ﻧﺒﺎﻳﺪ ﻣﻨﺠﺮ ﺑﻪ ﺻﺪﻭﺭ ﻣﺪﺭﻙ ﺷﻮﺩ(‬ ‫‪ -٣‬ﻓـﺮﺍﻫﻢ ﻛـﺮﺩﻥ ﺍﻣﻜـﺎﻥ ﺑﻬﺮﻩﺑﺮﺩﺍﺭﻱ ﻛﺎﻣﻞ ﺍﺯ ﻓﻀﺎﻫﺎﻱ ﻛﺎﻟﺒﺪﻱ‬ ‫ﻧﻴﻤﻪ ﺗﻤﺎﻡ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﭘﮋﻭﻫﺸﻲ‬

‫‪ -٤‬ﺗﺪﻭﻳـﻦ ﻣﻘﺮﺭﺍﺕ ﺑﺮﺍﻱ ﺟﻠﺐ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺑﺨﺶ ﺧﺼﻮﺻﻲ ﺩﺭ‬ ‫ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫‪ -٥‬ﻓــﺮﺍﻫﻢ ﺁﻭﺭﺩﻥ ﺗﺴــﻬﻴﻼﺕ ﺑﻴﺸــﺘﺮ ﺑــﺮﺍﻱ ﺍﺳــﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻣﻜﺎﻧــﺎﺕ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺧﺎﺭﺝ ﺍﺯ ﻛﺸﻮﺭ‬

‫ ﺍﺧﺘﺼﺎﺹ ﺍﻋﺘﺒﺎﺭ ﻻﺯﻡ ﺑﻪ ﻣﻨﻈﻮﺭ ﺑﻬﺮﻩﺑﺮﺩﺍﺭﻱ ﺍﺯ ﻃﺮﺣﻬﺎﻱ ﻧﻴﻤﻪ ﺗﻤﺎﻡ‬‫ﻛـﻪ ﺩﺭ ﺳـﺎﻝ ﺟـﺎﺭﻱ ﻭ ﻳﺎ ﺳﺎﻝ ﺁﺗﻲ ﻗﺎﺑﻞ ﺑﻬﺮﻩﺑﺮﺩﺍﻱ ﻣﻲﺑﺎﺷﻨﺪ ﻭ ﺗﻮﺟﻪ‬ ‫ﺧـﺎﺹ ﺑـﻪ ﻃﺮﺣﻬﺎﻳـﻲ ﺑﺎ ﺯﻳﺮﺑﻨﺎﻱ ﺑﺎﻻ ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ ﻣﺮﺣﻠﻪﺍﻱ ﺍﻣﻜﺎﻥ‬ ‫ﺑﻬﺮﻩ ﺑﺮﺩﺍﺭﻱ ﺍﺯ ﺁﻧﻬﺎ ﻣﻴﺴﺮ ﺍﺳﺖ‪.‬‬ ‫ ﺗﺪﻭﻳـﻦ ﺁﻳﻴـﻦﻧﺎﻣـﻪ ﺍﺟﺮﺍﻳـﻲ ﻗﺎﻧﻮﻥ ﺗﺴﻬﻴﻼﺕ ﺑﺮﺍﻱ ﺧﺮﻳﺪ‪ ،‬ﺍﺣﺪﺍﺙ ﻭ‬‫ﺗﻜﻤـﻴﻞ ﺧﻮﺍﺑﮕﺎﻫﻬﺎﻱ ﺩﺍﻧﺸﺠﻮﻳﻲ ﻣﺼﻮﺏ ﺳﺎﻝ ‪ ١٣٧٩‬ﻣﺠﻠﺲ ﺷﻮﺭﺍﻱ‬ ‫ﺍﺳﻼﻣﻲ‬ ‫ﺗﺪﻭﻳــﻦ ﺁﻳﻴــﻦ ﻧﺎﻣــﻪ ﺍﻋــﺰﺍﻡ ﺑــﻪ ﻫﺰﻳــﻨﻪ ﺷﺨﺼــﻲ ﺑــﺮﺍﻱ ﺗﺤﺼــﻴﻞ ﺩﺭ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺧﺎﺭﺝ ﻛﺸﻮﺭ‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٣‬ﻋﻤﻠﻜﺮﺩ ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ )‪(١٣٧٦-١٣٧٩‬‬ ‫ﺳﻴﺎﺳﺖ‬

‫ﺭﺍﻫﺒﺮﺩ‬

‫ﺍﻳﺠﺎﺩ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﺟﺪﻳﺪ‬

‫ﺗﻌﺪﺍﺩ ﺍﻗﺪﺍﻣﺎﺕ‬

‫ﺧﻂ ﻣﺸﻲ‬

‫‪١٨‬‬

‫‪ -‬ﺍﻳﺠﺎﺩ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺟﺪﻳﺪ ﺩﻭﻟﺘﻲ‬

‫‪٩‬‬ ‫ ﺍﻳﺠﺎﺩ ﻧﻬﺎﺩﻫﺎﻱ ﻋﻠﻤﻲ ﻭ ﺍﺟﺮﺍﻳﻲ ﺟﺪﻳﺪ ﻭ ﺣﻤﺎﻳﺖ ﺍﺯ ﻧﻬﺎﺩﻫﺎﻱ ﻣﻮﺟﻮﺩ‬‫ﺗﻮﺳﻌﻪ ﻧﻬﺎﺩﻫﺎﻱ ﻋﻠﻤﻲ‬ ‫ ﺍﻳﺠﺎﺩ ﻭ ﺣﻤﺎﻳﺖ ﺍﺯ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻏﻴﺮﺩﻭﻟﺘﻲ‬‫‪١٠‬‬ ‫ﺳﺎﺯﻣﺎﻧﺪﻫﻲ‪ ،‬ﻧﻈﺎﺭﺕﻭﺍﺭﺯﻳﺎﺑﻲ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵﻋﺎﻟﻲ‬

‫‪١٢‬‬

‫ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﻣﺠﺪﺩ ﻭ ﺍﻋﻄﺎﻱ ﺍﺳﺘﻘﻼﻝ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬

‫‪١٠‬‬

‫ﺑﻬﺒﻮﺩ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﺗﻮﺯﻳﻊ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬

‫ﮔﺴﺘﺮﺵ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﭘﮋﻭﻫﺸﻲ ﺩﺭ ﺍﺳﺘﺎﻧﻬﺎ )ﺑﻪﻭﻳﮋﻩ ﺍﺳﺘﺎﻧﻬﺎﻱ ﻣﺤﺮﻭﻡ(‬

‫‪١٠‬‬

‫ﺑﻬﺒﻮﺩ ﻓﺮﺁﻳﻨﺪ ﺗﻮﺯﻳﻊ ﺩﺍﻧﺶ‬

‫ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺍﺟﺮﺍﻳﻲ‬

‫‪٢٧‬‬

‫ﺑﻬﺒﻮﺩ ﺁﻣﻮﺯﺵ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﺩﺭﺧﺸﺎﻥ‬

‫‪١٤‬‬

‫ﺑﻬﺒﻮﺩﺧﺪﻣﺎﺕﺁﻣﻮﺯﺷﻲﺩﺍﻧﺸﺠﻮﻳﺎﻥﺷﺎﻫﺪ ﻭﺍﻳﺜﺎﺭﮔﺮ‬

‫‪١١‬‬

‫ﮔﺰﻳﻨﺶ ﺩﺍﻭﻃﻠﺐ ﻛﻴﻔﻲ‬

‫‪٢٣‬‬

‫ﺑﻬﺒﻮﺩ ﺭﻓﺎﻩ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬

‫‪١٥‬‬

‫ﺑﻬﺒﻮﺩ ﻣﺪﻳﺮﻳﺖ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺷﻲ‬ ‫ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬

‫ﺑﻬﺒﻮﺩ ﻭﺿﻌﻴﺖ ﺩﺍﻧﺸﺠﻮ‬

‫ﻣﺄﺧﺬ ‪ :‬ﺩﻓﺘﺮ ﺍﻣﻮﺭ ﺯﻳﺮﺑﻨﺎﻳﻲ‪ -‬ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ )‪.(١٣٧٦-١٣٧٩‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٤‬ﻣﻘﺎﻳﺴﻪ ﻋﻤﻠﻜﺮﺩ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ‪ ٧٥-٨١‬ﺑﺮﺍﻱ ﺑﺨﺶ ﺩﻭﻟﺘﻲ‬ ‫ﺳﺎﻝ ﺗﺤﺼﻴﻠﻲ‬ ‫ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﮔﺎﻥ‬ ‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬ ‫ﻓﺎﺭﻍﺍﻟﺘﺤﺼﻴﻼﻥ‬ ‫ﻛﺎﺩﺭ ﺁﻣﻮﺯﺷﻲ‬ ‫ﻫﻴﺄﺕﻋﻠﻤﻲ‬ ‫ﻏﻴﺮ ﻫﻴﺄﺕ ﻋﻠﻤﻲ‬

‫‪٧٥-٧٦‬‬

‫‪٧٦-٧٧‬‬

‫‪٧٧-٧٨‬‬

‫‪٧٨-٧٩‬‬

‫‪٧٩-٨٠‬‬

‫‪٨٠-٨١‬‬

‫‪١٥٨٠٥٦‬‬ ‫‪٥٧٩٠٧٠‬‬ ‫‪٨٣٣٨٥‬‬ ‫‪٤٠٤٧٧‬‬ ‫‪٢٧٦٥٠‬‬ ‫‪١٢٨٢٧‬‬

‫‪١٥٤١٠١‬‬ ‫‪٦٢٥٣٨٠‬‬ ‫‪٨٣٨٨٢‬‬ ‫‪٤٤٠٧٢‬‬ ‫‪٢٨٧٠٥‬‬ ‫‪١٥٣٦٧‬‬

‫‪١٦٦٠٧٨‬‬ ‫‪٦٣٨٩١٣‬‬ ‫‪٩١٠٥١‬‬ ‫‪٤٦٦٩٠‬‬ ‫‪٢٩١٥٨‬‬ ‫‪١٧٥٣٢‬‬

‫‪١٦٣٢٨٤‬‬ ‫‪٦٧٨٦٥٢‬‬ ‫‪١٠٥٩٣٧‬‬ ‫‪٤٥٥٤٠‬‬ ‫‪٢٨٢٥١‬‬ ‫‪١٧٢٨٩‬‬

‫‪١٧٧٦٦٥‬‬ ‫‪٧٣٣٥٢٧‬‬ ‫‪١٢٢٢٩٧‬‬ ‫‪٤٦٧٤٧‬‬ ‫‪٢٩٦٥٨‬‬ ‫‪١٧٠٨٩‬‬

‫‪٢٠٥٠٢٦‬‬ ‫‪٧٥٩٨٧٠‬‬ ‫‪١٣٠٤٣٨‬‬ ‫‪٥٤٩٦٩‬‬ ‫‪٣٥٣٢٢‬‬ ‫‪١٩٦٤٧‬‬

‫ﻣﺄﺧﺪ‪ :‬ﺁﻣﺎﺭ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺍﺯ ﺳﺎﻝ ﺗﺤﺼﻴﻠﻲ ‪ ٧٥-٧٦‬ﺗﺎ ‪. ٨٠-٨١‬‬

‫ﻭﺿﻌﻴﺖ ﺟﺎﺭﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪:‬‬ ‫ﻭﺿـﻌﻴﺖ ﺟـﺎﺭﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺷﺎﻣﻞ ﻓﻀﺎﻱ ﺁﻣﻮﺯﺷﻲ‪ ،‬ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮ‪ ،‬ﻧﺴﺒﺖ ﺗﻌﺪﺍﺩ ﭘﺬﻳﺮﻓﺘﻬﺸﺪﮔﺎﻥ ﺑﻪ ﺩﺍﻭﻃﻠﺒﺎﻥ ﺁﺯﻣﻮﻥ ﺳﺮﺍﺳﺮﻱ ﻭ ﻧﺴﺒﺖ‬ ‫ﺩﺍﻧﺸﺠﻮ ﺑﻪ ﺍﻋﻀﺎﻱ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﺩﺭ ﺟﺪﺍﻭﻝ ﺯﻳﺮ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪:‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٥‬ﻓﻀﺎﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻣﻮﺟﻮﺩ ﻭ ﺩﺭ ﺩﺳﺖ ﺍﺣﺪﺍﺙ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ ﺗﺎ ﭘﺎﻳﺎﻥ‬ ‫ﺷﻬﺮﻳﻮﺭ ‪١٣٨٠‬‬ ‫ﺯﻳﺮﺑﻨﺎ )ﻣﺘﺮﻣﺮﺑﻊ(‬ ‫ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﻭﺯﺍﻧﻪ )‪-٨١‬‬ ‫‪(٨٠‬‬ ‫ﺩﺭﺩﺳﺖ ﺍﺣﺪﺍﺙ‬ ‫ﻣﻮﺟﻮﺩ‬

‫ﻛﺎﺭﺑﺮﺩﻱ‬ ‫ﺩﺭﺻﺪ ﺯﻳﺮﺑﻨﺎ‬ ‫ﺑﻪ ﻛﻞ‬ ‫ﮔﺮﻭﻩ ﺁﻣﻮﺯﺷﻲ‬

‫ﻋﻠﻮﻡ ﭘﺎﻳﻪ‬ ‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ‬ ‫ﻫﻨﺮ‬ ‫ﻓﻨﻲ ﻭ ﻣﻬﻨﺪﺳﻲ‬ ‫ﻛﺸﺎﻭﺭﺯﻱ ﻭ‬ ‫ﺩﺍﻣﭙﺰﺷﻜﻲ‬ ‫ﺗﺤﻘﻴﻘﺎﺕ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻲ‬ ‫ﺟﻤﻊ ﻛﻞ‬

‫ﺟﻤﻊ ﻣﻮﺟﻮﺩ ﻭ ﺩﺭ ﺩﺳﺖ ﺍﺣﺪﺍﺙ‬

‫ﺳﺮﺍﻧﻪ ﻣﻮﺟﻮﺩ ﺩﺭ ﺩﺳﺖ ﺍﺣﺪﺍﺙ‬

‫ﺳﺮﺍﻧﻪ ﻗﺎﺑﻞ ﻗﺒﻮﻝ )ﻣﺘﺮﻣﺮﺑﻊ(‬

‫‪٢٧/٦‬‬

‫‪٥٨٤٩٩٠‬‬

‫‪١٨٨٦٤٦‬‬

‫‪٥٤١٧٨‬‬

‫‪٧٧٣٦٣٦‬‬

‫‪١٤/٢٨‬‬

‫‪١٢‬‬

‫‪٢٤/٨‬‬

‫‪٥٠١٥٨٥‬‬

‫‪١٧٧٤٩٢‬‬

‫‪٨٥٢٢٨‬‬

‫‪٦٧٩٠٧٧‬‬

‫‪٧/٩٧‬‬

‫‪١٠‬‬

‫‪٢٩/٤‬‬

‫‪٨٣٠٠٧٠‬‬

‫‪٣٦٨٨٢٤‬‬

‫‪٦٥٨٩٢‬‬

‫‪١١٩٨٨٩٤‬‬

‫‪١٨/١٩‬‬

‫‪١٤‬‬

‫‪١٦/٨‬‬

‫‪٤٥٣٤٤٦‬‬

‫‪١٨٩٨٢٠‬‬

‫‪٣٥٢٣٨‬‬

‫‪٦٤٣٢٦٦‬‬

‫‪١٨/٢٥‬‬

‫‪١٧‬‬

‫‪١/٤‬‬

‫‪٥٨١٩٣‬‬

‫‪٢٥٢٠٠‬‬

‫‪٥٨‬‬

‫‪٨٣٣٩٣‬‬

‫‪١٤٣٧/٨١‬‬

‫‪-‬‬

‫‪٢٤٠٥٩٤‬‬

‫‪٣٣٧٨٢٦٦‬‬

‫‪١٤/٠٤‬‬

‫‪-‬‬

‫‪١٠٠‬‬

‫‪٩٤٩٩٨٢ ٢٤٢٨٢٨٤‬‬

‫ﻣﺄﺧﺪ‪ :‬ﮔﺰﺍﺭﺵ ﻛﻠﻲ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺍﻳﺮﺍﻥ ‪.١٣٨٠‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٦‬ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﻳﻜﺼﺪ ﻫﺰﺍﺭﻧﻔﺮ ﺟﻤﻌﻴﺖ ﻃﻲ ﺳﺎﻟﻬﺎﻱ ‪ ١٣٧٩‬ﻭ ‪١٣٨٠‬‬ ‫ﺷﺎﺧﺺ‬

‫ﺑﺮﺁﻭﺭﺩ ﺟﻤﻌﻴﺖ ﻛﺸﻮﺭ‬

‫ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮ‬

‫ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﻫﺮ ﻳﻜﺼﺪ ﻫﺰﺍﺭ ﻧﻔﺮ ﺟﻤﻌﻴﺖ‬

‫‪١٣٧٩‬‬

‫‪٦٣٩٤٩٠٠٠‬‬

‫‪١٤٠٤٨٨٠‬‬

‫‪٢١٩٦‬‬

‫‪١٣٨٠‬‬

‫‪٦٤٥٨٣٠٠٠‬‬

‫‪١٥٧٧٠٠٠‬‬

‫‪٢٤٤١‬‬

‫ﺳﺎﻝ‬

‫ﻣﺄﺧﺪ‪ :‬ﮔﺰﺍﺭﺵ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ‪.١٣٨٠‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٧‬ﻧﺴﺒﺖ ﺗﻌﺪﺍﺩ ﭘﺬﻳﺮﻓﺘﻪﺷﺪﮔﺎﻥ ﺑﻪ ﺩﺍﻭﻃﻠﺒﺎﻥ ﺁﺯﻣﻮﻥ ﺳﺮﺍﺳﺮﻱ‬ ‫ﺗﻌﺪﺍﺩ ﻧﺴﺒﺖ‬ ‫ﺩﺍﻭﻃﻠﺒﺎﻥ‬

‫ﭘﺬﻳﺮﻓﺘﻪﺷﺪﮔﺎﻥ‬

‫ﻧﺴﺒﺖ ﭘﺬﻳﺮﻓﺘﻪﺷﺪﮔﺎﻥ ﺑﻪ ﺩﺍﻭﻃﻠﺒﺎﻥ‬

‫‪١٣٧٨-٧٩‬‬

‫‪١٣٣٩٢٨٨‬‬

‫‪٣٢٤٠٣٦‬‬

‫‪٢٤/٢‬‬

‫‪١٣٧٩-٨٠‬‬

‫‪١٤٣١٠٦٠‬‬

‫‪٣٦٣٣٥١‬‬

‫‪٢٥/٤‬‬

‫ﺳﺎﻝ ﺗﺤﺼﻴﻠﻲ‬

‫ﻣﺄﺧﺪ‪ :‬ﮔﺰﺍﺭﺵ ﻛﻠﻲ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺍﻳﺮﺍﻥ ‪١٣٨٠‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٨‬ﻧﺴﺒﺖ ﺩﺍﻧﺸﺠﻮ ﺑﻪ ﻋﻀﻮ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﺗﻤﺎﻡ ﻭﻗﺖ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺳﺎﻝ ﺗﺤﺼﻴﻠﻲ ‪٧٩-٨٠‬‬ ‫ﺗﻌﺪﺍﺩ ﻧﺴﺒﺖ‬

‫ﺗﻌﺪﺍﺩ ﻛﻞ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬

‫ﺗﻌﺪﺍﺩ ﺍﻋﻀﺎﺀ ﻫﻴﺄﺕ ﻋﻠﻤﻲ‬

‫ﻧﺴﺒﺖ ﺩﺍﻧﺸﺠﻮ ﺑﻪ ﻫﻴﺄﺕ ﻋﻠﻤﻲ‬

‫ﺩﻭﻟﺘﻲ‬

‫‪٤٣٨٥٣٠‬‬

‫‪٢١٤٨٧‬‬

‫‪٢٠/٤‬‬

‫ﻏﻴﺮﺩﻭﻟﺘﻲ‬

‫‪٨٦٧٥٠٤‬‬

‫‪٩٤٢٥‬‬

‫‪٩٢/٤‬‬

‫‪١٣٠٦٠٣٤‬‬

‫‪٣٠٩١٢‬‬

‫‪٤٢/٣‬‬

‫ﻧﻮﻉ ﻣﺮﻛﺰ‬

‫ﺟﻤﻊ‬

‫ﻣﺄﺧﺬ‪ :‬ﮔﺰﺍﺭﺵ ﻛﻠﻲ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ‪.١٣٨٠‬‬

‫ﭼﺎﻟﺸﻬﺎﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻛﺸﻮﺭ‬ ‫•‬

‫ﻋـﺪﻡ ﺍﻧﺴـﺠﺎﻡ‪ ،‬ﻫﻤﺎﻫﻨﮕـﻲ ﻭ ﺛﺒﺎﺕ ﺩﺭ ﺳﻴﺎﺳﺘﻬﺎﻱ ﻛﻼﻥ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻣﺘﺄﺛﺮ ﺍﺯ ﺗﻌﺪﺩ ﻣﺮﺍﺟﻊ ﺗﺼﻤﻴﻤﮕﻴﺮﻱ )ﻟﺰﻭﻡ ﻳﻜﭙﺎﺭﭼﮕﻲ ﻣﺪﻳﺮﻳﺖ‬

‫ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ(‪.‬‬ ‫•‬

‫ﺍﻓـﺰﺍﻳﺶ ﺷﺪﻳﺪ ﺗﻘﺎﺿﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺮﺍﻱ ﻭﺭﻭﺩ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻩ ﺍﺯ ﻳﻚ ﻃﺮﻑ ﻭ ﻭﺍﺑﺴﺘﮕﻲ ﻣﺎﻟﻲ ﺑﻪ ﻣﻨﺎﺑﻊ ﻣﺤﺪﻭﺩ ﻭ ﺩﺭ ﺣﺎﻝ ﻛﺎﻫﺶ ﺍﺯ ﻃﺮﻑ‬

‫ﺩﻳﮕﺮ‪.‬‬ ‫•‬

‫ﺍﻓﺰﺍﻳﺶ ﻭﺍﺑﺴﺘﮕﻲ ﺑﻪ ﺧﺎﺭﺝ ﺍﺯ ﻛﺸﻮﺭ ﺩﺭ ﺻﻮﺭﺕ ﺍﺩﺍﻣﻪ ﻛﻨﺪﻱ ﺳﺮﻋﺖ ﺗﺤﻮﻻﺕ ﻋﻠﻤﻲ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺭﻭﻧﺪ‬

‫ﺷﺘﺎﺑﺎﻥ ﺩﻧﻴﺎﻱ ﻋﻠﻢ ﻭ ﻓﻨﺎﻭﺭﻱ‪.‬‬ ‫•‬

‫ﻋﺪﻡ ﺍﻧﻄﺒﺎﻕ ﺭﺷﺘﻪﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﺑﺎ ﺑﺎﺯﺍﺭ ﻛﺎﺭ‪.‬‬

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‫ﻧﺒﻮﺩ ﻃﺮﺡ ﺟﺎﻣﻊ ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪ ،‬ﺗﻮﺳﻌﻪ ﻧﺎﻣﺘﻮﺍﺯﻥ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺍﺳﺘﺎﻧﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻛﺸﻮﺭ ﻧﺎﺷﻲ ﺍﺯ ﻓﻘﺪﺍﻥ ﺑﺮﻧﺎﻣﻪ ﻭ ﺧﻂ ﻣﺸﻲ‬

‫ﺑﻠﻨﺪ ﻣﺪﺕ ﺍﺳﺖ ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﻓﻘﺪﺍﻥ ﮔﺴﺘﺮﺵ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺩﺭ ﻧﻘﺎﻁ ﻣﺨﺘﻠﻒ ﻛﺸﻮﺭ ﺑﺮ ﺍﺳﺎﺱ ﺁﻣﺎﻳﺶ ﺳﺮﺯﻣﻴﻦ ﻭ ﺑﺮﻧﺎﻣﻬﻬﺎﻱ ﺗﻮﺳﻌﻪ‪.‬‬ ‫•‬

‫ﻓﻘﺪﺍﻥ ﻧﻈﺎﻡ ﺟﺎﻣﻊ ﻭ ﻛﺎﺭﺁﻣﺪ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻧﻈﺎﺭﺕ ﻭ ﻧﺒﻮﺩﻥ ﺳﺎﺯ ﻭ ﻛﺎﺭﻫﺎﻱ ﻣﺆﺛﺮ ﺩﺭ ﺍﺻﻼﺡ ﺭﻭﻧﺪ ﻭ ﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ‪.‬‬

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‫ﻧﺎﻛﺎﻓﻲ ﺑﻮﺩﻥ ﺍﻋﺘﺒﺎﺭﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺗﻮﺃﻡ ﺑﺎ ﮔﺴﺘﺮﺷﻬﺎﻱ ﻛﻤﻲ ﻭ ﭘﺎﻳﻴﻦ ﺑﻮﺩﻥ ﺑﻬﺮﻫﻮﺭﻱ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ﻣﻮﺟﻮﺩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺗﺤﻘﻖ ﻧﻴﺎﻓﺘﻦ‬

‫ﺍﻫﺪﺍﻑ ﻛﻴﻔﻲ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪.‬‬ ‫•‬

‫ﺗـﺪﺍﻭﻡ ﺑـﺮﻧﺎﻣﻬﻬﺎ ﻭ ﺷـﻴﻮﻫﻬﺎﻱ ﺳـﻨﺘﻲ ﺁﻣﻮﺯﺷـﻲ‪ ،‬ﺗﻜـﻴﻪ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﺑﻪ ﺩﺭﻭﺱ ﻧﻈﺮﻱ ﻭ ﺍﻧﺒﺎﺷﺖ ﻣﺤﻔﻮﻇﺎﺕ‪ ،‬ﻛﻢ ﺗﻮﺟﻬﻲ ﺑﻪ ﭘﺮﻭﺭﺵ‬

‫ﻣﻬﺎﺭﺗﻬﺎ‪ ،‬ﻛﺎﺭﺁﻓﺮﻳﻨﻲ‪ ،‬ﺧﻼﻗﻴﺖ ﻭ ﻧﻮﺁﻭﺭﻱ‪ ،‬ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻭ ﺁﻣﺎﺩﻩ ﻧﺸﺪﻥ ﺁﻧﻬﺎ ﺑﺮﺍﻱ ﻣﻮﺍﺟﻬﻪ ﺑﺎ ﻣﺴﺎﻳﻞ ﻭ ﻧﻴﺎﺯﻫﺎﻱ ﺟﺎﻣﻌﻪ‪.‬‬ ‫•‬

‫ﻛﻤﺒﻮﺩ ﻛﺎﺩﺭ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺍﺯ ﻧﻈﺮ ﺗﻌﺪﺍﺩ‪ ،‬ﺗﺮﻛﻴﺐ ﻣﺮﺍﺗﺐ ﻋﻠﻤﻲ ﻭ ﺭﻭﺯﺁﻣﺪﻱ‪.‬‬

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‫ﻓﻘﺪﺍﻥ ﺧﻂ ﻣﺸﻲ ﺑﻠﻨﺪ ﻣﺪﺕ ﺗﻮﺳﻌﻪ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﻭ ﻫﺮﻡ ﻣﻄﻠﻮﺏ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﻧﺎﻣﻨﺎﺳﺐ ﺑﻮﺩﻥ ﺗﺮﻛﻴﺐ ﺗﺨﺼﺼﻲ ﻧﻴﺮﻭﻱ‬

‫ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺳﺎﺧﺘﺎﺭﻫﺎﻱ ﻛﺎﺭ ﻭ ﺍﺷﺘﻐﺎﻝ ﻛﺸﻮﺭ‪.‬‬

‫ﺗﻬﺪﻳﺪﻫﺎ ﻭ ﻓﺮﺻﺘﻬﺎﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫ﺗﻬﺪﻳﺪﻫﺎ‬ ‫•‬

‫ﺗـﺮﺍﻛﻢ ﺷـﺪﻳﺪ ﺗﻘﺎﺿـﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻛﻪ ﺑﺎ ﻭﺟﻮﺩ ﺍﺗﺨﺎﺫ ﺳﻴﺎﺳﺘﻬﺎﻱ ﺗﻮﺯﻳﻊ ﻋﺎﺩﻻﻧﻪ ﻫﻤﭽﻨﺎﻥ ﻣﺮﻛﺰ ﺛﻘﻞ ﺁﻥ‪ ،‬ﺍﺳﺘﺎﻥ ﺗﻬﺮﺍﻥ‬

‫ﺍﺳﺖ ﺑﻪ ﮔﻮﻧﻬﺎﻱ ﻛﻪ ﺩﻭﻣﻴﻦ ﺍﻧﺘﺨﺎﺏ ‪ ٨٥/٧‬ﺩﺭﺻﺪ ﻣﺘﻘﺎﺿﻴﺎﻥ ﺳﺎﻳﺮ ﺍﺳﺘﺎﻧﻬﺎ ﻧﻴﺰ ﺍﺳﺘﺎﻥ ﺗﻬﺮﺍﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬

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‫ﻭﺟـﻮﺩ ﺗﻘﺎﺿﺎﻱ ﻛﺎﺫﺏ ﺑﺮﺍﻱ ﺧﺪﻣﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪ ،‬ﻧﺎﺷﻲ ﺍﺯ ﻋﺪﻡ ﺗﻌﻴﻴﻦ ﻗﻴﻤﺘﻬﺎﻱ ﺻﺮﻳﺢ ﺑﺮﺍﻱ ﺧﺪﻣﺎﺕ ﻣﺰﺑﻮﺭ ﺩﺭ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺍﺳﺖ‬

‫ﻛـﻪ ﺍﻳـﻦ ﺍﻣـﺮ ﻣﻮﺟـﺐ ﻗﻄـﻊ ﺍﺭﺗـﺒﺎﻁ ﺑﻴﻦ ﺗﻘﺎﺿﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﻴﻜﺎﺭﻱ ﺩﺭ ﺳﻄﻮﺡ ﭘﺎﻳﻴﻨﺘﺮ ﺁﻣﻮﺯﺷﻲ ﻭ ﻓﻘﺪﺍﻥ ﺍﻃﻼﻋﺮﺳﺎﻧﻲ‬ ‫ﻣﻨﺎﺳﺐ ﺩﺭ ﻣﻮﺭﺩ ﺑﺎﺯﺍﺭ ﻛﺎﺭ ﺍﺯ ﺩﻳﮕﺮ ﺗﻬﺪﻳﺪﻫﺎﺳﺖ‪.‬‬ ‫•‬

‫ﺭﻭﻧﺪ ﺭﻭ ﺑﻪ ﺭﺷﺪ ﺍﻓﺰﺍﻳﺶ ﺳﻬﻢ ﺯﻧﺎﻥ ﺩﺭ ﺗﻘﺎﺿﺎﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﻛﺎﻫﺶ ﺍﺻﻮﻟﻲ ﻣﺸﺎﺭﻛﺖ ﻣﺮﺩﺍﻥ ﺑﺮﺍﻱ ﻭﺭﻭﺩ ﺑﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‪.‬‬

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‫ﻋﺪﻡ ﻛﻔﺎﻳﺖ ﻧﺮﺥ ﭘﻮﺷﺶ ﺗﺤﺼﻴﻠﻲ ﺳﻄﻮﺡ ﻋﺎﻟﻲ ﺩﺭ ﺷﺮﺍﻳﻂ ﻛﻤﺒﻮﺩ ﺷﺪﻳﺪ ﺳﻄﺢ ﺩﺍﻧﺶ ﺍﻗﺘﺼﺎﺩ ﻛﺸﻮﺭ ﻭ ﺟﻮﺍﻧﻲ ﺟﻤﻌﻴﺖ‪.‬‬

‫ﻓﺮﺻﺘﻬﺎ‬ ‫•‬

‫ﺍﻓـﺰﺍﻳﺶ ﺗﻘﺎﺿـﺎﻱ ﻣﺆﺛﺮ ﺍﻓﺮﺍﺩ ﻭ ﺧﺎﻧﻮﺍﺭﻫﺎ ﺑﺮﺍﻱ ﺧﺪﻣﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻭ ﻧﻴﺰ ﺍﻓﺰﺍﻳﺶ ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺩﺭ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻣﺴﺘﻘﻞ ﺍﺯ ﺗﻮﺍﻥ‬

‫ﻋﻤﻮﻣﻲ ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺁﻧﻬﺎ‪.‬‬ ‫•‬

‫ﺍﻓـﺰﺍﻳﺶ ﺗﻘﺎﺿـﺎ ﺑـﺮﺍﻱ ﺩﻭﺭﻫﻬـﺎﻱ ﺷـﺒﺎﻧﻪ ﻭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻏﻴﺮﺍﻧﺘﻔﺎﻋﻲ ﻭ ﺍﻳﺠﺎﺩ ﺯﻣﻴﻨﻪ ﻣﻨﺎﺳﺐ ﺑﺮﺍﻱ ﺗﻨﻮﻉ ﺑﺨﺸﻴﺪﻥ ﺑﻪ ﻋﺮﺻﻪ ﺁﻣﻮﺯﺵ‬

‫ﻋﺎﻟﻲ‪.‬‬ ‫•‬

‫ﻭﺟـﻮﺩ ﺫﺧـﻴﺮﻩ ﺟﻤﻌﻴﺘﻲ ﺟﻮﺍﻥ ﻭ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﻓﺮﺍﻭﺍﻥ ﻛﻪ ﺑﺎ ﺍﻧﺘﺨﺎﺏ ﻭ ﻫﺪﺍﻳﺖ ﺻﺤﻴﺢ ﺍﻳﻦ ﻣﻨﺎﺑﻊ ﺑﺎﻟﻘﻮﻩ ﻣﻴﺘﻮﺍﻥ ﺫﺧﻴﺮﻩ ﺳﺮﻣﺎﻳﻪ ﺍﻧﺴﺎﻧﻲ‬

‫ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺍﺯ ﻧﻈﺮ ﻛﻤﻲ ﻭ ﻛﻴﻔﻲ‪ ،‬ﺩﺭ ﻳﻚ ﺑﺮﻫﻪ ﻣﻨﺎﺳﺐ ﺍﻳﺠﺎﺩ ﻛﺮﺩ‪.‬‬ ‫•‬

‫ﺭﻭﻧـﺪ ﺍﻓـﺰﺍﻳﺶ ﺗﻘﺎﺿـﺎ ﺑﺮﺍﻱ ﺟﺮﻳﺎﻧﻬﺎﻱ ﻣﻮﺍﺯﻱ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻛﻪ ﺍﮔﺮ ﭼﻪ ﻛﺎﻓﻲ ﻧﻴﺴﺖ ﻭﻟﻲ ﺑﺎ ﺳﻴﺎﺳﺘﮕﺬﺍﺭﻳﻬﺎﻱ ﻣﻨﺎﺳﺐ ﻭ ﺗﺜﺒﻴﺖ ﺷﺪﻩ‬

‫ﻣﻴﺘﻮﺍﻥ ﺍﺯ ﺍﻳﻦ ﻓﺮﺻﺖ ﺑﺮﺍﻱ ﭘﺎﺳﺨﮕﻮﻳﻲ ﺑﻴﺸﺘﺮ ﺑﻪ ﺗﻘﺎﺿﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ‪.‬‬ ‫•‬

‫ﮔﺴـﺘﺮﺵ ﺗﻘﺎﺿـﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺮﺍﻱ ﻭﺭﻭﺩ ﺑﻪ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺻﻮﺭﺕ ﻭﺟﻮﺩ ﺯﻣﻴﻨﻬﻬﺎﻳﻲ ﺑﺮﺍﻱ ﺍﻓﺰﺍﻳﺶ ﻣﻴﺰﺍﻥ ﭘﺬﻳﺮﺵ‪ ،‬ﻣﻮﺟﺒﺎﺕ ﺗﻐﻴﻴﺮ‬

‫ﻧﮕﺮﺵ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺳﻴﺎﺳﻲ ﺩﺭ ﺟﺎﻣﻌﻪ ﺭﺍ ﺍﺯ ﭘﻴﺶ ﻓﺮﺍﻫﻢ ﻣﻴﺂﻭﺭﺩ‪.‬‬

‫ﭼﺸﻤﺎﻧﺪﺍﺯﻫﺎﻱ ﺁﻳﻨﺪﻩ‬ ‫‪ (١‬ﺍﻓـﺰﺍﻳﺶ ﻣﻬﺎﺟﺮﺕ ﻧﺨﺒﮕﺎﻥ )ﻓﺮﺍﺭ ﻣﻐﺰﻫﺎ( ﺩﺭ ﺻﻮﺭﺕ ﺍﺩﺍﻣﻪ ﺭﻭﻧﺪ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﺗﺄﻣﻴﻦ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻋﻀﺎﻱ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ‬ ‫ﻋﺎﻟﻲ‪.‬‬ ‫‪ (٢‬ﺭﻭﺑﺮﻭ ﺷﺪﻥ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺑﺎ ﻣﻮﺝ ﺟﺪﻳﺪ ﺟﻤﻌﻴﺖ ﺟﻮﺍﻥ ﻭ ﺩﺍﻭﻃﻠﺐ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ‪ ١٠‬ﺳﺎﻝ ﺁﻳﻨﺪﻩ ﺍﺯ ﻳﻚ ﻃﺮﻑ ﻭ ﻭﺍﺑﺴﺘﮕﻲ ﻣﺎﻟﻲ ﺑﻪ‬ ‫ﻣﻨﺎﺑﻊ ﻣﺤﺪﻭﺩ ﻭ ﺩﺭ ﺣﺎﻝ ﻛﺎﻫﺶ ﻳﺎ ﻧﻮﺳﺎﻥ ﺩﻭﻟﺖ ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ‪.‬‬ ‫‪ (٣‬ﺗﺄﺛﻴﺮﭘﺬﻳﺮﻱ ﻣﻨﻔﻲ ﻛﻴﻔﻴﺖ ﺁﻣﻮﺯﺵ ﻭ ﭘﮋﻭﻫﺶ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺍﺯ ﺗﻮﺳﻌﻬﻬﺎﻱ ﻛﻤﻲ ﺗﻮﺃﻡ ﺑﺎ ﻣﺤﺪﻭﺩﻳﺖ ﻣﻨﺎﺑﻊ‪ ،‬ﺍﻣﻜﺎﻧﺎﺕ ﻭ ﻫﻴﺄﺕ ﻋﻠﻤﻲ‪.‬‬ ‫‪ (٤‬ﺍﻓـﺰﺍﻳﺶ ﻓﺎﺻﻠﻪ ﻋﻠﻤﻲ ﻛﺸﻮﺭ ﺑﺎ ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﻧﺎﺷﻲ ﺍﺯ ﻛﻨﺪﻱ ﺳﺮﻋﺖ ﺗﺤﻮﻻﺕ ﻋﻠﻤﻲ؛ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺭﻭﻧﺪ‬ ‫ﺷﺘﺎﺑﺎﻥ ﺩﻧﻴﺎﻱ ﻋﻠﻢ ﻭﻓﻨﺎﻭﺭﻱ‪.‬‬

‫‪ (٥‬ﻛﺎﺭﺁﻓﺮﻳـﻦ ﻧـﺒﻮﺩﻥ ﻓـﺎﺭﻍ ﺍﻟﺘﺤﺼـﻴﻼﻥ‪ ،‬ﺭﻭﺍﺝ ﺭﻭﺣـﻴﻪ ﻣﺪﺭﻛﮕﺮﺍﻳـﻲ ﻭ ﺍﻓﺰﺍﻳﺶ ﺍﻧﺘﻈﺎﺭﺍﺕ ﺩﺍﻧﺸﺂﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﺩﻭﻟﺖ ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ ﺍﺷﺘﻐﺎﻝ ﻭ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺁﻧﻬﺎ‪.‬‬ ‫‪ (٦‬ﺑـﻴﻜﺎﺭﻳﻬﺎﻱ ﺳﺎﺧﺘﺎﺭﻱ ﺗﻮﺃﻡ ﺑﺎ ﻛﻤﺒﻮﺩ ﻧﻴﺮﻭﻱ ﻣﺘﺨﺼﺺ ﻧﺎﺷﻲ ﺍﺯ ﻋﺪﻡ ﺗﻨﺎﺳﺐ ﻧﺮﺥ ﺭﺷﺪ ﺟﻤﻌﻴﺖ ﺩﺍﻧﺸﺂﻣﻮﺧﺘﮕﺎﻥ ﺭﺷﺘﻬﻬﺎﻱ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‬ ‫ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺮﻋﺖ ﺗﻮﺳﻌﻪ ﻣﺸﺎﻏﻞ ﺩﺭ ﺯﻣﻴﻨﻬﻬﺎﻱ ﻣﺘﻨﺎﻇﺮ ﺩﺭ ﺭﻭﻧﺪ ﺍﺷﺘﻐﺎﻟﺰﺍﻳﻲ ﻛﺸﻮﺭ‪.‬‬

‫ﺑﺨﺶ ﺩﻭﻡ‪ :‬ﺗﻮﺳﻌﻪ ﭘﮋﻭﻫﺶ‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺍﻣـﺮﻭﺯﻩ ﻋﻠـﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﻧﻘﺶ ﻭ ﺍﻫﻤﻴﺖ ﺭﻭﺯﺍﻓﺰﻭﻧﻲ ﺩﺭ ﺗﻮﺳﻌﻪ ﺟﻮﺍﻣﻊ ﺩﺍﺷﺘﻪ ﻭ ﺟﻬﺎﻥ ﺑﻪ ﺳﻤﺖ ﺍﻗﺘﺼﺎﺩ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ ﭘﻴﺶ ﻣﻴﺮﻭﺩ‪ .‬ﺗﻮﺳﻌﻪ‬ ‫ﻫﻤـﻪ ﺟﺎﻧـﺒﻪ ﻭ ﭘـﺎﻳﺪﺍﺭ ﻋﻤﺪﺗﹰﺎ ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ ﺍﺳﺖ ﻭ ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ ﻧﻴﺰ ﺑﺮ ﭘﺎﻳﻪ ﺧﻼﻗﻴﺖ ﻭ ﻧﻮﺁﻭﺭﻱ ﻭ ﺗﻮﺳﻌﻪ ﻋﻠﻤﻲ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ ﻭ‬ ‫ﺩﺳـﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻮﺳﻌﻪ ﻋﻠﻤﻲ ﻧﻴﺰ ﺍﺯ ﻃﺮﻳﻖ ﻣﻄﺎﻟﻌﻪ ﻭ ﭘﮋﻭﻫﺶ ﻣﻴﺴﺮ ﺍﺳﺖ‪ .‬ﻟﺬﺍ ﺟﻮﺍﻣﻌﻲ ﻛﻪ ﻣﻨﺎﺑﻊ ﻭ ﺍﻣﻜﺎﻧﺎﺕ ﺑﻴﺸﺘﺮﻱ ﺭﺍ ﺑﻪ ﺍﻣﺮ ﭘﮋﻭﻫﺶ ﺍﺧﺘﺼﺎﺹ‬ ‫ﻣﻴﺪﻫـﻨﺪ ﻭ ﺩﺭ ﺍﻣـﻮﺭ ﻣﺨـﺘﻠﻒ ﺍﻋﻢ ﺍﺯ ﺳﻴﺎﺳﺘﮕﺬﺍﺭﻱ‪ ،‬ﺑﺮﻧﺎﻣﻬﺮﻳﺰﻱ‪ ،‬ﺗﺼﻤﻴﻤﮕﻴﺮﻱ ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺻﻨﻌﺘﻲ ﺍﺯ ﻧﺘﺎﻳﺞ ﻣﻄﺎﻟﻌﺎﺕ ﻭ ﺗﺤﻘﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﺑﻴﺸﺘﺮﻱ ﺑﻪ ﻋﻤﻞ ﻣﻴﺂﻭﺭﻧﺪ ﺍﺯ ﻣﻮﻓﻘﻴﺖ ﺑﻴﺸﺘﺮﻱ ﺑﺮﺧﻮﺭﺩﺍﺭﻧﺪ‪.‬‬

‫ﺗﻌﺎﺭﻳﻒ‬ ‫ﺗﺤﻘﻴﻖ‪:‬‬ ‫ﺗﺤﻘﻴﻖ ﻋﺒﺎﺭﺗﺴﺖ ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﻧﻈﺎﻣﻴﺎﻓﺘﻪ ﻭ ﺧﻼﻕ ﻛﻪ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﻓﺰﺍﻳﺶ ﺫﺧﻴﺮﻩ ﺩﺍﻧﺶ ﻋﻠﻤﻲ ﻭ ﻳﺎ ﻛﺎﺭﺑﺮﺩ ﻋﻤﻠﻲ ﺁﻥ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ‪ .‬ﺗﺤﻘﻴﻘﺎﺕ‬ ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﺑﻪ ﺗﺤﻘﻴﻘﺎﺕ ﭘﺎﻳﻪ ﻳﺎ ﺑﻨﻴﺎﺩﻱ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻛﺎﺭﺑﺮﺩﻱ ﻭ ﺗﺤﻘﻴﻘﺎﺕ ﺗﻮﺳﻌﻬﺎﻱ ﺩﺳﺘﻬﺒﻨﺪﻱ ﻣﻴﺸﻮﻧﺪ‪.‬‬

‫ﭘﮋﻭﻫﺸﻬﺎﻱ ﺑﻨﻴﺎﺩﻱ )ﭘﺎﻳﻪ(‪:‬‬ ‫ﺗﺤﻘـﻴﻘﺎﺕ ﺑﻨﻴﺎﺩﻱ ﻳﺎ ﭘﺎﻳﻪ ﻋﺒﺎﺭﺗﺴﺖ ﺍﺯ ﻛﺎﺭ ﺑﻜﺮ ﻭ ﺍﺻﻴﻠﻲ ﻛﻪ ﺑﻪ ﻣﻨﻈﻮﺭ ﻛﺴﺐ ﺩﺍﻧﺶ ﻭ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺍﺻﻮﻝ ﺭﻳﺸﻬﺎﻱ ﭘﺪﻳﺪﻫﻬﺎ ﻭ ﺩﺭﻙ ﻋﻠﻤﻲ‬ ‫ﻻ ﺩﺭ ﺍﺑﺘﺪﺍ ﻫﺪﻑ ﻳﺎ ﻛﺎﺭﺑﺮﺩ ﻋﻠﻤﻲ ﺧﺎﺻﻲ ﺭﺍ ﺩﻧﺒﺎﻝ ﻧﻤﻴﻜﻨﺪ‪.‬‬ ‫ﺗﺎﺯﻩ ﺍﻧﺠﺎﻡ ﻣﻴﺸﻮﺩ‪ .‬ﺍﻳﻦ ﻧﻮﻉ ﺗﺤﻘﻴﻖ ﻣﻌﻤﻮ ﹰ‬ ‫ﭘﮋﻭﻫﺸﻬﺎﻱ ﻛﺎﺭﺑﺮﺩﻱ‪:‬‬ ‫ﺗﺤﻘـﻴﻘﺎﺕ ﻛﺎﺭﺑـﺮﺩﻱ ﻓﻌﺎﻟﻴـﺖ ﻧﻈﺎﻣﻴﺎﻓـﺘﻪ ﻭ ﺑﺮﻧﺎﻣﻬﺮﻳـﺰﻱ ﺷـﺪﻫﺎﻱ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﺎﻓﺘﻬﻬﺎﻱ ﻋﻠﻤﻲ ﻭ ﺑﺎ ﻫﺪﻑ ﻛﺴﺐ ﺩﺍﻧﺶ ﻻﺯﻡ ﺑﺎ‬ ‫ﺍﻫﺪﺍﻑ ﻛﺎﺭﺑﺮﺩﻱ ﺧﺎﺹ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺁﻥ ﻓﺮﺁﻭﺭﺩﻫﻬﺎ ﻳﺎ ﻓﺮﺍﻳﻨﺪﻫﺎﻳﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺭﻓﻊ ﻧﻴﺎﺯ ﻣﺸﺨﺼﻲ ﺣﺎﺻﻞ ﻣﻴﺸﻮﺩ‪.‬‬

‫ﭘﮋﻭﻫﺸﻬﺎﻱ ﺗﻮﺳﻌﻬﺎﻱ‪:‬‬

‫ﺗﺤﻘـﻴﻘﺎﺕ ﺗﻮﺳـﻌﻬﺎﻱ ﻋـﺒﺎﺭﺕ ﺍﺯ ﻓﻌﺎﻟﻴـﺖ ﺳـﺎﺯﻣﺎﻧﻴﺎﻓﺘﻪ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ ﻛﺎﺭﺑﺮﺩﻱ ﻣﻮﺟﻮﺩ ﺍﺳﺖ ﻛﻪ ﻋﻤﺪﺗﹰﺎ ﺑﻪ ﻧﻮﺁﻭﺭﻱ ﺩﺭ ﺭﻭﺷﻬﺎ‪ ،‬ﻣﻜﺎﻧﻴﺰﻣﻬﺎ‪،‬‬ ‫ﺩﺳﺘﮕﺎﻫﻬﺎ‪ ،‬ﻣﺤﺼﻮﻻﺕ ﻭ ﻳﺎ ﺍﺻﻼﺡ ﻭ ﺑﻬﺒﻮﺩ ﺁﻧﻬﺎ ﻣﻨﺠﺮ ﻣﻴﺸﻮﺩ‪.‬‬

‫ﺷﻨﺎﺧﺖ ﻭﺿﻌﻴﺖ ﮔﺬﺷﺘﻪ ﻭ ﻣﻮﺟﻮﺩ ﭘﮋﻭﻫﺶ ﺩﺭ ﻛﺸﻮﺭ‬ ‫ﺍﻟﻒ‪ -‬ﺑﺮﺭﺳﻲ ﺍﺟﻤﺎﻟﻲ ﻧﻬﺎﺩﻫﻬﺎ ﻭ ﺳﺘﺎﺩﻫﻬﺎﻱ ﭘﮋﻭﻫﺶ‬ ‫ﺍﻋﺘـﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸـﻲ‪ ،‬ﻳﻜـﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳـﻦ ﻭ ﺍﺻـﻠﻴﺘﺮﻳﻦ ﺍﺑـﺰﺍﺭﻫﺎﻱ ﺭﺷـﺪ ﻭ ﺗﻮﺳـﻌﻪ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻣﺤﺴﻮﺏ ﻣﻴﺸﻮﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺳﻬﻢ‬ ‫ﺍﺧﺘﺼﺎﺻـﻴﺎﻓﺘﻪ ﺑـﻪ ﺗﺤﻘـﻴﻘﺎﺕ ﺍﺯ ﺗﻮﻟـﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ﻫﻤﻮﺍﺭﻩ ﻳﻜﻲ ﺍﺯ ﺷﺎﺧﺼﻬﺎﻱ ﻣﻬﻢ ﺗﻮﺳﻌﻪ ﻛﺸﻮﺭﻫﺎ ﻣﺤﺴﻮﺏ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ .‬ﺍﮔﺮﭼﻪ ﻧﺤﻮﻩ‬ ‫ﺗﻮﺯﻳﻊ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻭ ﺑﻬﺮﻫﺒﺮﺩﺍﺭﻱ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻧﻴﺰ ﺍﺯ ﺍﻫﻤﻴﺖ ﺑﺴﻴﺎﺭﻱ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪.‬‬ ‫ﺑﺮﺭﺳـﻲ ﺳـﻴﺮ ﺗﺤـﻮﻝ ﺍﻋﺘـﺒﺎﺭﺍﺕ ﺗﺨﺼﻴﺼﻴﺎﻓﺘﻪ ﺑﻪ ﭘﮋﻭﻫﺶ ﻧﺸﺎﻥ ﻣﻴﺪﻫﺪ ﻛﻪ ﺩﺭ ﻣﺠﻤﻮﻉ ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﺍﮔﺮﭼﻪ ﺩﺭ ﻇﺎﻫﺮ‬ ‫ﻼ‬ ‫ﺑﻴﺸـﺘﺮﻳﻦ ﺑـﺎﺭ ﭘﮋﻭﻫﺸـﻲ ﺭﺍ ﺑﺮ ﺩﻭﺵ ﻛﺸﻴﺪﻩ ﻭ ﺗﺄﻣﻴﻨﻜﻨﻨﺪﻩ ﺍﺻﻠﻲ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺘﺨﺼﺺ ﺩﺭ ﺍﻣﺮ ﺗﺤﻘﻴﻖ ﺩﺭ ﻛﺸﻮﺭ ﻣﺤﺴﻮﺏ ﻣﻴﺸﻮﺩ ﺍﻣﺎ ﻋﻤ ﹰ‬ ‫ﺑﻬﺮﻫﻤﻨﺪﻱ ﻣﻄﻠﻮﺑﻲ ﺍﺯ ﺍﻳﻦ ﺍﻋﺘﺒﺎﺭﺍﺕ‪ ،‬ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻗﺎﺑﻠﻴﺘﻬﺎ‪ ،‬ﻭﻇﺎﻳﻒ ﻭ ﻋﻤﻠﻜﺮﺩ ﺧﻮﺩ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﺑﻪ ﻃﻮﺭ ﺧﻼﺻﻪ ﻣﻴﺘﻮﺍﻥ ﺍﺫﻋﺎﻥ ﺩﺍﺷﺖ ﻛﻪ ﺷﻴﻮﻩ‬ ‫ﺗﺨﺼﻴﺺ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ ﺑﻨﺎ ﺑﻪ ﺩﻻﻳﻞ ﻣﺘﻌﺪﺩ‪ ،‬ﺩﺭ ﻧﺎﻛﺎﺭﺁﻣﺪ ﻛﺮﺩﻥ ﺳﻴﺴﺘﻢ ﭘﮋﻭﻫﺶ ﻛﺸﻮﺭ ﻧﻘﺶ ﺑﺴﺰﺍﻳﻲ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬

‫ﺟﺪﻭﻝ ‪ -١‬ﺳﻬﻢ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ*‬ ‫ﻋﻨﻮﺍﻥ ﺷﺎﺧﺺ‬ ‫‪١٣٧٦‬‬

‫ﺳﺎﻝ‬ ‫‪١٣٧٧‬‬

‫‪١٣٧٨‬‬

‫‪١٣٧٩‬‬

‫‪١٣٨٠‬‬

‫‪١٣٨١‬‬

‫ﺳﻬﻢ ﻫﺰﻳﻨﻬﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ )‪ (%‬ﺑﺮﻧﺎﻣﻪ‬ ‫ﻋﻤﻠﻜﺮﺩ‬

‫‪٠/٢٩‬‬

‫‪٠/٣٠‬‬

‫‪٠/٣٢‬‬

‫‪٠/٣٩‬‬

‫‪٠/٤٦‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪٠/٤٢‬‬

‫ﺳﻬﻢ ﻫﺰﻳﻨﻬﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺍﺯ ﻣﻨﺎﺑﻊ ﺑﺨﺶ ﺧﺼﻮﺻﻲ‪ ،‬ﺷﺮﻛﺘﻬﺎﻱ ﺩﻭﻟﺘﻲ ﻭ ﺑﺎﻧﻜﻬﺎ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ )‪(%‬‬ ‫‪٠‬‬

‫‪٠/٣٢‬‬

‫‪٠/٣٨‬‬

‫ﻋﻤﻠﻜﺮﺩ‬

‫‪٠/٠٨‬‬

‫‪٠/١٢‬‬

‫‪٠/١٦‬‬

‫‪٠/٢٠‬‬

‫‪-‬‬

‫‪٠/٥‬‬

‫‪٠/٦٣‬‬

‫‪٠/٧٥‬‬

‫ﺑﺮﻧﺎﻣﻪ‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪/٢٦‬‬

‫‪-‬‬

‫* ﻣﺄﺧﺬ‪ :‬ﮔﺰﺍﺭﺵ ﻋﻤﻠﻜﺮﺩ ﺩﻭﻟﺖ )‪.(١٣٧٦-٨٠‬‬

‫ﻻ ﺗﻮﺳـﻂ ﺷﺎﺧﺼـﻬﺎﻳﻲ ﻛـﻪ ﺑـﻪ ﻧﻬﺎﺩﻫﻬﺎ ﻭ ﺳﺘﺎﺩﻫﻬﺎﻱ ﺁﻥ ﻣﺮﺑﻮﻁ ﻣﻴﺸﻮﺩ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ‪.‬‬ ‫ﺍﺭﺯﻳﺎﺑـﻲ ﻭﺿـﻌﻴﺖ ﻓﻌﺎﻟﻴـﺘﻬﺎﻱ ﭘﮋﻭﻫﺸـﻲ ﻣﻌﻤـﻮ ﹰ‬ ‫ﻧﻬﺎﺩﻫﻬﺎﻱ ﺍﺻﻠﻲ ﭘﮋﻭﻫﺶ ﺷﺎﻣﻞ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﻭ ﺍﻧﺴﺎﻧﻲ ﻣﻴﺒﺎﺷﻨﺪ ﻛﻪ ﺷﺎﺧﺼﻬﺎﻱ ﺍﺻﻠﻲ ﺁﻧﻬﺎ ﻧﺴﺒﺖ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ )ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ( ﺑﻪ‬ ‫ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ )‪ (GDP‬ﻭ ﺗﻌﺪﺍﺩ ﻣﺤﻘﻘﻴﻦ )ﻭ ﺗﺮﻛﻴﺐ ﺁﻧﻬﺎ( ﻧﺴﺒﺖ ﺑﻪ ﺟﻤﻌﻴﺖ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺳﺘﺎﺩﻫﻬﺎ ﻧﻴﺰ ﻣﻴﺘﻮﺍﻥ ﺑﻪ ﻣﻮﺍﺭﺩﻱ ﺍﺯ ﻗﺒﻴﻞ‬ ‫ﺗﻌﺪﺍﺩ ﻛﺘﺐ ﻭ ﻣﻘﺎﻻﺕ ﻋﻠﻤﻲ‪ ،‬ﺍﺧﺘﺮﺍﻋﺎﺕ ﻭ ﺍﺑﺘﻜﺎﺭﺍﺕ ﺛﺒﺖ ﺷﺪﻩ ﻭ ﺗﻌﺪﺍﺩ ﭘﺮﻭﮊﻫﻬﺎﻱ ﺍﺟﺮﺍ ﺷﺪﻩ ﻭ ﺑﻪ ﻛﺎﺭ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺷﺎﺭﻩ ﻧﻤﻮﺩ‪.‬‬

‫ﺩﺭ ﺍﺭﺗـﺒﺎﻁ ﺑﺎ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ‪ ،‬ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ ﻣﻘﺮﺭ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺳﻬﻢ ﻫﺰﻳﻨﻬﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ﺑﻪ ﻃﻮﺭ ﻳﻜﻨﻮﺍﺧﺖ‬ ‫ﺍﻓـﺰﺍﻳﺶ ﻳﺎﻓـﺘﻪ ﻭ ﺩﺭ ﺍﻧـﺘﻬﺎﻱ ﺑﺮﻧﺎﻣﻪ ﺑﺮﺍﻱ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺑﻪ ‪ ١‬ﺩﺭﺻﺪ ﻭ ﺑﺮﺍﻱ ﺑﺨﺶ ﺧﺼﻮﺻﻲ‪ ،‬ﺷﺮﻛﺘﻬﺎﻱ ﺩﻭﻟﺘﻲ ﻭ ﺑﺎﻧﻜﻬﺎ ﺑﻪ ‪ ٠/٥‬ﺩﺭﺻﺪ ﺑﺮﺳﺪ‪.‬‬ ‫ﺑﻬﻄﻮﺭﻳﻜـﻪ ﺩﺭ ﺟﺪﻭﻝ ‪ ١‬ﻣﻼﺣﻈﻪ ﻣﻴﺸﻮﺩ ﺩﺭ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺍﺯ ﺍﺑﺘﺪﺍﻱ ﺑﺮﻧﺎﻣﻪ ﺗﺎﻛﻨﻮﻥ ﻫﻴﭽﮕﺎﻩ ﺍﻫﺪﺍﻑ ﻣﻮﺭﺩ ﻧﻈﺮ ﺗﺤﻘﻖ ﻧﻴﺎﻓﺘﻪ ﻭ ﺑﻬﻌﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺩﺭ‬ ‫ﺳـﺎﻝ ‪ ١٣٨١‬ﻛـﻪ ﻣﻴﺒﺎﻳﺴـﺖ ‪ ٠/٧٥‬ﺩﺭﺻﺪ ﺍﺯ ‪ GDP‬ﺻﺮﻑ ﺗﺤﻘﻴﻘﺎﺕ ﻣﻴﺸﺪ‪ ،‬ﺍﻋﺘﺒﺎﺭ ﻣﺼﻮﺏ ‪ ٠/٤٢‬ﺩﺭﺻﺪ ﻣﻴﺒﺎﺷﺪ ﻛﻪ ﺍﮔﺮ ﺑﻬﻄﻮﺭ ﻛﺎﻣﻞ ﻫﻢ ﺟﺬﺏ‬ ‫ﺷـﻮﺩ ﻫـﻨﻮﺯ ﺗﻔـﺎﻭﺕ ﻓﺎﺣﺸﻲ ﺑﺎ ﻫﺪﻑ ﻛﻤﻲ ﻣﺼﻮﺏ ﺑﺮﻧﺎﻣﻪ ﺩﺍﺭﺩ‪ .‬ﻻﺯﻡ ﺑﻪ ﺫﻛﺮ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺷﺎﺧﺺ ﺑﺮﺍﻱ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﻭ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ‬ ‫ﺣـﺎﻝ ﺗﻮﺳﻌﻪ ﻣﻮﻓﻖ ﺩﺭ ﺣﺪﻭﺩ ‪ ٢/٥‬ﺗﺎ ‪ ٣‬ﺩﺭﺻﺪ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭﻛﻪ ﻣﻼﺣﻈﻪ ﻣﻴﺸﻮﺩ‪ ،‬ﮔﺮﭼﻪ ﺍﻫﺪﺍﻑ ﻛﻤﻲ ﭘﻴﺸﺒﻴﻨﻲ ﺷﺪﻩ ﺑﺴﻴﺎﺭ ﭘﺎﻳﻴﻨﺘﺮ ﺍﺯ ﻣﺘﻮﺳﻂ‬ ‫ﺟﻬﺎﻧـﻲ ﻣﻴﺒﺎﺷـﺪ‪ ،‬ﻭﻟﻲ ﻫﻤﻴﻦ ﺍﻫﺪﺍﻑ ﻧﻴﺰ ﻣﺘﺄﺳﻔﺎﻧﻪ ﺗﺤﻘﻖ ﻧﻴﺎﻓﺘﻪ ﻭ ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﺩﺍﻣﻪ ﺍﻳﻦ ﺭﻭﻧﺪ ﺑﺎﻳﺪ ﺷﺎﻫﺪ ﺍﻓﺰﺍﻳﺶ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﻋﻘﺒﻤﺎﻧﺪﮔﻲ‬ ‫ﻋﻠﻢ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻛﺸﻮﺭ ﺑﺎﺷﻴﻢ‪.‬‬ ‫ﺳـﻬﻢ ﺑﺨﺶ ﺧﺼﻮﺻﻲ ﺩﺭ ﺗﺤﻘﻴﻘﺎﺕ ﻧﻴﺰ ﻛﻪ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺻﻨﻌﺘﻲ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺩﻭﻟﺖ ﻣﻴﺒﺎﺷﺪ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﻧﺎﭼﻴﺰ ﺍﺳﺖ ﻛﻪ ﺑﺎﻳﺪ‬ ‫ﺯﻣﻴﻨﻬﻬﺎﻱ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﻓﺰﺍﻳﺶ ﺁﻥ ﻓﺮﺍﻫﻢ ﮔﺮﺩﺩ‪.‬‬ ‫ﺩﺭ ﺍﺭﺗـﺒﺎﻁ ﺑـﺎ ﻣـﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﻧﻴﺰ ﺗﻌﺪﺍﺩ ﻣﺤﻘﻘﺎﻥ ﺩﺭ ﻳﻚ ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ ﺟﻤﻌﻴﺖ ﺩﺭﺳﺎﻟﻬﺎﻱ ﺍﺧﻴﺮ ﺩﺭ ﺣﺪﻭﺩ ‪ ٣٣٠‬ﻧﻔﺮ ﺍﻋﻼﻡ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺑﺎﺯﻫﻢ‬ ‫ﻧﺴـﺒﺖ ﺑـﻪ ﻣﺘﻮﺳـﻂ ﺟﻬﺎﻧﻲ )ﺣﺪﻭﺩ ‪ ١٢٠٠‬ﻧﻔﺮ( ﻭ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ )ﺣﺪﻭﺩ ‪ ٥٠٠٠‬ﻧﻔﺮ( ﭘﺎﻳﻴﻦ ﻫﺴﺘﻴﻢ‪ .‬ﺍﮔﺮﭼﻪ ﺑﺎ ﻟﺤﺎﻅ ﻧﻤﻮﺩﻥ ﻣﺤﻘﻘﻴﻦ ﺩﺍﺭﺍﻱ‬ ‫ﺗﺤﺼﻴﻼﺕ ﺣﻮﺯﻭﻱ ﻭ ﻫﻤﭽﻨﻴﻦ ﺗﻌﺪﺍﺩ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﻓﺎﺭﻏﺎﻟﺘﺤﺼﻴﻼﻥ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺩﺭ ﻣﻘﺎﻃﻊ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﺑﻪ ﺑﺎﻻ ﻛﻪ ﻣﻴﺘﻮﺍﻧﻨﺪ ﺑﻬﻌﻨﻮﺍﻥ ﻧﻴﺮﻭﻫﺎﻱ‬ ‫ﺑـﺎﻟﻘﻮﻩ ﻣﺤﻘـﻖ ﺗﻠﻘـﻲ ﺷﻮﻧﺪ ﺍﺯ ﻧﻈﺮ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺣﺪ ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ ﻫﺴﺘﻴﻢ ﻭ ﺣﺘﻲ ﺑﻬﺨﺎﻃﺮ ﻋﺪﻡ ﻣﺪﻳﺮﻳﺖ ﺻﺤﻴﺢ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﺑﺎ ﻓﺮﺍﺭ ﻣﻐﺰﻫﺎ‬ ‫ﻣﻮﺍﺟﻪ ﻣﻴﺒﺎﺷﻴﻢ‪ .‬ﻟﺬﺍ ﺑﺎ ﺍﻓﺰﺍﻳﺶ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ ﻭ ﺍﻳﺠﺎﺩ ﻓﻀﺎ ﻭ ﺯﻳﺮﺳﺎﺧﺘﻬﺎ ﻭ ﺍﻧﮕﻴﺰﻫﻬﺎﻱ ﻣﻨﺎﺳﺐ ﻣﻴﺘﻮﺍﻧﻴﻢ ﻧﻴﺮﻭﻫﺎﻱ ﻣﺘﺨﺼﺺ ﺩﺍﺧﻠﻲ ﻭ ﺣﺘﻲ‬ ‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻘﻴﻢ ﺧﺎﺭﺝ ﻭ ﻳﺎ ﻣﺘﺨﺼﺼﻴﻦ ﺧﺎﺭﺟﻲ ﺭﺍ ﺩﺭ ﺟﻬﺖ ﺗﻮﺳﻌﻪ ﺗﺤﻘﻴﻘﺎﺕ ﺑﻬﻜﺎﺭ ﮔﻴﺮﻳﻢ‪.‬‬ ‫ﺍﺯ ﻧﻈـﺮ ﺳـﻬﻢ ﻣﻘﺎﻻﺕ ﻋﻠﻤﻲ ﻛﺸﻮﺭ ﺩﺭ ﻧﺸﺮﻳﺎﺕ ﻣﻌﺘﺒﺮ ﻋﻠﻤﻲ )‪ (ISI‬ﺑﺎ ﻳﻚ ﺭﺷﺪ ﺻﺪﺩﺭﺻﺪﻱ ﺍﺯ ‪ ٧١٣‬ﻣﻘﺎﻟﻪ ﺩﺭ ﺳﺎﻝ ‪ ١٣٧٦‬ﺑﻪ ‪ ١٤٠٨‬ﻣﻘﺎﻟﻪ‬ ‫ﺩﺭ ﺳﺎﻝ ‪ ١٣٧٩‬ﺭﺳﻴﺪﻫﺎﻳﻢ ﻛﻪ ﮔﺮﭼﻪ ﭘﻴﺸﺮﻓﺖ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺍﺳﺖ ﻭﻟﻲ ﻫﻨﻮﺯ ﻓﺎﺻﻠﻪ ﺯﻳﺎﺩﻱ ﺗﺎ ﺳﻄﺢ ﻣﻄﻠﻮﺏ ﺩﺍﺭﻳﻢ‪.‬‬ ‫ﺷﺎﺧﺼﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺟﻬﺎﻧﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﻛﻪ ﺑﺨﺶ ﻋﻤﺪﻩ ﺁﻧﻬﺎ ﺑﻪ ﻧﻬﺎﺩﻫﻬﺎ ﻭ ﺳﺘﺎﺩﻫﻬﺎﻱ ﭘﮋﻭﻫﺶ ﻣﺮﺑﻮﻁ ﻣﻴﺸﻮﺩ‪ ،‬ﺩﺭ ﮔﺰﺍﺭﺵ‬ ‫ﺑﺨﺶ ﺳﻮﻡ ﻣﺤﻮﺭ ﻋﻠﻮﻡ‪ ،‬ﻏﻨﻮﻥ ﻭ ﺩﺍﻧﺎﻳﻲ )ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ( ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺏ‪ -‬ﺍﻫﺪﺍﻑ‪ ،‬ﺳﻴﺎﺳﺘﻬﺎ ﻭ ﻋﻤﻠﻜﺮﺩ ﺑﺨﺶ ﭘﮋﻭﻫﺶ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ ﺗﻮﺳﻌﻪ‬ ‫ﺩﺭ ﺟـﺪﻭﻝ ‪ ٢‬ﺍﻫـﺪﺍﻑ‪ ،‬ﺳﻴﺎﺳﺘﻬﺎ ﻭ ﺭﺍﻫﻜﺎﺭﻫﺎﻱ ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺑﺮﺍﻱ ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﺑﺨﺶ ﭘﮋﻭﻫﺶ ﺩﺭ ﻃﻮﻝ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ ﺗﻮﺳﻌﻪ ﻭ ﺍﻗﺪﺍﻣﺎﺕ ﺍﻧﺠﺎﻡ‬ ‫ﺷﺪﻩ ﺩﺭ ﻫﺮ ﻳﻚ ﺍﺯ ﻣﻮﺍﺭﺩ ﺩﺭﺝ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻣﺸﻜﻼﺕ‪ ،‬ﺗﻨﮕﻨﺎﻫﺎ ﻭ ﭼﺎﻟﺸﻬﺎﻱ ﺑﺨﺶ ﭘﮋﻭﻫﺶ‬

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‫ﺑـﺎ ﻣـﺮﻭﺭﻱ ﺑـﺮ ﺁﻧﭽـﻪ ﻛـﻪ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ ﺗﻮﺳﻌﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻧﻘﺎﻁ ﺿﻌﻒ‪ ،‬ﻣﺸﻜﻼﺕ ﻭ ﺗﻨﮕﻨﺎﻫﺎ ﻭ ﻫﻤﭽﻨﻴﻦ ﭼﺎﻟﺸﻬﺎ ﻣﻄﺮﺡ ﺷﺪﻩ ﺍﺳﺖ‪،‬‬ ‫ﻣﻼﺣﻈﻪ ﻣﻴﺸﻮﺩ ﻛﻪ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﻧﻴﺰ ﺍﻛﺜﺮ ﺁﻧﻬﺎ ﺑﻪ ﻗﻮﺕ ﺧﻮﺩ ﺑﺎﻗﻲ ﻣﻴﺒﺎﺷﻨﺪ ﻭ ﻟﺬﺍ ﻣﺠﺪﺩﹰﺍ ﻣﻮﺭﺩ ﺗﺄﻛﻴﺪ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻬﺎﻧﺪ‪ .‬ﺍﻟﺒﺘﻪ ﺍﻣﻴﺪﻭﺍﺭﻳﻢ ﺩﺭ ﺳﺎﻟﻬﺎﻱ‬ ‫ﺑﺎﻗﻴﻤﺎﻧﺪﻩ ﺑﺮﻧﺎﻣﻪ ﺑﺎ ﺗﻼﺵ ﻭ ﻫﻤﺎﻫﻨﮕﻲ ﺑﻴﺸﺘﺮ ﻣﺴﺆﻭﻻﻥ‪ ،‬ﺍﻫﺪﺍﻑ ﺑﺮﻧﺎﻣﻪ ﺗﺤﻘﻖ ﻳﺎﺑﺪ‪.‬‬ ‫‪ -١‬ﻋـﺪﻡ ﺗﻠﻘـﻲ ﭘـﮋﻭﻫﺶ ﺑـﻪ ﻋـﻨﻮﺍﻥ ﻳـﻚ ﺍﻗﺪﺍﻡ ﺟﻬﺖ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻮﺳﻌﻪ ﻭ ﻛﻤﺘﻮﺟﻬﻲ ﺑﻪ ﻣﻄﺎﻟﻌﺎﺕ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ﻧﺘﺎﻳﺞ ﻭ‬ ‫ﻳﺎﻓـﺘﻬﻬﺎﻱ ﭘﮋﻭﻫﺸـﻲ ﺩﺭ ﺑﺨﺸـﻬﺎﻱ ﻗـﺎﻧﻮﻧﮕﺬﺍﺭﻱ‪ ،‬ﺳﻴﺎﺳـﺘﮕﺬﺍﺭﻱ‪ ،‬ﺍﺟﺮﺍﻳـﻲ ﻭ ﺗﻮﻟـﻴﺪﻱ ﻭ ﻧﻘﺶ ﻣﻬﻢ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻭ ﻣﺤﻘﻘﺎﻥ ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﺗﻮﺳﻌﻪ ﻭ‬ ‫ﻣﺪﻳﺮﻳﺖ ﺍﺟﺮﺍﻳﻲ ﻛﺸﻮﺭ‪.‬‬ ‫‪» -٢‬ﻋﺮﺿـﻪ ﻣﺤﻮﺭ« ﺑﻮﺩﻥ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﻋﺪﻡ ﺗﻮﺟﻪ ﻛﺎﻓﻲ ﺑﻪ ﺣﻞ ﺑﺤﺮﺍﻧﻬﺎ ﻭ ﻣﺸﻜﻼﺕ ﻭ ﻧﻴﺎﺯﻫﺎﻱ ﻓﻮﺭﻱ ﻭ ﺁﺗﻲ ﺗﻮﺳﻌﻪ ﻛﺸﻮﺭﺍﺯ‬ ‫ﻃﺮﻳﻖ ﻣﻄﺎﻟﻌﻪ ﻭ ﭘﮋﻭﻫﺶ‪.‬‬ ‫‪ -٣‬ﻧﺎﻛﺎﺭﺁﻳﻲ ﻧﻈﺎﻡ ﻣﻮﺟﻮﺩ ﺟﻬﺖ ﻣﺪﻳﺮﻳﺖ ﻛﻼﻥ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﭘﮋﻭﻫﺸﻲ ﻛﻪ ﻣﺸﻜﻼﺕ ﺯﻳﺮ ﺭﺍ ﺍﻳﺠﺎﺩ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪:‬‬ ‫•‬

‫ﻣﺸﺨﺼﻨﺒﻮﺩﻥ ﺳﻴﺎﺳﺘﻬﺎ‪ ،‬ﺍﻭﻟﻮﻳﺘﻬﺎ ﻭ ﺭﺍﻫﺒﺮﺩﻫﺎﻱ ﺗﻮﺳﻌﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﺩﺭ ﺑﺮﻧﺎﻣﻬﻬﺎﻱ ﻛﻼﻥ ﺗﻮﺳﻌﻪ ﻣﻠﻲ‬

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‫ﻧﺒﻮﺩ ﻳﻚ ﺭﻭﻳﻜﺮﺩ ﻧﻈﺎﻡ ﮔﺮﺍ ﺩﺭ ﺗﻌﻴﻴﻦ ﻧﻴﺎﺯﻫﺎ‪ ،‬ﻗﺎﺑﻠﻴﺘﻬﺎ ﻭ ﺗﻨﮕﻨﺎﻫﺎﻱ ﺑﺨﺶ ﭘﮋﻭﻫﺶ ﻭ ﻓﻨﹼﺎﻭﺭﻱ‬

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‫ﻧﺒﻮﺩ ﻧﻈﺎﻡ ﺟﺎﻣﻊ ﻭ ﻛﺎﺭﺁﻣﺪ ﺑﺮﺍﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻧﻈﺎﺭﺕ ﺑﺮ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻭ ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨﺎﺑﻊ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮﺑﺨﺸﻲ ﺁﻥ‬

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‫ﻋﺪﻡ ﻫﻤﻜﺎﺭﻱ ﻭ ﺍﺭﺗﺒﺎﻁ ﻣﺆﺛﺮ ﻣﻴﺎﻥ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ ﻭ ﺑﺨﺸﻬﺎﻱ ﺻﻨﻌﺘﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ‬

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‫ﺍﻧﺠﺎﻡ ﭘﮋﻭﻫﺸﻬﺎﻱ ﺗﻜﺮﺍﺭﻱ‪ ،‬ﻏﻴﺮﺿﺮﻭﺭﻱ ﻭ ﻏﻴﺮ ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﻴﺎﺯﻫﺎ ﻭ ﺍﻭﻟﻮﻳﺘﻬﺎﻱ ﻛﺸﻮﺭ‬

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‫ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺻﺤﻴﺢ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ﻭ ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻳﻬﺎ ﭘﮋﻭﻫﺸﻲ ﻛﺸﻮﺭ‬

‫‪ -٤‬ﺍﺗﻜﺎ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﺑﺨﺶ ﭘﮋﻭﻫﺶ ﺑﻪ ﺩﻭﻟﺖ ﻭ ﻧﺎﻛﺎﻓﻲ ﺑﻮﺩﻥ ﺳﻬﻢ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ ﺍﺯ ﺑﻮﺩﺟﻪ ﻋﻤﻮﻣﻲ ﻛﺸﻮﺭ‬ ‫‪ -٥‬ﻭﺟـﻮﺩ ﻣﻘﺮﺭﺍﺕ ﻭ ﻣﺤﺪﻭﺩﻳﺘﻬﺎﻱ ﺍﺩﺍﺭﻱ ﻭ ﻣﺎﻟﻲ ﻛﻪ ﻛﺎﻫﺶ ﺑﻬﺮﻫﻮﺭﻱ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺻﺤﻴﺢ ﻭ ﻛﺎﻣﻞ ﻭ ﺑﻪ ﻣﻮﻗﻊ ﺍﺯ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ‬ ‫ﺩﺭ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺭﺍ ﻣﻮﺟﺐ ﻣﻴﺸﻮﺩ‪.‬‬ ‫‪ -٦‬ﻓﻘـﺪﺍﻥ ﺍﻧﮕـﻴﺰﻩ ﻛﺎﻓـﻲ ﺩﺭ ﺑﺨﺸـﻬﺎﻱ ﺻـﻨﻌﺘﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ ﺑﺮﺍﻱ ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺩﺭ ﺗﺤﻘﻴﻘﺎﺕ ﻧﺎﺷﻲ ﺍﺯ ﺭﻗﺎﺑﺘﻲ ﻧﺒﻮﺩﻥ ﺗﻮﻟﻴﺪ ﺩﺭ ﺍﻗﺘﺼﺎﺩ‬ ‫ﻛﺸﻮﺭ ﻭ ﺿﻌﻒ ﻭﺍﺣﺪﻫﺎﻱ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﺬﻛﻮﺭ‪.‬‬ ‫‪ -٧‬ﻧﺎﻛﺎﻓﻲ ﺑﻮﺩﻥ ﺗﺴﻬﻴﻼﺕ ﻣﺎﻟﻲ ﻭ ﻣﻘﺮﺭﺍﺗﻲ ﺟﻬﺖ ﺣﻤﺎﻳﺖ ﺍﺯ ﺑﺨﺶ ﺧﺼﻮﺻﻲ ﺩﺭ ﺗﺤﻘﻴﻘﺎﺕ‬ ‫‪ -٨‬ﻋـﺪﻡ ﺗﻮﺟﻪ ﻛﺎﻓﻲ ﺑﻪ ﺍﻋﺘﺒﺎﺭ ﻭ ﻣﻨﺰﻟﺖ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻣﺴﺎﻳﻞ ﻣﺎﻟﻲ ﻭ ﺭﻓﺎﻫﻲ ﭘﮋﻭﻫﺸﮕﺮﺍﻥ ﻛﻪ ﻣﻮﺟﺐ ﻣﻬﺎﺟﺮﺕ ﭘﮋﻭﻫﺸﮕﺮﺍﻥ ﺍﺯ ﻛﺸﻮﺭ ﻭ ﻳﺎ‬ ‫ﺍﺷﺘﻐﺎﻝ ﺁﻧﻬﺎ ﺑﻪ ﺳﺎﻳﺮ ﺍﻣﻮﺭ ﻣﻴﮕﺮﺩﺩ‪.‬‬ ‫‪ -٩‬ﻋـﺪﻡ ﺗﻮﺟﻪ ﻛﺎﻓﻲ ﺑﻪ ﭘﺮﻭﺭﺵ ﺭﻭﺣﻴﻪ ﭘﮋﻭﻫﺸﮕﺮﻱ‪ ،‬ﺧﻼﻗﻴﺖ ﻭ ﻧﻮﺁﻭﺭﻱ ﺩﺭ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺷﻲ)ﺩﺭ ﻛﻠﻴﻪ ﺳﻄﻮﺡ( ﻛﻪ ﻣﻮﺟﺐ ﻛﻤﺒﻮﺩ ﻣﺤﻘﻘﺎﻥ‬ ‫ﻛﺎﺭﺁﻣﺪ ﻭ ﻛﺎﺭﺁﻓﺮﻳﻨﺎﻥ ﻣﻴﮕﺮﺩﺩ‪.‬‬

‫‪ -١٠‬ﻓﻘﺪﺍﻥ ﻗﻮﺍﻧﻴﻦ ﻣﻨﺎﺳﺐ ﺟﻬﺖ ﺣﻤﺎﻳﺖ ﺍﺯ ﺣﻘﻮﻕ ﻣﺎﻟﻜﻴﺖ ﻣﻌﻨﻮﻱ ﭘﮋﻭﻫﺸﮕﺮﺍﻥ‪ ،‬ﻣﺨﺘﺮﻋﺎﻥ ﻭ ﻣﺒﺘﻜﺮﺍﻥ‬ ‫‪ -١١‬ﻧﺎﺭﺳـﺎﻳﻲ ﺩﺭ ﺗﻮﻟـﻴﺪ ﻭ ﻣﺴﺘﻨﺪﺳـﺎﺯﻱ ﺍﻃﻼﻋـﺎﺕ ﻭ ﻧـﺒﻮﺩ ﺳﻴﺴـﺘﻢ ﺍﻃﻼﻉ ﺭﺳﺎﻧﻲ ﻛﺎﺭﺁﻣﺪ ﺩﺭ ﺳﻄﺢ ﻣﻠﻲ ﻭ ﺑﻴﻨﺎﻟﻤﻠﻠﻲ ﺑﻬﻤﻨﻈﻮﺭ ﺗﻮﺳﻌﻪ ﻭ‬ ‫ﺗﺴﺮﻳﻊ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﭘﮋﻭﻫﺸﻲ ﻭ ﺍﺷﺎﻋﻪ ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻱ ﺁﻥ‬ ‫‪ -١٢‬ﻧﺎﻛﺎﻓﻲ ﺑﻮﺩﻥ ﻣﺆﺳﺴﺎﺕ ﻭ ﻗﻄﺒﻬﺎﻱ ﻋﻠﻤﻲ ﻭ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﻣﺆﺳﺴﺎﺕ ﻧﻈﺮﻳﻬﭙﺮﺩﺍﺯ ﺭﺍﻫﺒﺮﺩﻱ ﺩﺭ ﻛﺸﻮﺭ‬ ‫‪ -١٣‬ﻓﻘﺪﺍﻥ ﻫﻤﻜﺎﺭﻱ ﻣﺆﺛﺮ ﺑﻴﻦ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ ﺟﻬﺖ ﺍﻧﺠﺎﻡ ﭘﺮﻭﮊﻫﻬﺎﻱ ﺑﺰﺭﮒ ﻣﻠﻲ‬ ‫‪ -١٤‬ﻓﻘﺪﺍﻥ ﺍﺭﺗﺒﺎﻁ ﻭ ﻫﻤﻜﺎﺭﻱ ﻣﺆﺛﺮ ﺑﺎ ﻣﺮﺍﻛﺰ ﻋﻠﻤﻲ ﺧﺎﺭﺝ ﺍﺯ ﻛﺸﻮﺭ‬

‫ﭼﺸﻤﺎﻧﺪﺍﺯ ﺩﺭ ﺻﻮﺭﺕ ﺗﺪﺍﻭﻡ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ‬ ‫ﺩﺭﺻﻮﺭﺕ ﺍﺩﺍﻣﻪ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﺩﻭﺭﻧﻤﺎﻱ ﺯﻳﺮ ﻗﺎﺑﻞ ﺍﻧﺘﻈﺎﺭ ﺍﺳﺖ‪:‬‬ ‫‪ -١‬ﭘﺎﻳﻴﻦ ﺑﻮﺩﻥ ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮﺑﺨﺸﻲ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ‬ ‫‪ -٢‬ﺗﺸﺪﻳﺪ ﺟﺮﻳﺎﻥ ﻭ ﻣﻬﺎﺟﺮﺕ ﻧﺨﺒﮕﺎﻥ ﺍﺯ ﻛﺸﻮﺭ‬ ‫‪ -٣‬ﮔﺴـﺘﺮﺵ ﻓﺰﺍﻳـﻨﺪﻩ ﺷـﻜﺎﻑ ﻋﻠﻤـﻲ ﻭ ﻓـﻨﹼﺎﻭﺭﻱ ﺑﺎ ﺳﺎﻳﺮ ﻛﺸﻮﺭﻫﺎ )ﺍﺩﺍﻣﻪ ﺍﻳﻦ ﺭﻭﻧﺪ ﻣﻮﺟﺐ ﻋﻘﺒﻤﺎﻧﺪﮔﻲ ﺍﺯ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ‬ ‫ﺗﻮﺳﻌﻪ ﻧﻴﺰ ﺧﻮﺍﻫﺪ ﺷﺪ(‬ ‫‪ -٤‬ﻭﺍﺑﺴﺘﮕﻲ ﺑﻴﺸﺘﺮ ﻛﺸﻮﺭ ﺑﻪ ﻣﻨﺎﺑﻊ ﻧﺎﭘﺎﻳﺪﺍﺭ ﻣﺘﻜﻲ ﺑﺮ ﻧﻔﺖ ﻭ ﻋﺪﻡ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻣﺰﻳﺘﻬﺎﻱ ﺭﻗﺎﺑﺘﻲ ﺟﻬﺖ ﺣﻀﻮﺭ ﺩﺭ ﻋﺮﺻﻬﻬﺎﻱ ﺑﻴﻨﺎﻟﻤﻠﻠﻲ‬ ‫ﺭﻭﻳﺪﺍﺩﻫﺎﻱ ﻓﻮﻕ ﺩﺭﻧﻬﺎﻳﺖ ﻣﻨﺠﺮ ﺑﻪ ﺗﻀﻌﻴﻒ ﻣﻮﻗﻌﻴﺖ ﻛﺸﻮﺭ ﻭ ﺧﺪﺷﻬﺪﺍﺭ ﺷﺪﻥ ﺍﺻﻮﻝ ﺣﺎﻛﻢ ﺑﺮ ﻧﻈﺎﻡ ﺩﺭ ﻭﺍﻗﻊ ﺧﻴﺎﻧﺘﻲ ﺑﺰﺭﮒ ﻧﺴﺒﺖ ﺑﻪ ﺧﻮﻥ‬ ‫ﺷﻬﺪﺍ ﻭ ﺁﺭﻣﺎﻧﻬﺎﻱ ﻣﺘﻌﺎﻟﻲ ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﻲ ﻣﻴﺒﺎﺷﺪ‪.‬‬

‫ﺳﻴﺎﺳﺘﻬﺎ ﻭ ﺭﺍﻫﻜﺎﺭﻫﺎﻱ ﭘﻴﺸﻨﻬﺎﺩﻱ ﺑﺮﺍﻱ ﺑﺨﺶ ﭘﮋﻭﻫﺶ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﭼﻬﺎﺭﻡ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻓﺮﻫﻨﮕﻲ ﻛﺸﻮﺭ‬ ‫‪ -١‬ﺍﻓﺰﺍﻳﺶ ﻳﻜﻨﻮﺍﺧﺖ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺩﺭ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﺗﺎ ‪ ١/٥‬ﺩﺭﺻﺪ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ﻛﺸﻮﺭ‬ ‫‪ -٢‬ﺍﻳﺠﺎﺩ ﺯﻣﻴﻨﻬﻬﺎ ﻭ ﺍﻧﮕﻴﺰﻫﻬﺎﻱ ﻻﺯﻡ ﺟﻬﺖ ﺍﻓﺰﺍﻳﺶ ﺳﻬﻢ ﺑﺨﺶ ﻏﻴﺮﺩﻭﻟﺘﻲ ﺗﺎ ﻳﻚ ﺩﺭﺻﺪ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ﻛﺸﻮﺭ‬ ‫‪ -٣‬ﺗﺨﺼـﻴﺺ ﺍﻋﺘﺒﺎﺭﺍﺕ ﭘﮋﻭﻫﺸﻲ ﺩﺳﺘﮕﺎﻫﻬﺎ ﺑﺮ ﺍﺳﺎﺱ ﺍﻭﻟﻮﻳﺘﻬﺎ ﻭ ﻧﻴﺎﺯﻫﺎﻱ ﺗﻮﺳﻌﻪ ﻛﺸﻮﺭ ﻭ ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮﺑﺨﺸﻲ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﮔﺬﺷﺘﻪ‬ ‫ﺁﻧﻬﺎ‬ ‫‪ -٤‬ﺍﻳﺠﺎﺩ ﺗﺴﻬﻴﻼﺕ ﺟﻬﺖ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺩﻭﻟﺘﻲ ﺍﺯ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﻏﻴﺮ ﺩﻭﻟﺘﻲ ﺩﺭ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ‬ ‫‪ -٥‬ﺍﺻـﻼﺡ ﻗﻮﺍﻧﻴـﻦ ﻭ ﻣﻘﺮﺭﺍﺕ ﻣﺎﻟﻲ ﻭ ﺍﺩﺍﺭﻱ ﺑﻪ ﻣﻨﻈﻮﺭ ﺗﺴﻬﻴﻞ ﺩﺭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ﻭ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻣﻮﺟﻮﺩ ﻭ ﺍﻓﺰﺍﻳﺶ ﺍﻧﮕﻴﺰﻫﻬﺎﻱ ﻣﺎﺩﻱ ﻭ‬ ‫ﻣﻌﻨﻮﻱ ﺩﺭ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺘﺨﺼﺺ‬ ‫‪ -٦‬ﺍﻳﺠﺎﺩ ﺗﺴﻬﻴﻼﺕ ﻣﺎﻟﻲ ﻭ ﻣﻘﺮﺭﺍﺗﻲ ﺟﻬﺖ ﺣﻤﺎﻳﺖ ﺍﺯ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﭘﮋﻭﻫﺸﻲ ﺩﺭ ﺑﺨﺶ ﻏﻴﺮﺩﻭﻟﺘﻲ ﻭ ﻛﺎﻫﺶ ﺭﻳﺴﻚ ﺁﻧﻬﺎ‬

‫‪ -٧‬ﺣﻤﺎﻳﺖ ﺍﺯ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﭘﮋﻭﻫﺸﻲ ﻣﺸﺘﺮﻙ ﺑﻴﻦ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ‪ ،‬ﻣﺆﺳﺴﺎﺕ ﻋﻠﻤﻲ ﻭ ﺻﻨﺎﻳﻊ‬ ‫‪ -٨‬ﺗﺄﻛﻴﺪ ﺑﺮ ﭘﺮﻭﺭﺵ ﺧﻼﻗﻴﺖ‪ ،‬ﻧﻮﺁﻭﺭﻱ‪ ،‬ﻣﻬﺎﺭﺕ ﻭ ﻛﺎﺭﺁﻓﺮﻳﻨﻲ ﻭ ﺗﻘﻮﻳﺖ ﻧﻘﺶ ﭘﮋﻭﻫﺶ ﺩﺭ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬ ‫‪ -٩‬ﺍﺻـﻼﺡ ﻗﻮﺍﻧﻴـﻦ ﻣﺮﺑﻮﻁ ﺑﻪ ﺣﻤﺎﻳﺖ ﺍﺯ ﺣﻘﻮﻕ ﻣﺎﻟﻜﻴﺖ ﻣﻌﻨﻮﻱ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻧﻴﺎﺯﻫﺎﻱ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﺑﻪ ﻣﻨﻈﻮﺭ ﺗﺸﻮﻳﻖ ﻧﻮﺁﻭﺭﻱ ﻭ ﺣﻔﻆ‬ ‫ﺣﻘﻮﻕ ﻧﻮﺁﻭﺭﺍﻥ‬ ‫‪ -١٠‬ﺗﻘﻮﻳﺖ ﻗﻄﺒﻬﺎﻱ ﻋﻠﻤﻲ ﻭ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻬﺎﻱ ﻣﻠﻲ ﻭ ﺗﻤﺮﻛﺰ ﻓﻌﺎﻟﻴﺘﻬﺎ ﺩﺭ ﺯﻣﻴﻨﻬﻬﺎﻱ ﺍﻭﻟﻮﻳﺘﺪﺍﺭ‬ ‫‪ -١١‬ﺗﻮﺳـﻌﻪ ﺷﺒﻜﻪ ﺍﻃﻼﻉ ﺭﺳﺎﻧﻲ ﺟﻬﺖ ﺗﺄﻣﻴﻦ ﻧﻴﺎﺯﻫﺎﻱ ﻋﻠﻤﻲ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﺍﺷﺎﻋﻪ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﺍﻳﺠﺎﺩ ﻫﻤﺎﻫﻨﮕﻲ ﺑﻴﻦ ﻣﺮﺍﻛﺰ ﻣﺨﺘﻠﻒ‬ ‫ﻋﻠﻤﻲ ﻭ ﺍﺟﺮﺍﻳﻲ‬ ‫‪ -١٢‬ﺗﻮﺳﻌﻪ ﻣﺮﺍﻭﺩﺍﺕ ﻭ ﻫﻤﻜﺎﺭﻳﻬﺎﻱ ﻋﻠﻤﻲ ﺑﻴﻨﺎﻟﻤﻠﻠﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﹼﺎﻭﺭﻱ‬ ‫‪ -١٣‬ﺣﻀـﻮﺭ ﻭ ﻧﻈـﺎﺭﺕ ﻓﻌـﺎﻝ ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﺩﺭ ﺭﻭﻧﺪ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻱ ﻛﺸﻮﺭ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺟﺬﺏ ﻭ ﺑﻮﻣﻴﺴﺎﺯﻱ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ‬ ‫ﻭﺍﺭﺩﺍﺗـﻲ‪ ،‬ﺍﻳﺠﺎﺩ ﻭ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻳﻬﺎ ﺩﺭ ﺩﺍﺧﻞ ﻛﺸﻮﺭ ﻭ ﻫﺪﺍﻳﺖ ﺻﻨﺎﻳﻊ ﻭ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ ﺩﺭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﻮﺍﻥ ﻋﻠﻤﻲ ﻓﻨﻲ ﻭ ﻣﻬﻨﺪﺳﻲ ﻛﺸﻮﺭ ﻭ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺻﺪﻭﺭ ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻱ ﻋﻠﻢ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﺑﻪ ﺧﺎﺭﺝ‬ ‫‪ -١٤‬ﺍﺗﺨـﺎﺫ ﺳﻴﺎﺳـﺘﻬﺎﻱ ﻣﻨﺎﺳـﺐ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺣﺬﻑ ﻭ ﻳﺎ ﻛﺎﻫﺶ ﺍﻧﺤﺼﺎﺭﺍﺕ‪ ،‬ﻭﺍﺭﺩﺍﺕ ﻛﺎﻻﻫﺎﻱ ﻣﺼﺮﻓﻲ ﻭ ﺻﺎﺩﺭﺍﺕ ﻣﻮﺍﺩ ﺧﺎﻡ ﻭ ﻫﻤﭽﻨﻴﻦ‬ ‫ﺭﻭﻧﻖ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﻮﻟﻴﺪﻱ ﻭ ﺧﺪﻣﺎﺗﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﻧﻮﻳﻦ ﻭ ﺳﻮﺩﺁﻭﺭﻱ ﺑﻴﺸﺘﺮ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﻮﻟﻴﺪﻱ ﻧﺴﺒﺖ ﺑﻪ ﺩﻻﻟﻲ ﻭ ﻭﺍﺳﻄﻬﮕﺮﻱ‬

‫ﺑﺨﺶ ﺳﻮﻡ‪ :‬ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ‬ ‫ﻣﻘﺪﻣﻪ ‪:‬‬ ‫ﺟﻬـﺎﻥ ﺩﺭ ﻧـﻴﻢ ﻗـﺮﻥ ﺍﺧـﻴﺮ‪ ،‬ﺷـﺎﻫﺪ ﺗﺤـﻮﻻﺕ ﮔﺴﺘﺮﺩﻩ ﺩﺭ ﻋﺮﺻﻪ ﺗﻮﺳﻌﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﺍﺟﺘﻤﺎﻋﻲ ﻛﺸﻮﺭﻫﺎ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺗﺤـﻮﻻﺕ ﻋﺮﺻـﻪ ﺻـﻨﻌﺘﻲ‪ ،‬ﺩﺭ ﺗﻌﺪﺍﺩﻱ ﺍﺯ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻱ ﻻﺗﻴﻦ‪ ،‬ﺁﺳﻴﺎﻱ ﺟﻨﻮﺏ ﺷﺮﻗﻲ‪ ،‬ﺑﻴﺎﻧﮕﺮ ﺩﺧﺎﻟﺖ ﻣﺜﺒﺖ ﺩﻭﻟﺘﻬﺎ ﺩﺭ‬ ‫ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﺑﺎ ﺩﺭﻙ ﺻﺤﻴﺢ ﺍﺯ ﭘﺘﺎﻧﺴﻴﻠﻬﺎﻱ ﻣﻮﺟﻮﺩ‪ ،‬ﺷﺮﺍﻳﻂ ﻭ ﺍﻣﻜﺎﻧﺎﺕ ﺟﻬﺎﻧﻲ‪ ،‬ﺑﺮﻧﺎﻣﻬﻬﺎﻱ ﻛﻮﺗﺎﻫﻤﺪﺕ ﻭ ﻣﻴﺎﻧﻤﺪﺕ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﺧﻮﺩ ﺭﺍ‬ ‫ﻃﺮﺍﺣﻲ ﻭ ﺿﻤﻦ ﺍﺻﻼﺣﺎﺕ ﻣﺴﺘﻤﺮ ﺩﺭ ﺁﻧﻬﺎ ﺑﻪ ﺗﻘﻮﻳﺖ ﻭ ﺗﻮﺳﻌﻪ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﻭ ﺯﻳﺮﺳﺎﺧﺘﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﭘﺮﺩﺍﺧﺘﻬﺎﻧﺪ‪.‬‬ ‫ﺍﺗﺨـﺎﺫ ﺳﻴﺎﺳﺘﻬﺎﻱ ﺟﺎﻳﮕﺰﻳﻨﻲ ﻭﺍﺭﺩﺍﺕ ﻭ ﺳﭙﺲ ﺗﻐﻴﻴﺮ ﺳﺮﻳﻊ ﺁﻥ ﺑﻪ ﺳﻴﺎﺳﺖ ﺻﻨﻌﺘﻲ ﺷﺪﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﻮﺳﻌﻪ ﺻﺎﺩﺭﺍﺕ ﺍﺯ ﻭﻳﮋﮔﻴﻬﺎﻱ ﻋﻤﺪﻩ ﺍﻳﻦ‬ ‫ﻛﺸﻮﺭﻫﺎ ﻣﻴﺒﺎﺷﺪ‪ ،‬ﻛﻪ ﻫﺮ ﻛﺪﺍﻡ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺳﻴﺎﺳﺘﻬﺎ‪ ،‬ﺑﺮﻧﺎﻣﻬﻬﺎ ﻭ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺧﻮﺩ ﺑﻪ ﻧﺘﺎﻳﺞ ﻣﺘﻔﺎﻭﺗﻲ ﺩﺳﺖ ﻳﺎﻓﺘﻨﺪ‪.‬‬ ‫ﺑﺨﺸـﻲ ﺍﺯ ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﻛﻪ ﺩﺭﺁﻣﺪ ﺳﺮﺍﻧﻪ ﺁﻧﻬﺎ ﺩﺭ ﺩﻫﻪ ‪ ١٩٦٠‬ﻛﻤﺘﺮ ﺍﺯ ﺩﻭﻳﺴﺖ ﺩﻻﺭ ﺑﻮﺩ‪ ،‬ﻃﻲ ﺩﻭ ﺩﻫﻪ ﺗﻼﺵ ﻭ ﺟﺪﻳﺖ ﺍﻳﻦ ﺭﻗﻢ ﺭﺍ ﺑﻪ ‪٨٠٠٠‬‬ ‫ﺩﻻﺭ ﺭﺳـﺎﻧﺪﻧﺪ‪ .‬ﮊﺍﭘـﻦ ﺑﺎ ‪ ٣٢٠٣٠‬ﺩﻻﺭ‪ ،‬ﻛﺮﻩ ﺑﺎ ‪ ٨٤٩٠‬ﺩﻻﺭ‪ ،‬ﻣﺎﻟﺰﻱ ﺑﺎ ‪ ٣٤٠٠‬ﺩﻻﺭ‪ ،‬ﺳﻨﮕﺎﭘﻮﺭ ﺑﺎ ‪ ٢٤١٥٠‬ﺩﻻﺭ ﺩﺭﺁﻣﺪ ﺳﺮﺍﻧﻪ ﺩﺭ ﺳﺎﻝ ‪ ١٩٩٩‬ﺍﺯ ﺟﻤﻠﻪ‬ ‫ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﻣﻴﺒﺎﺷﻨﺪ‪.‬‬ ‫ﺍﻣـﺎ ﺩﺭ ﺍﻳـﺮﺍﻥ ﻋﻠـﻴﺮﻏﻢ ﺗﺠـﺮﺑﻪ ﻳﻜﺼـﺪ ﺳﺎﻝ ﻛﺎﺭ ﻭ ﺗﻮﻟﻴﺪ ﺑﺎ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺩﺭ ﺑﺨﺶ ﺻﻨﻌﺖ ﻧﻔﺖ ﻭ ﺑﻴﺶ ﺍﺯ ﻧﻴﻢ ﻗﺮﻥ ﺗﺠﺮﺑﻪ ﺗﻮﻟﻴﺪ ﺩﺭ‬ ‫ﺻﻨﺎﻳﻊ ﻣﺪﺭﻥ ﻛﺎﺭﺧﺎﻧﻬﺎﻱ ﻭ ﺑﺮﺧﻮﺭﺩﺍﺭﻱ ﺍﺯ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﻧﻘﺪ ﻧﺎﺷﻲ ﺍﺯ ﻓﺮﻭﺵ ﻧﻔﺖ ﺧﺎﻡ ﻭ ﻋﻠﻴﺮﻏﻢ ﺗﻼﺷﻬﺎﻱ ﻓﺮﺍﻭﺍﻥ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻋﻠﻤﻲ‪ ،‬ﺻﻨﻌﺘﻲ ﻭ‬ ‫ﺗﺤﻘﻴﻘﺎﺗـﻲ ﺩﺭ ﺩﻭ ﺩﻫـﻪ ﺑﻌـﺪ ﺍﺯ ﺍﻧﻘـﻼﺏ ﺍﺳـﻼﻣﻲ ﺍﻳـﻦ ﺳـﺆﺍﻝ ﻣﻄﺮﺡ ﻣﻴﺒﺎﺷﺪ ﻛﻪ ﭼﺮﺍ ﻫﻨﻮﺯ ﻧﺘﻮﺍﻧﺴﺘﻬﺎﻳﻢ ﻣﺠﻤﻮﻋﻪ ﭘﺘﺎﻧﺴﻴﻠﻬﺎﻱ ﻋﻠﻤﻲ‪ ،‬ﺻﻨﻌﺘﻲ‪،‬‬ ‫ﻣﻬﺎﺭﺗـﻲ ﻭ ﻣﺎﻟـﻲ ﺭﺍ ﺩﺭ ﺍﺭﺗﻘـﺎﻱ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﻭﺍﺭﺩﺍﺗﻲ ﻭ ﺗﻮﻟﻴﺪ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﺟﺪﻳﺪ ﺑﻪ ﺧﺪﻣﺖ ﺑﮕﻴﺮﻳﻢ ﻭ ﺩﺭ ﻋﺮﺿﻪ ﺁﻧﻬﺎ ﺑﻪ ﺑﺎﺯﺍﺭ ﺟﻬﺎﻧﻲ ﻣﻮﻓﻖ ﺑﺎﺷﻴﻢ‪.‬‬ ‫ﭼـﺮﺍ ﻫﻨﻮﺯ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﻭﺍﺭﺩﺍﺗﻲ ﻫﺴﺘﻴﻢ‪ ،‬ﭼﺮﺍ ﺩﺭ ﺍﻳﺠﺎﺩ ﻭ ﺗﻮﻟﻴﺪ ﻧﻮﺁﻭﺭﻱ ﻭ ﺗﺠﺎﺭﻱ ﻛﺮﺩﻥ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎﺕ ﺑﺴﻴﺎﺭ ﺿﻌﻴﻒ ﻫﺴﺘﻴﻢ ﻭ ﻳﺎ ﭼﺮﺍ‬ ‫ﺻﻨﻌﺖ‪ ،‬ﺧﺪﻣﺎﺕ ﻭ ﺗﺠﺎﺭﺕ ﺑﺎ ﻣﻮﺍﻧﻊ ﻋﻤﺪﻩ ﺭﻭﺑﺮﻭ ﻫﺴﺘﻨﺪ ﻭ ﭼﺮﺍ ﻓﻌﺎﻟﻴﺖ ﺁﻧﻬﺎ ﺑﻪ ﺁﺳﺎﻧﻲ ﺍﻧﺠﺎﻡ ﻧﻤﻴﮕﻴﺮﺩ‪ .‬ﺍﻳﻦ ﺩﺭ ﺣﺎﻟﻴﺎﺳﺖ ﻛﻪ ﻛﺸﻮﺭﻫﺎﻳﻲ ﻛﻪ ﺗﻘﺮﻳﺒﹰﺎ‬ ‫ﻫـﻴﭽﻜﺪﺍﻡ ﺍﺯ ﻣﺰﻳـﺘﻬﺎ ﻭ ﻣﻨﺎﺑﻊ ﻓﻮﻕ ﺭﺍ ﺩﺍﺭﺍ ﻧﺒﻮﺩﻧﺪ ﻭ ﺩﺭ ﺩﻫﻪ ‪ ١٩٦٠‬ﺍﺯ ﻧﻈﺮ ﺯﻳﺮﺳﺎﺧﺘﻬﺎﻱ ﺻﻨﻌﺘﻲ‪ ،‬ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﻋﻠﻤﻲ‪ ،‬ﺍﺭﺗﺒﺎﻃﻲ ﻭ ﻣﻘﺒﻮﻟﻴﺖ ﺳﻴﺎﺳﻲ‬ ‫ﺩﺭ ﻣﺮﺣﻠﻪ ﺑﺴﻴﺎﺭ ﭘﺎﻳﻴﻨﺘﺮﻱ ﺍﺯ ﻛﺸﻮﺭ ﻣﺎ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻨﺪ ﺑﻪ ﻣﻮﻓﻘﻴﺘﻬﺎﻱ ﺑﺰﺭﮔﻲ ﺩﺳﺖ ﻳﺎﻓﺘﻪ ﻭ ﺩﺭ ﺑﺎﺯﺍﺭﻫﺎﻱ ﺟﻬﺎﻧﻲ ﺣﻀﻮﺭ ﻣﺴﺘﻤﺮ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺍﺻﻮﻝ ﻭ ﻣﺒﺎﻧﻲ ‪:‬‬ ‫ﻓﺮﺍﻳـﻨﺪ ﺗﻮﺳـﻌﻪ ﻧﻴﺎﻓﺘﮕﻲ ﺍﺯ ﻧﻈﺮ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺣﻮﺯﻩ ﺍﻗﺘﺼﺎﺩ ﺗﻮﺳﻌﻪ ﺍﺯ ﺩﻭﺭﺍﻥ ﺯﻧﺪﮔﻲ ﺑﺸﺮ ﺗﺎ ﻗﺮﻥ ‪ ١٦‬ﻣﻴﻼﺩﻱ ﺗﻔﺎﻭﺕ ﺯﻳﺎﺩﻱ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪ ،‬ﺍﮔﺮ‬ ‫ﭼـﻪ ﺳـﺎﺧﺘﺎﺭﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺳﻴﺎﺳﻲ ﻭ ﻓﺮﻫﻨﮕﻲ ﻛﺸﻮﺭﻫﺎ ﻭ ﺣﺘﻲ ﺩﺭ ﺣﻮﺯﻫﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﺗﺎ ﺣﺪﻭﺩﻱ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺍﺯ ﻗﺮﻥ‬ ‫‪ ١٦‬ﺑـﻪ ﺑﻌـﺪ ﺍﺧـﺘﻼﻑ ﺁﺷـﻜﺎﺭ ﺷـﺪ‪ .‬ﺑﻬﻮﻳﮋﻩ ﺑﺎ ﻇﻬﻮﺭ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﺩﺭ ﺳﺎﻝ ‪) ١٧٧٦‬ﻗﺮﻥ ‪ (١٨‬ﺩﺭ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺗﻐﻴﻴﺮﺍﺕ ﺍﺳﺎﺳﻲ ﺭﺍ ﺩﺭ ﺯﻧﺪﮔﻲ ﺑﺸﺮ‬ ‫ﺍﻳﺠـﺎﺩ ﻛﺮﺩ ﻭ ﺍﺑﻌﺎﺩ ﺟﺪﻳﺪﻱ ﺭﺍ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻳﺠﺎﺩ ﺛﺮﻭﺕ ﺑﻬﻮﺟﻮﺩ ﺁﻭﺭﺩ‪ .‬ﺟﻮﺍﻣﻌﻲ ﻛﻪ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﺭﺍ ﺣﻤﺎﻳﺖ ﻛﺮﺩﻧﺪ ﺗﺪﺭﻳﺠﹰﺎ ﺩﺭ ﺯﻣﺮﻩ ﻛﺸﻮﺭﻫﺎﻱ‬ ‫ﺛﺮﻭﺗﻤـﻨﺪ ﻗـﺮﺍﺭ ﮔﺮﻓﺘـﻨﺪ ﻭ ﺁﻧﺎﻧـﻲ ﻛـﻪ ﺩﺍﺭﺍﻱ ﻣـﻨﺎﺑﻊ ﺳﺮﺷﺎﺭﻱ ﺑﻮﺩﻧﺪ ﻟﻴﻜﻦ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﺭﺍ ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺘﻨﺪ ﺑﻬﻌﻨﻮﺍﻥ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ‬

‫ﻗﻠﻤـﺪﺍﺩ ﺷـﺪﻧﺪ ﻭ ﺑﻬﺼـﻮﺭﺕ ﺩﻭ ﺩﺳـﺘﻪ ‪ -١‬ﻛﺸﻮﺭﻫﺎﻱ ﻏﻨﻲ ﻭ ‪ -٢‬ﻛﺸﻮﺭﻫﺎﻱ ﻓﻘﻴﺮ ﺩﺳﺘﻬﺒﻨﺪﻱ ﺷﺪﻧﺪ‪ .‬ﺩﺳﺘﻪ ﺍﻭﻝ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺑﻪ ﺷﺎﻫﺮﺍﻩ ﺗﻮﺳﻌﻪ ﻭ‬ ‫ﺑﺎﻟﻨﺪﮔﻲ ﺍﻗﺘﺼﺎﺩﻱ ﺭﺳﻴﺪﻧﺪ ﻭ ﺩﺳﺘﻪ ﺩﻭﻡ ﺩﺭ ﺣﻠﻘﻪ ﺗﻨﮓ ﻋﻘﺒﻤﺎﻧﺪﮔﻲ ﮔﺮﻓﺘﺎﺭ ﺁﻣﺪﻧﺪ‪.‬‬ ‫ﺑﺮﺭﺳـﻲ ﺑﻴﺸـﺘﺮ ﭘـﻴﺮﺍﻣﻮﻥ ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﮕﻲ ﻛﺸﻮﺭﻫﺎﻱ ﻏﻨﻲ ﺑﻪ ﺗﺤﻮﻻﺕ ﻧﻈﺮﻱ ﺑﺮﻣﻴﮕﺮﺩﺩ ﻛﻪ ﺩﺭ ﻣﻜﺘﺐ ﻧﺌﻮﻛﻼﺳﻴﻚ ﺍﺗﻔﺎﻕ ﺍﻓﺘﺎﺩ‪ .‬ﻧﻈﺮﻳﻬﻬﺎﻱ‬ ‫ﺳـﻨﺘﻲ ﻛﻼﺳـﻴﻚ ﻭ ﻧﺌﻮﻛﻼﺳﻴﻚ ﻭ ﺣﺘﻲ ﻧﻈﺮﻳﻬﭙﺮﺩﺍﺯﺍﻥ ﺩﻫﻬﻬﺎﻱ ‪ ١٩٤٠‬ﻭ ‪ ١٩٥٠‬ﺗﻤﺮﻛﺰ ﺳﺮﻣﺎﻳﻪ ﺭﺍ ﺑﻪ ﻣﺜﺎﺑﻪ ﻋﺎﻣﻞ ﻛﻠﻴﺪﻱ ﺩﺭ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ‬ ‫ﻣـﻮﺭﺩ ﻋﻨﺎﻳﺖ ﻭﻳﮋﻩ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ ﻟﻴﻜﻦ ﺩﺭ ﺍﻭﺍﺧﺮ ﺩﻫﻪ ‪ ١٩٥٠‬ﻣﻄﺎﻟﻌﺎﺗﻲ ﻛﻪ ﺗﻮﺳﻂ »ﺳﻮﻟﻮ« ﺍﻧﺠﺎﻡ ﮔﺮﻓﺖ ﻧﺘﺎﻳﺠﻲ ﺍﺭﺍﻳﻪ ﺷﺪ ﻛﻪ ﻧﻘﻄﻪ ﻋﻄﻔﻲ ﺩﺭ ﺭﻭﻧﺪ‬ ‫ﺭﺷـﺪ ﺍﻗﺘﺼﺎﺩﻱ ﻛﺸﻮﺭﻫﺎﻱ ﻏﻨﻲ ﻣﺤﺴﻮﺏ ﮔﺮﺩﻳﺪ‪ .‬ﻧﺘﺎﻳﺞ ﺍﺭﺍﻳﻪ ﺷﺪﻩ‪ ،‬ﻧﮕﺮﺵ ﺟﺪﻳﺪﻱ ﺭﺍ ﺩﺭ ﺑﺮﻧﺎﻣﻬﺮﻳﺰﺍﻥ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩ ﻛﻪ ﺳﻴﺮ ﺗﺤﻮﻻﺕ ﻋﻠﻤﻲ‪،‬‬ ‫ﺍﺑﺘﻜﺎﺭﺍﺕ ﻭ ﺧﻼﻗﻴﺘﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﻚ ﺷﺮﻁ ﻻﺯﻡ ﺑﺮﺍﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﺍﺳﺖ‪.‬‬ ‫ﻟـﺬﺍ ﺗﺤـﻮﻻﺕ ﺩﺭ ﻣﺒﺎﻧـﻲ ﻧﻈـﺮﻱ ﺍﻗﺘﺼـﺎﺩﺩﺍﻧﺎﻥ‪ ،‬ﻣﻮﺟـﺐ ﮔـﺮﺩﻳﺪ ﻛـﻪ ﺳـﻤﺖ ﻭ ﺳـﻮﻱ ﺳـﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﻭ ﺗﺨﺼﻴﺺ ﻣﻨﺎﺑﻊ ﺭﺍ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ‬ ‫ﺗﻮﺳـﻌﻬﻴﺎﻓﺘﻪ ﺑـﻪ ﺳـﻤﺖ ﺳـﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺩﺭ ﺍﻳﺠﺎﺩ ﻧﻮﺁﻭﺭﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﻜﻲ ﻫﺪﺍﻳﺖ ﻧﻤﺎﻳﺪ‪ .‬ﺗﻐﻴﻴﺮﺍﺕ ﺩﺭ ﻧﮕﺮﺷﻬﺎ ﻣﻮﺟﺐ ﺗﺤﻮﻻﺕ ﭼﻨﺪ ﺩﻫﻪ ﺍﺧﻴﺮ‬ ‫ﺟﻬﺎﻥ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﭘﻴﺸﺘﺎﺯﻱ ﺩﺭ ﭘﻴﺸﺮﻓﺘﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﻚ ﺭﺍ ﻣﻮﺟﺐ ﮔﺮﺩﻳﺪﻩ ﻭ ﺑﻪ ﺩﻧﺒﺎﻝ ﺁﻥ ﺗﻔﻮﻕ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺳﻴﺎﺳﻲ ﺭﺍ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺗﻌﺎﺭﻳﻒ ﻭ ﻣﻔﺎﻫﻴﻢ ‪:‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻮﺿﻮﻉ ﺍﻳﻦ ﮔﺰﺍﺭﺵ ﻛﻪ ﻋﻠﻮﻡ‪ ،‬ﺩﺍﻧﺎﻳﻲ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﺍﺳﺖ ﺷﺎﻳﺴﺘﻪ ﺍﺳﺖ ﺗﻌﺎﺭﻳﻒ ﻭ ﻣﻔﺎﻫﻴﻢ ﻣﺮﺗﺒﻂ ﺑﺎ ﺁﻥ ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ﺍﺭﺍﻳﻪ ﮔﺮﺩﺩ‪.‬‬ ‫ﻋﻠـﻢ )‪ (Science‬ﺑـﻪ ﻣﻄﺎﻟﻌـﻪ ﻃﺒﻴﻌﺖ ﻭ ﺭﻓﺘﺎﺭﻫﺎﻱ ﻃﺒﻴﻌﻲ ﻭ ﻓﻴﺰﻳﻜﻲ ﻣﻴﭙﺮﺩﺍﺯﺩ ﻭ ﺩﺍﻧﺶ )ﺩﺍﻧﺎﻳﻲ( ﺑﺸﺮ ﺭﺍ ﮔﺴﺘﺮﺵ ﻣﻴﺪﻫﺪ‪ .‬ﻫﺪﻑ‪ ،‬ﻋﻠﻢ ﻛﺸﻒ‬ ‫ﭘﺪﻳﺪﻫﻬـﺎ ﺍﺳﺖ ﻭ ﻣﺠﻬﻮﻻﺕ ﺭﺍ ﻣﻌﻠﻮﻡ ﻣﻴﻜﻨﺪ‪ .‬ﻟﻴﻜﻦ ﻫﺪﻑ ﻓﻨﺎﻭﺭﻱ‪ ،‬ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺍﻳﺪﻫﻬﺎ ﻭ ﺩﺳﺘﺎﻭﺭﻫﺎﻱ ﻋﻠﻤﻲ ﺭﺍ ﺑﻜﺎﺭ ﮔﻴﺮﺩ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﺧﺪﻣﺎﺕ‬ ‫ﻭ ﻛﺎﻻﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺑﺸﺮ ﺗﺒﺪﻳﻞ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﺗﻮﺳـﻌﻪ ﻓـﻨﺎﻭﺭﻱ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‪ :‬ﺍﺭﺗﻘﺎ ﻛﻤﻲ ﻭ ﻛﻴﻔﻲ ﺳﻄﺢ ﻓﻨﺎﻭﺭﻱ ﻛﻪ ﺍﺯ ﻃﺮﻳﻖ ﺧﻠﻖ ﻭ ﺍﻳﺠﺎﺩ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﻧﻮ ﻭ ﺑﻬﺒﻮﺩ ﻭ ﺍﺻﻼﺡ ﻓﻨﺎﻭﺭﻳﻬﺎﻱ‬ ‫ﻣﻮﺟﻮﺩ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﻓﻨﺎﻭﺭﻱ ﺧﺎﺭﺟﻲ‪ ،‬ﺟﺬﺏ ﻭ ﺑﻮﻣﻲ ﻧﻤﻮﺩﻥ ﻭ ﺍﺷﺎﻋﻪ ﺁﻥ ﺻﻮﺭﺕ ﻣﻴﭙﺬﻳﺮﺩ‪.‬‬ ‫ﻼ ﺑﻴﺎﻥ ﻣﻴﮕﺮﺩﺩ‪.‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺄﻛﻴﺪ ﺑﺮ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ‪ ،‬ﺗﻌﺎﺭﻳﻒ ﺍﺧﺘﺼﺎﺻﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﻓﺮﺍﻳﻨﺪﻫﺎﻱ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻱ ﺫﻳ ﹰ‬ ‫ﺍﻳﺠﺎﺩ ﻓﻨﹼﺎﻭﺭﻱ ‪:‬‬ ‫ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‪ :‬ﺗﺒﺪﻳﻞ ﺍﻳﺪﻩ ﺑﻪ ﻛﺎﻻ ﻭ ﺧﺪﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎﻱ ﺗﻮﻟﻴﺪ ﺁﻥ ﻭ ﻳﺎ ﻫﺮ ﮔﻮﻧﻪ ﻧﻮﺁﻭﺭﻱ ﻭ ﺑﻬﺒﻮﺩ ﺩﺭ ﻛﺎﻻ ﻭ ﺧﺪﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎﻱ ﺗﻮﻟﻴﺪ ﺁﻥ‪.‬‬ ‫ﺍﻧﺘﻘﺎﻝ ﻓﻨﹼﺎﻭﺭﻱ ‪:‬‬ ‫ﻓﺮﺍﻳـﻨﺪﻱ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﺁﻥ ﻳﻚ ﻓﻨﺎﻭﺭﻱ ﺍﺯ ﻣﺒﺪﺃﻳﻲ ﺑﻪ ﻣﻘﺼﺪ ﺩﻳﮕﺮﻱ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﻣﻴﻴﺎﺑﺪ ﺑﻄﻮﺭﻳﻜﻪ ﺍﺯ ﻣﺮﺣﻠﻪ ﻛﺴﺐ ﻭ ﺑﻬﺮﻫﺒﺮﺩﺍﺭﻱ ﻳﻚ ﻓﻨﺎﻭﺭﻱ‬ ‫ﺁﻏﺎﺯ ﻣﻴﺸﻮﺩ ﻭ ﺑﻪ ﺟﺬﺏ ﻭ ﺑﻮﻣﻴﺴﺎﺯﻱ ﻭ ﺗﻮﺳﻌﻪ ﺁﻥ ﺧﺘﻢ ﻣﻴﺸﻮﺩ‪.‬‬ ‫ﺍﺷﺎﻋﻪ ﻓﻨﹼﺎﻭﺭﻱ ‪:‬‬ ‫ﻋـﺒﺎﺭﺕ ﺍﺳـﺖ ﺍﺯ ﮔﺴـﺘﺮﺵ ﻛﺎﺭﺑـﺮﺩ ﻓﻨﺎﻭﺭﻱ ﻛﻪ ﺑﻮﺍﺳﻄﻪ ﺁﻥ ﻳﻚ ﻓﻨﺎﻭﺭﻱ ﺍﺯ ﻃﺮﻳﻖ ﻣﺠﺎﺭﻱ ﻣﻌﻴﻨﻲ ﺑﻴﻦ ﻛﺎﺭﺑﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻧﺘﺸﺎﺭ ﻣﻴﻴﺎﺑﺪ‪ .‬ﺍﻳﻦ‬ ‫ﻓﺮﺍﻳﻨﺪ ﺍﺯ ﻃﺮﻳﻖ ﻣﻌﺮﻓﻲ ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻱ ﻧﺮﻣﺎﻓﺰﺍﺭﻱ ﻭ ﺳﺨﺘﺎﻓﺰﺍﺭﻱ ﺩﺭ ﻧﻤﺎﻳﺸﮕﺎﻫﻬﺎﻱ ﺗﺨﺼﺼﻲ‪ ،‬ﺳﻤﻴﻨﺎﺭﻫﺎ ﻭ ﺭﺳﺎﻧﻬﻬﺎ ﮔﺴﺘﺮﺵ ﻣﻴﻴﺎﺑﺪ‪.‬‬

‫ﺭﻭﺵ ﺷﻨﺎﺳﻲ ‪:‬‬ ‫ﻣﺘﺪﻟﻮﮊﻱ ﺗﺪﻭﻳﻦ ﭼﺎﺭﭼﻮﺏ ﻛﻠﻲ ﺍﻳﻦ ﮔﺰﺍﺭﺵ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ‪ ،‬ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﺭﺍﻳﻪ ﺩﺭ ﻫﻤﺎﻳﺶ ﺑﺮﻧﺎﻣﻬﺮﻳﺰﻱ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻣﻄﺎﻟﻌﻪ ﺍﺳﻨﺎﺩ ﻭ‬ ‫ﻣـﺪﺍﺭﻙ ﻣﻮﺟﻮﺩ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺟﻬﺎﻥ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﻭ ﺑﺎ ﺑﺤﺚ ﻭ ﺑﺮﺭﺳﻲ ﺩﺭ ﺟﻠﺴﺎﺕ ﻫﻤﺎﻧﺪﻳﺸﻲ ﻛﻪ ﺑﺪﻳﻦ ﻣﻨﻈﻮﺭ ﺗﺸﻜﻴﻞ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ‪ ،‬ﺗﺪﻭﻳﻦ ﻧﺸﺪﻩ‬ ‫ﺍﺳـﺖ‪ .‬ﺍﺳﻨﺎﺩ ﻭ ﻣﺪﺍﺭﻙ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﺑﻬﺮﻫﺒﺮﺩﺍﺭﻱ ﺷﺎﻣﻞ ﻣﻄﺎﻟﻌﺎﺕ ﺍﺳﻨﺎﺩ ﺑﺮﻧﺎﻣﻪ ﺩﻭﻡ‪ ،‬ﺳﻮﻡ‪ ،‬ﻻﻳﺤﻪ ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﺑﺮﻧﺎﻣﻪ‬ ‫ﻣﻴـﺜﺎﻕ ﻭﺯﺍﺭﺕ ﻣﺬﻛـﻮﺭ ﺑـﺎ ﺩﻭﻟـﺖ ﻣﻴﺒﺎﺷـﺪ‪ .‬ﻫﻤﭽﻨﻴـﻦ‪ ،‬ﺑﺤـﺚ ﻭ ﺑﺮﺭﺳﻴﻬﺎﻱ ﻓﺮﺩﻱ ﻭ ﺟﻤﻌﻲ ﻣﺒﺴﻮﻃﻲ ﺑﻪ ﻋﻤﻞ ﺁﻣﺪ ﺗﺎ ﺷﺎﻟﻮﺩﻩ ﮔﺰﺍﺭﺵ ﺣﺎﺿﺮ ﺭﺍ‬ ‫ﭘﻴﺮﻳﺰﻱ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﺭﻭﻳﻜﺮﺩ ﺟﻬﺎﻧﻲ ﺩﺭ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻱ ‪:‬‬ ‫ﺩﻭﺭﻧﻤـﺎﻱ ﺟﻬـﺎﻥ‪ ،‬ﺑـﺎ ﺩﻭ ﭼـﺎﻟﺶ ﻋﻤـﺪﻩ ﺭﻭﺑـﻪ ﺭﻭ ﻣﻴﺒﺎﺷـﺪ ﭼـﺎﻟﺶ ﺍﻭﻝ ﺍﻓـﺰﺍﻳﺶ ﻓﺰﺍﻳﻨﺪﻩ ﺟﻤﻌﻴﺖ ﺟﻬﺎﻥ ﺑﻪ ﺧﺼﻮﺹ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﻛﻤﺘﺮ‬ ‫ﺗﻮﺳـﻌﻬﻴﺎﻓﺘﻪ ﻛـﻪ ﻫﻤـﺮﺍﻩ ﺑـﺎ ﺗﻼﺵ ﻭ ﺗﺤﺮﻙ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺮﺍﻱ ﺍﺣﻘﺎﻕ ﺣﻘﻮﻕ ﺧﻮﺩ ﻭ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺣﺪﺍﻗﻠﻬﺎﻱ ﻣﻌﻴﺸﺘﻲ ﺍﺯ ﻗﺒﻴﻞ ﺧﻮﺭﺍﻙ‪ ،‬ﭘﻮﺷﺎﻙ ﻭ‬ ‫ﺍﻧـﺮﮊﻱ ﻣﻴﺒﺎﺷـﺪ‪ .‬ﺩﺭ ﺣـﺎﻝ ﺣﺎﺿـﺮ ﺳـﺮﺍﻧﻪ ﻣﺼﺮﻑ ﺍﻧﺮﮊﻱ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﻓﻘﻴﺮ ‪ ٠/٥‬ﻛﻴﻠﻮﻭﺍﺕ ﻭ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ‪ ٥‬ﻛﻴﻠﻮﻭﺍﺕ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺍﺯ ﻃﺮﻑ‬ ‫ﺩﻳﮕﺮ ﺑﺮﺍﻱ ﺗﺄﻣﻴﻦ ﻧﻴﺎﺯﻫﺎﻱ ﻓﻮﻕ ﻧﻴﺎﺯ ﺑﻪ ﺍﻧﺮﮊﻱ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫ﭼﺎﻟﺶ ﺩﻭﻡ‪ :‬ﻧﺎﻛﺎﺭﺁﻣﺪﻱ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﻣﻮﺟﻮﺩ‪ ،‬ﺩﺭ ﺟﻮﺍﺑﮕﻮﻳﻲ ﺑﻪ ﻧﻴﺎﺯﻫﺎﻱ ﺑﺸﺮﻱ ﻭ ﻣﺴﺎﻳﻞ ﺯﻳﺴﺖ ﻣﺤﻴﻄﻲ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺍﻫﺪﺍﻑ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ‬ ‫ﺑـﺮﺍﻱ ﺗﺴﻠﻂ ﺑﺮ ﺑﺎﺯﺍﺭﻫﺎﻱ ﺁﻳﻨﺪﻩ ﺑﺮ ﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻛﻪ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺻﻨﺎﻳﻊ‪ ،‬ﺑﺎﻻﺩﺳﺘﻲ ﺑﺮﺍﻱ ﺍﺳﺘﺤﺼﺎﻝ ﺫﺧﺎﻳﺮ ﺯﻳﺮﺯﻣﻴﻨﻲ‪ ،‬ﻃﺒﻴﻌﻲ‬ ‫ﻭ ﻛﺸـﺎﻭﺭﺯﻱ ﻧﻤﻴـﺘﻮﺍﻧﺪ ﺟﻮﺍﺑﮕـﻮﻱ ﺗﺄﻣﻴـﻦ ﻭ ﺗﻜـﺎﻓﻮﻱ ﻧـﻴﺎﺯ ﻣﺼـﺮﻑ ﺟﻬﺎﻧـﻲ ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﻠﻨﺪ ﻣﺪﺕ ﺑﺎﺷﺪ‪ .‬ﺑﻌﻼﻭﻩ ﻧﺤﻮﻩ ﺑﺮﺩﺍﺷﺖ ﺍﺯ ﺫﺧﺎﻳﺮ ﻭ ﻧﺤﻮﻩ‬ ‫ﻋﻤـﻶﻭﺭﻱ ﻭ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺗﺨﺮﻳﺐ ﻭﺳﻴﻊ ﺯﻳﺴﺖ ﻣﺤﻴﻄﻲ ﺭﺍ ﻣﻮﺟﺐ ﮔﺸﺘﻪ ﺍﺳﺖ‪ .‬ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﺫﺧﺎﻳﺮ ﻃﺒﻴﻌﻲ ﻣﺤﺪﻭﺩ ﺑﻮﺩﻩ ﻭ ﺭﻭﺯﻱ ﭘﺎﻳﺎﻥ ﺧﻮﺍﻫﺪ‬ ‫ﻳﺎﻓـﺖ‪ .‬ﻧﻜـﺘﻪ ﺩﻳﮕـﺮ ﺍﻳـﻨﻜﻪ ﺗﻜـﻨﻮﻟﻮﮊﻳﻬﺎﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺑﺮﺍﻱ ﻓﺮﺁﻭﺭﻱ ﻣﻮﺍﺩ ﺍﻭﻟﻴﻪ ﺟﻬﺖ ﺗﺄﻣﻴﻦ ﺧﻮﺭﺍﻙ‪ ،‬ﭘﻮﺷﺎﻙ‪ ،‬ﺑﻬﺪﺍﺷﺖ ﻭ ﺳﺎﻳﺮ ﻧﻴﺎﺯﻫﺎﻱ ﺑﺸﺮﻱ‬ ‫ﺗﻤﺎﻣﹰﺎ ﺍﻧﺮﮊﻱ ﺑﺮ ﺑﻮﺩﻩ ﻭ ﻣﻨﺎﺑﻊ ﺍﻧﺮﮊﻱ ﻧﻴﺰ ﭘﺎﻳﺎﻧﭙﺬﻳﺮ ﻣﻴﺒﺎﺷﻨﺪ‪.‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺒﺎﺣﺚ ﻓﻮﻕ‪ ،‬ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺩﺭ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﺟﺪﻳﺪ ﺑﺎ ﺣﺪﺍﻗﻞ ﺍﺗﻜﺎ ﺑﻪ ﻣﻨﺎﺑﻊ ﻃﺒﻴﻌﻲ ﻭ ﺯﻳﺮﺯﻣﻴﻨﻲ ﺩﺭ ﻣﺮﻛﺰ ﺗﻮﺟﻪ ﻭ‬ ‫ﺍﻭﻟﻮﻳﺖ ﺳﻴﺎﺳﺘﻬﺎﻱ ﻋﻠﻤﻲ‪ ،‬ﺗﺤﻘﻴﻘﺎﺗﻲ‪ ،‬ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﺻﻨﻌﺘﻲ ﺗﻌﺪﺍﺩﻱ ﺍﺯ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺟﻬﺎﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﻓﻨﹼﺎﻭﺭﻳﻬﺎ ﺷﺎﻣﻞ‪ :‬ﺍﻧﺮﮊﻳﻬﺎﻱ ﺗﺠﺪﻳﺪ‬ ‫ﺷﻮﻧﺪﻩ‪ ،‬ﻓﻨﺎﻭﺭﻱ ﺯﻳﺴﺘﻲ‪ ،‬ﻣﻴﻜﺮﻭ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ‪ ،‬ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﻣﻮﺍﺩ ﻧﻮ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻧﺎﻧﻮ ﻭ ﻣﻬﻨﺪﺳﻲ ﮊﻧﺘﻴﻚ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺣﻤﺎﻳﺖ ﻭ ﺗﺄﻛﻴﺪ ﺩﻭﻟﺘﻬﺎﻱ ﻳﺎﺩ‬ ‫ﺷﺪﻩ ﺑﺮ ﺑﺨﺸﻬﺎﻱ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺍﻳﻦ ﻓﻨﹼﺎﻭﺭﻳﻬﺎ ﻣﺘﻤﺮﻛﺰ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫ﺳـﻬﻢ ﺑﺎﻻﻱ ﻫﺰﻳﻨﻬﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺟﺬﺏ ﺑﻴﺸﺘﺮﻳﻦ ﺳﺮﻣﺎﻳﻬﻬﺎﻱ ﻣﺴﺘﻘﻴﻢ ﺧﺎﺭﺟﻲ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﺻﻨﻌﺘﻲ ﺑﻴﺎﻧﮕﺮ ﺍﻫﻤﻴﺖ ﺭﻭﻳﻜﺮﺩ‬ ‫ﻓـﻮﻕ ﻣﻴﺒﺎﺷـﺪ‪ .‬ﺑـﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﻳﻜﺼﺪ ﺷﺮﻛﺖ ﺭﺩﻩ ﺍﻭﻝ ﺟﻬﺎﻥ ﺑﻪ ﻟﺤﺎﻅ ﻣﻴﺰﺍﻥ ﻫﺰﻳﻨﻪ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺟﻤﻌﹰﺎ ﺩﺭ ﺳﺎﻝ ‪ ٢٠٠١‬ﻣﺒﻠﻎ ‪ ٢١٦‬ﻣﻴﻠﻴﺎﺭﺩ ﻭ‬ ‫ﺷﺼـﺖ ﻭ ﭼﻬـﺎﺭ ﻣﻴﻠـﻴﻮﻥ ﺩﻻﺭ ﺭﺍ ﺻﺮﻑ ﻫﺰﻳﻨﻪ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺧﻮﺩ ﻧﻤﻮﺩﻫﺎﻧﺪ‪ ،‬ﻛﻪ ﺍﻳﻦ ﻣﺒﻠﻎ ﺣﺪﻭﺩﹰﺍ ﺳﻪ ﺑﺮﺍﺑﺮ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ‬ ‫ﭘﺎﻛﺴـﺘﺎﻥ‪ ،‬ﺩﻭ ﺑﺮﺍﺑـﺮ ﺗﻮﻟـﻴﺪ ﻧﺎﺧـﺎﻟﺺ ﺩﺍﺧﻠﻲ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻴﺶ ﺍﺯ ﺩﻭ ﺑﺮﺍﺑﺮ ﺳﻨﮕﺎﭘﻮﺭ ﻭ ﺩﻭ ﻭ ﻧﻴﻢ ﺑﺮﺍﺑﺮ ﻓﻴﻠﻴﭙﻴﻦ ﻭ ﺩﻭ ﺑﺮﺍﺑﺮ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ﻣﺎﻟﺰﻱ‬

‫ﻣﻴﺒﺎﺷـﺪ‪ .‬ﺩﺭ ﺯﻣﻴـﻨﻪ ﺟـﺬﺏ ﺳـﺮﻣﺎﻳﻪ ﻣﺴـﺘﻘﻴﻢ ﺧﺎﺭﺟﻲ ﻧﻴﺰ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺷﺎﻣﻞ ﺍﺭﻭﭘﺎﻱ ﻏﺮﺑﻲ ﻭ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ ﺟﻤﻌﹰﺎ ‪ ٨١/٣‬ﺩﺭﺻﺪ ﻛﻞ‬ ‫ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺧﺎﺭﺟﻲ ﺩﺭ ﺟﻬﺎﻥ ﺭﺍ ﺑﻴﻦ ﺳﺎﻟﻬﺎﻱ ‪ ١٩٨٦-٩١‬ﺟﺬﺏ ﻧﻤﻮﺩﻫﺎﻧﺪ‪.‬‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﻭ ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ ﺟﺪﻳﺪ ﻧﻴﺰ ﺑﺎ ﺭﻭﻳﻜﺮﺩ ﺗﻮﺳﻌﻪ ﺻﻨﻌﺘﻲ ﻭ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻱ ﺩﺭ ﺟﺬﺏ ﺳﺮﻣﺎﻳﻪ ﻣﺴﺘﻘﻴﻢ ﺧﺎﺭﺟﻲ‬ ‫ﺩﺭ ﺩﻭ ﺩﻫـﻪ ﮔﺬﺷـﺘﻪ ﺑـﻪ ﻣﻮﻓﻘﻴـﺘﻬﺎﻱ ﺑﺰﺭﮔﻲ ﺩﺳﺖ ﻳﺎﻓﺘﻬﺎﻧﺪ‪ ،‬ﺑﻬﻄﻮﺭﻳﻜﻪ ﺍﺯ ﻣﻴﺰﺍﻥ ﺟﺬﺏ ‪ ١٨/٣‬ﺩﺭﺻﺪ ﻛﻞ ﺳﺮﻣﺎﻳﻪ ﺧﺎﺭﺟﻲ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ‪-١٩٩١‬‬ ‫‪ ١٩٨٦‬ﺑﻪ ﺟﺬﺏ ‪ ٣٧/٢‬ﺩﺭﺻﺪ ﺳﺮﻣﺎﻳﻪ ﺧﺎﺭﺟﻲ ﺩﺭ ﺟﻬﺎﻥ ﺩﺭ ﺳﺎﻝ ‪ ١٩٩٧‬ﺩﺳﺖ ﻳﺎﻓﺘﻬﺎﻧﺪ‪.‬‬ ‫ﺷﺎﺧﺼﻬﺎﻱ ﺍﺻﻠﻲ ‪:‬‬ ‫ﺷﺎﺧﺼـﻬﺎﻱ ﻋﻠـﻮﻡ ﻭ ﻓـﻨﹼﺎﻭﺭﻱ ﺩﺍﺭﺍﻱ ﺍﺑﻌـﺎﺩ ﻭﺳـﻴﻌﻲ ﺑـﻮﺩﻩ ﻭ ﺑﻪ ﺍﺷﻜﺎﻝ ﻣﺨﺘﻠﻒ ﺩﺳﺘﻬﺒﻨﺪﻱ ﮔﺮﺩﻳﺪﻫﺎﻧﺪ‪ .‬ﺩﺭ ﺑﻌﻀﻲ ﻣﻮﺍﺭﺩ ﺷﺎﺧﺼﻬﺎﻳﻲ ﺑﺮﺍﻱ‬ ‫ﻓﻨﹼﺎﻭﺭﻱ‪ ،‬ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺗﻌﺮﻳﻒ ﻭ ﺑﻪ ﻛﺎﺭ ﮔﺮﻓﺘﻪ ﻣﻴﺸﻮﺩ ﻛﻪ ﺑﺮﺍﻱ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﻛﺎﺭﺑﺮﺩﻱ ﻧﺪﺍﺭﺩ‪.‬‬ ‫ﺩﺭ ﻫـﺮﺣﺎﻝ ﺁﻥ ﺩﺳـﺘﻪ ﺍﺯ ﺷﺎﺧﺼﻬﺎﻱ ﻋﻤﺪﻩ ﻛﻪ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺳﻨﺠﺶ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﻋﻠﻤﻲ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻛﺸﻮﺭﻫﺎ ﺑﻬﻜﺎﺭ ﮔﺮﻓﺘﻪ ﻣﻴﺸﻮﺩ‬ ‫ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﻣﻴﺒﺎﺷﻨﺪ‪.‬‬ ‫‪ .١‬ﻣﻴﺰﺍﻥ ﻫﺰﻳﻨﻬﻬﺎﻱ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﺩﺭﺻﺪﻱ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ‬ ‫‪ .٢‬ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺤﻘﻖ ﺩﺭ ﻳﻚ ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ ﺍﺯ ﺟﻤﻌﻴﺖ‬ ‫‪ .٣‬ﺗﻌﺪﺍﺩ ﺗﻜﻨﺴﻴﻨﻬﺎﻱ ﺷﺎﻏﻞ ﺩﺭ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺑﻪ ﺍﺯﺍﻱ ﻫﺮ ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ ﺟﻤﻌﻴﺖ‬ ‫‪ .٤‬ﺗﻌﺪﺍﺩ ﻣﻘﺎﻻﺕ ﭼﺎﭖ ﺷﺪﻩ ﺩﺭ ﻣﺠﻼﺕ ﻣﻌﺘﺒﺮ‬ ‫‪ .٥‬ﺗﻌﺪﺍﺩ ﭘﺘﻨﺘﻬﺎﻱ ﺛﺒﺖ ﺷﺪﻩ ﺷﻬﺮﻭﻧﺪﺍﻥ‬ ‫‪ .٦‬ﺗﻌﺪﺍﺩ ﭘﺘﻨﺘﻬﺎﻱ ﺛﺒﺖ ﺷﺪﻩ ﺗﻮﺳﻂ ﺧﺎﺭﺟﻴﻬﺎ‬ ‫‪ .٧‬ﻣﺒﻠﻎ ﺩﺭﻳﺎﻓﺘﻲ ﺍﺯ ﻓﺮﻭﺵ ﻟﻴﺴﺎﻧﺲ ﻭ ﭘﺘﻨﺖ‬ ‫‪ .٨‬ﻣﺒﻠﻎ ﭘﺮﺩﺍﺧﺘﻲ ﺑﺎﺑﺖ ﺧﺮﻳﺪ ﻟﻴﺴﺎﻧﺲ ﻭ ﭘﺘﻨﺖ‬ ‫‪ .٩‬ﺩﺭﺻﺪ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻋﻠﻮﻡ ﻭ ﻣﻬﻨﺪﺳﻲ ﺑﻪ ﻧﺴﺒﺖ ﻛﻞ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬ ‫‪ .١٠‬ﺩﺭﺻﺪ ﺻﺎﺩﺭﺍﺕ ﻛﺎﻻﻫﺎﻱ ﺑﺎ ﺗﻜﻨﻮﻟﻮﮊﻱ ﺑﺎﻻ ﺍﺯ ﻛﻞ ﺻﺎﺩﺭﺍﺕ ﺻﻨﻌﺘﻲ‬ ‫‪ .١١‬ﺩﺭﺻﺪ ﺷﺎﻏﻠﻴﻦ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺻﻨﺎﻳﻊ ﺑﺎ ﺗﻜﻨﻮﻟﻮﮊﻱ ﺑﺎﻻ‬ ‫‪ .١٢‬ﺩﺭﺻﺪ ﺷﺎﻏﻠﻴﻦ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺑﺨﺶ ﺧﺪﻣﺎﺕ ﭘﻴﺸﺮﻓﺘﻪ‬ ‫ﻼ ﺑﻪ ﺑﺨﺸﻲ ﺍﺯ ﺍﻳﻦ ﺷﺎﺧﺼﻬﺎ ﺩﺭ‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺤﺪﻭﺩﻳﺖ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺍﻃﻼﻋﺎﺕ ﻣﺮﺗﺒﻂ ﺑﺎ ﺷﺎﺧﺼﻬﺎﻱ ﻓﻮﻕ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻛﺸﻮﺭﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺫﻳ ﹰ‬ ‫ﺭﺍﺑﻄـﻪ ﺑـﺎ ﺗﻌـﺪﺍﺩﻱ ﺍﺯ ﻛﺸـﻮﺭﻫﺎﻱ ﭘﻴﺸـﺮﻓﺘﻪ ﺻـﻨﻌﺘﻲ ﻭ ﺗﻌـﺪﺍﺩﻱ ﺍﺯ ﻛﺸـﻮﺭﻫﺎﻱ ﺗﻮﺳـﻌﻬﻴﺎﻓﺘﻪ ﺟﺪﻳـﺪ ﻭ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﻭ ﻫﻤﭽﻨﻴﻦ‬ ‫ﺷﺎﺧﺼـﻬﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺍﻳﺮﺍﻥ ﺍﺷﺎﺭﻩ ﻣﻴﮕﺮﺩﺩ ﻛﻪ ﺑﻴﺎﻧﮕﺮ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﻣﺎ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻛﺸﻮﺭﻫﺎ ﺩﺭ ﺯﻣﻴﻨﻪ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺑﻪ‬

‫ﻟﺤـﺎﻅ ﻳـﻚ ﺩﺳـﺖ ﺷـﺪﻥ ﻣﻨـﺒﻊ ﺍﻃﻼﻋـﺎﺕ ﺍﺟـﺒﺎﺭﹰﺍ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ ﻛﻪ ﺍﺯ ﺟﺎﻣﻌﻴﺖ ﺑﻴﺸﺘﺮﻱ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ ﺍﺳﺘﻔﺎﺩﻩ ﮔﺮﺩﻳﺪ‪ .‬ﻟﺬﺍ ﺑﺮﺧﻲ‬ ‫ﺷﺎﺧﺼﻬﺎ ﻣﺮﺑﻮﻁ ﺑﻪ ﺳﺎﻟﻬﺎﻱ ﻗﺒﻞ ﻣﻴﺒﺎﺷﻨﺪ‬ ‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (١‬ﻣﻘﺎﻳﺴﻪ ﺷﺎﺧﺼﻬﺎﻱ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﭼﻨﺪ ﻛﺸﻮﺭ ﭘﻴﺸﺮﻓﺘﻪ‪ ،‬ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ ﺟﺪﻳﺪ ﻭ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ‬ ‫ﻛﺸﻮﺭ‬

‫ﺗﻌﺪﺍﺩﻣﺤﻘﻘﻴﻦﺩﺭﻳﻚ‬ ‫ﻣﻴﻠﻴﻮﻥﻧﻔﺮ‬ ‫‪١٩٩٧-٧٧‬‬

‫ﻫﺰﻳﻨﻪ ﺩﺭ‪R&D‬‬ ‫ﺩﺭﺻﺪﺍﺯ‪GDP‬‬

‫ﺗﻜﻨﺴﻴﻨﻬﺎﻱ‬

‫ﺷﺎﻏﻞ‪R&D‬‬

‫‪٢٠٠٠‬‬

‫ﺑﻪﺍﺯﺍﺀ‬ ‫ﻳﻚﻣﻴﻠﻴﻮﻥﻧﻔﺮ‬

‫ﻣﻘﺎﻻﺕ‬ ‫‪١٩٩٧‬‬

‫ﺗﻘﺎﺿﺎﻱﺛﺒﺖﭘﺎﺗﻨﺖ‬ ‫ﺷﻬﺮﻭﻧﺪﺍﻥ‬ ‫‪١٩٩٨‬‬

‫ﺗﻘﺎﺿﺎﻱﺛﺒﺖﭘﺎﺗﻨﺖﻫﻤﻪ‬ ‫ﺷﻬﺮﻭﻧﺪﺍﻥ‬ ‫‪١٩٩٨‬‬

‫ﻣﺒﻠﻎﺩﺭﻳﺎﻓﺘﻲﺍﺯ‬ ‫ﻓﺮﻭﺵﻟﻴﺴﺎﻧﺲ‬ ‫ﻣﻴﻠﻴﻮﻥﺩﻻﺭ‬ ‫‪١٩٩٩‬‬

‫ﻣﺒﻠﻎ‬ ‫ﭘﺮﺩﺍﺧﺘﻲ‬ ‫ﺣﻖ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫ﻣﻴﻠﻴﻮﻥ‬ ‫ﺩﻻﺭ‬ ‫‪١٩٩٩‬‬

‫ﺩﺭﺻﺪ‬ ‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬ ‫ﻋﻠﻮﻡﻣﻬﻨﺪﺳﻲ‬

‫ﺩﺭﺻﺪﺻﺎﺩﺭﺍﺕ‬

‫ﺩﺭﺻﺪﺷﺎﻏﻠﻴﻦ‬

‫‪Hi-Tech‬‬

‫‪Hi‬‬‫‪Tech‬‬

‫ﺩﺭﺻﺪ‬ ‫ﺷﺎﻏﻠﻴﻦ‬ ‫ﺧﺪﻣﺎﺕ‬

‫ﺍﺯﻛﻞﻧﻴﺮﻭﻱ‬ ‫ﺷﺎﻏﻞ‬ ‫‪١٩٩٩‬‬

‫‪Hi‬‬‫‪Tech‬‬

‫ﺍﺯﻛﻞ ﺻﺎﺩﺭﺍﺕﺻﻨﻌﺘﻲ‬ ‫‪١٩٩٩‬‬

‫ﺍﺯﻛﻞ‬ ‫ﻧﻴﺮﻭﻱ‬ ‫ﺷﺎﻏﻞ‬

‫ﺁﻟﻤﺎﻥ‬

‫‪٢٨٣١‬‬ ‫‪١٩٩٦‬‬

‫‪٢ /٤‬‬

‫‪١٤٧٢‬‬ ‫‪١٩٩٣‬‬

‫‪٣٦٢٣٣‬‬

‫‪٦٧٧٩٠‬‬

‫‪١٣٤٩٨١‬‬

‫‪٣٠١٧‬‬

‫‪٤٤٠٥‬‬

‫‪٤٧‬‬

‫‪١٧‬‬

‫‪١١/٢‬‬

‫‪٣٠/٤‬‬

‫ﺍﻧﮕﻠﻴﺲ‬

‫‪٢٤٤٨‬‬ ‫‪١٩٩٦‬‬

‫‪١/٨٦‬‬

‫‪١٠/٧‬‬ ‫‪١٩٩٣‬‬

‫‪٣٨٥٣٠‬‬

‫‪٢٨٨٨٩‬‬

‫‪١٤٧٢٩٨‬‬

‫‪٧٩٤٢‬‬

‫‪٦٣٠١‬‬

‫‪٣٤‬‬

‫‪٣٠‬‬

‫‪٧ /٦‬‬

‫‪٣٩/٦‬‬

‫‪٤٩٠٩‬‬

‫‪٢/٩٨‬‬

‫ﺍﻣﺮﻳﻜﺎ‬

‫‪٣٧٧٦‬‬ ‫‪١٩٩٣‬‬

‫‪٢/٦٩‬‬

‫‪٨٢٧‬‬ ‫‪١٩٩٤‬‬ ‫ــ‬

‫‪٤٣٨٩١‬‬

‫‪٣٦٠٣٣٨‬‬

‫‪٧٧٠٣٦‬‬

‫‪٨٩١٠‬‬

‫‪٩٨٥٥‬‬

‫‪٢١‬‬

‫‪٢٧‬‬

‫‪٦ /٢‬‬

‫ــ‬

‫‪١٦٦٨٢‬‬ ‫‪٩‬‬

‫‪١٤١٣٤٢‬‬

‫‪١٢١٤٤٥‬‬

‫‪٣٦/٤٦٧‬‬

‫‪/٢٧٥‬‬ ‫‪١٣‬‬

‫ــ‬

‫‪٣٥‬‬

‫‪٥ /٣‬‬ ‫‪١٩٩٥‬‬

‫ــ‬

‫ﻛﺮﻩ‬

‫ﮊﺍﭘﻦ‬

‫‪٢١٩٣‬‬ ‫‪١٩٩٢‬‬

‫‪٢/٨٢‬‬ ‫‪١٩٩٧‬‬

‫‪٣١٨‬‬ ‫‪١٩٩٤‬‬

‫‪٤٦١٩‬‬

‫‪٥٠٧١٤‬‬

‫‪٧١٠٣٦‬‬

‫‪٤٥٥‬‬

‫‪٢٦٦١‬‬

‫‪٣٢‬‬

‫‪٣٢‬‬

‫ــ‬

‫ــ‬

‫‪٥٦٠‬‬

‫‪٠/٤٨‬‬

‫‪١٦٦‬‬ ‫‪١٩٩٤‬‬

‫‪٣٣٢‬‬

‫‪٣٣٧‬‬

‫‪١٥٩‬‬

‫‪٠٠‬‬

‫ــ‬

‫‪٣٩‬‬

‫‪١‬‬

‫ــ‬

‫ــ‬

‫‪٠/٢٢‬‬

‫‪٣٤١‬‬ ‫‪١٩٩١‬‬ ‫ــ‬

‫ﺍﻳﺮﺍﻥ‬ ‫‪١٩٩٤‬‬

‫‪٤٥٩‬‬

‫ﻣﺼﺮ‬ ‫‪١٩٩١‬‬

‫‪٢٩١‬‬

‫ﺗﺮﻛﻴﻪ‬

‫‪٠/٤٥‬‬

‫‪١١٠٨‬‬ ‫‪٢١١٦‬‬

‫‪٤٩٤‬‬ ‫‪٢٣١‬‬

‫‪١١٣٩‬‬ ‫‪٣٧١٥٥‬‬

‫‪٤٦‬‬ ‫ــ‬

‫‪٣٢٩‬‬ ‫ــ‬

‫‪١٢‬‬ ‫‪٤٥‬‬

‫‪٠‬‬ ‫‪٤‬‬

‫ــ‬ ‫ــ‬

‫ــ‬ ‫ــ‬

‫‪١٩٩٦‬‬ ‫‪١٤٩‬‬

‫ﻫﻨﺪ‬

‫‪٠/٧٣‬‬

‫‪١٠٨‬‬

‫‪٨٤٣٩‬‬

‫‪٢١١١‬‬

‫‪٧٩٩٧‬‬

‫‪٢٣‬‬

‫‪٣١٥‬‬

‫‪٢٥‬‬

‫ــ‬

‫ــ‬

‫ــ‬

‫‪١٩٩٤‬‬

‫ﺍﻧﺪﻭﻧﺰﻱ‬ ‫ﻣﺎﻟﺰﻱ‬ ‫‪١٩٩٤‬‬

‫‪١٨٢‬‬

‫‪٠/٠٧‬‬

‫ــ‬

‫‪١٢٣‬‬

‫‪٤٠‬‬

‫‪٣٢٩١٠‬‬

‫ــ‬

‫ــ‬

‫‪٣٩‬‬

‫‪١٠‬‬

‫ــ‬

‫ــ‬

‫‪١١٧‬‬

‫‪٠/٢٤‬‬

‫‪٨٩‬‬ ‫‪١٩٩٢‬‬

‫‪٣٠٤‬‬

‫‪١٧٩‬‬

‫‪٦٢٧٢‬‬

‫ــ‬

‫ــ‬

‫‪٢٧‬‬

‫‪٥٩‬‬

‫ــ‬

‫ــ‬

‫ﻣﻨﺒﻊ‪ :‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ‪ .‬ﻋﻼﻣﺖ )ــ( ﺑﻪ ﻣﻌﻨﻲ ﻧﺒﻮﺩ ﺍﻃﻼﻋﺎﺕ ﻣﻲﺑﺎﺷﺪ‪.‬‬

‫ﻧﮕﺎﻫﯽ ﺑﻪ ﻧﻘﺎﻁ ﻗﻮﺕ ﻭ ﺿﻌﻒ ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻭ ﺗﻘﺎﺿﺎﻱ ﻓﻨﺎﻭﺭﻱ‬ ‫‪ -١‬ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ‬ ‫ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ ﺷﺎﻣﻞ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪ ،‬ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‪ ،‬ﻣﺆﺳﺴﺎﺕ ﺗﺤﻘﻴﻘﺎﺗﻲ‪ ،‬ﻣﺮﺍﻛﺰ ﻣﻬﻨﺪﺳﻲ‪ ،‬ﻣﺮﺍﻛﺰ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ‪ ،‬ﻣﺮﺍﻛﺰ‬ ‫ﺁﻣﻮﺯﺷـﻬﺎﻱ ﻓﻨﻲ ﻭ ﺣﺮﻓﻪ ﺍﻱ‪ ،‬ﻣﺮﺍﻛﺰ ﺑﺎﺯﺁﻣﻮﺯﻱ‪ ،‬ﻣﺮﺍﻛﺰ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ‪ ،‬ﻣﺮﺍﻛﺰ ﭘﮋﻭﻫﺸﻲ ﺗﺨﺼﺼﻲ ﻭ ﺳﻴﺴﺘﻤﻬﺎ ﻭ ﺳﺎﺯﻣﺎﻧﻬﺎ ﻭ ﺭﻭﺍﺑﻂ ﺣﺎﻛﻢ ﺑﺮ‬ ‫ﺍﻳﻦ ﻣﺮﺍﻛﺰ ﺭﺍ ﺷﺎﻣﻞ ﻣﻴﺸﻮﺩ‪.‬‬ ‫‪ ١-١‬ﻧﻘﺎﻁ ﻗﻮﺕ ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺍﻳﺮﺍﻥ‬ ‫ﻋﻠـﻴﺮﻏﻢ ﻣﺤﺪﻭﺩﻳـﺘﻬﺎ ﻭ ﻣﺸـﻜﻼﺕ ﺷـﻜﻨﻨﺪﻩ ﺩﺍﺧﻠـﻲ ﻭ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﺩﺭ ﺩﻭ ﺩﻫﻪ ﮔﺬﺷﺘﻪ ﻣﺎﻧﻨﺪ ﺟﻨﮕﺘﺤﻤﻴﻠﻲ‪ ،‬ﺗﺤﺮﻳﻤﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ‪،‬‬ ‫ﻧﻮﺳـﺎﻧﺎﺕ ﺷـﺪﻳﺪ ﺩﺭ ﺩﺭﺁﻣﺪﻫـﺎﻱ ﻧﻔﺘﻲ ﮔﺎﻣﻬﺎﻱ ﺑﻠﻨﺪﻱ ﺩﺭ ﺑﺨﺶ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻗﺒﻞ ﺍﺯ ﺍﻧﻘﻼﺏ ﺑﺮﺩﺍﺷﺘﻪ ﺷﺪ ﻛﻪ ﺭﺅﻭﺱ‬ ‫ﺁﻧﻬﺎ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺍﺳﺖ‪:‬‬ ‫•‬

‫ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﭼﺸﻤﮕﻴﺮ ﻣﺮﺍﻛﺰ ﻋﻠﻤﻲ‪ ،‬ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﻣﻬﻨﺪﺳﻲ ﺩﺭ ﺑﺨﺶ ﺩﻭﻟﺘﻲ ﻭ ﺧﺼﻮﺻﻲ‬

‫•‬

‫ﺭﺷﺪ ﻭ ﮔﺴﺘﺮﺵ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‪ ،‬ﺗﺤﺼﻴﻼﺕ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻭ ﻓﺎﺭﻍ ﺍﻟﺘﺤﺼﻴﻼﻥ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺑﻌﻨﻮﺍﻥ ﺫﺧﺎﻳﺮ ﻭ ﺯﻳﺮﺑﻨﺎﻫﺎﻱ ﺗﺨﺼﺼﻲ ﻭ‬

‫ﻣﻬﺎﺭﺗﻲ ﻛﺸﻮﺭ‬ ‫•‬

‫ﺍﻓﺰﺍﻳﺶ ﺗﻌﺪﺍﺩ ﻣﺤﻘﻘﻴﻦ ﻭ ﺍﺳﺎﺗﻴﺪ ﺩﺍﻧﺸﮕﺎﻫﻲ‬

‫•‬

‫ﺍﻓﺰﺍﻳﺶ ﺗﻮﻟﻴﺪﺍﺕ ﻋﻠﻤﻲ‪ ،‬ﺗﺤﻘﻴﻘﺎﺗﻲ ﺩﺭ ﻗﺎﻟﺐ ﻣﻘﺎﻻﺕ‪ ،‬ﻛﺘﺐ ﻭ ﭘﺮﻭﮊﻫﻬﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫•‬

‫ﺗﺪﻭﻳﻦ ﺳﻨﺪ ﺑﺮﻧﺎﻣﻪ ﺍﻓﺰﺍﻳﺶ ﺳﻬﻢ ﺗﺤﻘﻴﻘﺎﺕ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ )ﺗﺎ ‪ %١/٥‬ﺍﺯ‬

‫•‬

‫ﺭﺷﺪ ﺛﺒﺖ ﻧﺎﻡ ﺩﺭ ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﻳﻲ ﻭ ﻣﺘﻮﺳﻄﻪ‬

‫•‬

‫ﻛﺎﻫﺶ ﭼﺸﻤﮕﻴﺮ ﺩﺭﺻﺪ ﺑﻴﺴﻮﺍﺩﻱ ﺩﺭ ﺳﻄﺢ ﻛﺸﻮﺭ‬

‫•‬

‫ﺟﻬـﺖ ﮔـﻴﺮﻱ ﻛﻠﻲ ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﺑﺎ ﺟﻬﺖ ﮔﻴﺮﻳﻬﺎﻱ ﺗﻮﺳﻌﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺟﻬﺎﻥ ﺍﮔﺮﭼﻪ ﺑﺎ ﺗﺄﺧﻴﺮ ﺍﺳﺖ‬

‫‪GDP‬‬

‫ﺗﺎ ﺁﺧﺮ ﺑﺮﻧﺎﻣﻪ ﺳﻮﻡ(‬

‫ﺍﻣﺎ ﻫﻤﺴﻮ ﻭ ﻫﻢ ﺟﻬﺖ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫‪ ٢-١‬ﻧﻘﺎﻁ ﺿﻌﻒ ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ‬ ‫•‬

‫ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺑﺨﺶ ﻋﺮﺿﻪ ﺩﺍﺭﺍﻱ ﻣﺎﻫﻴﺖ ﺩﻭﻟﺘﻲ ﺑﻮﺩﻩ ﻭ ﻧﻘﺶ ﺑﺨﺶ ﺧﺼﻮﺻﻲ ﺑﺴﻴﺎﺭ ﺍﻧﺪﻙ ﻣﻴﺒﺎﺷﺪ‪.‬‬

‫•‬

‫ﺭﺷﺪ ﺑﺨﺶ ﻋﺮﺿﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﻧﺎﻫﻤﮕﻮﻥ ﺑﺎ ﺭﺷﺪ ﻧﻈﺎﻡ ﺗﻘﺎﺿﺎ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬

‫•‬

‫ﻧﻈـﺎﻡ ﻋﺮﺿـﻪ ﺑـﻪ ﻟﺤـﺎﻅ ﺑـﺮﻧﺎﻣﻪ ﻫـﺎ ﻭ ﺳﻴﺎﺳـﺘﻬﺎ ﺩﺭ ﻓﻀﺎﺋﻲ ﻣﺠﺰﺍ ﺍﺯ ﺳﺎﻳﺮ ﺑﺨﺸﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﺣﺮﻛﺖ ﻣﻴﻜﻨﺪ ﻭ‬

‫ﺗﺄﺛﻴﺮﭘﺬﻳﺮ ﻳﺎ ﺗﺄﺛﻴﺮﮔﺬﺍﺭ ﺑﺮ ﺑﺨﺸﻬﺎﻱ ﻳﺎﺩﺷﺪﻩ ﻧﻴﺴﺖ ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﺑﻪ ﺗﻐﻴﻴﺮﺍﺕ ﺑﺨﺸﻬﺎﻱ ﻳﺎﺩ ﺷﺪﻩ ﺣﺴﺎﺱ ﻧﻤﻴﺒﺎﺷﺪ‪.‬‬ ‫•‬

‫ﺗﻮﻟـﻴﺪﺍﺕ ﺑﺨﺶ ﻋﺮﺿﻪ ﺗﺠﺎﺭﻱ ﻧﻤﻴﺸﻮﺩ‪ .‬ﺑﻄﻮﺭ ﻣﺜﺎﻝ ﻋﺪﻡ ﺟﺬﺏ ﻓﺎﺭﻍ ﺍﻟﺘﺤﺼﻴﻼﻥ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻭ ﻧﺮﺳﻴﺪﻥ ﭘﺮﻭﮊﻫﻬﺎﻱ ﺧﺎﺗﻤﻪ‬

‫ﻳﺎﻓﺘﻪ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺑﻪ ﺧﻂ ﺗﻮﻟﻴﺪ ﻭ ﺑﻬﺮﻩ ﺑﺮﺩﺍﺭﻱ‬ ‫•‬

‫ﻧﻈـﺎﻡ ﺑﺮﻧﺎﻣﻬﺮﻳـﺰﻱ ﻭ ﺳﻴﺎﺳﺘﮕﺬﺍﺭﻱ ﻭ ﺳﺎﺧﺘﺎﺭ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺨﺶ ﻋﺮﺿﻪ ﺳﻨﺘﻲ ﻭ ﻃﻲ ﭼﻬﺎﺭ ﺩﻫﻪ ﮔﺬﺷﺘﻪ ﺗﻐﻴﻴﺮﺍﺕ ﭼﺸﻤﮕﻴﺮﻱ‬

‫ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬

‫•‬

‫ﺑـﻪ ﻃـﻮﺭ ﻛﻠﻲ ﺳﻄﺢ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺩﺭ ﺑﺨﺶ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺣﺪ ﻛﭙﻴﻜﺎﺭﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺍﺳﺖ ﻭ ﻫﻨﻮﺯ ﺍﻳﻦ‬

‫ﺗﻮﺍﻧﻤﻨﺪﻱ ﺑﻪ ﺍﻳﺠﺎﺩ ﻧﻮﺁﻭﺭﻱ ﺗﺒﺪﻳﻞ ﻧﺸﺪﻩ ﺍﺳﺖ‪.‬‬ ‫•‬

‫ﺳﻴﺴﺘﻢ ﺍﺭﺗﺒﺎﻃﻲ ﺑﻴﻦ ﺑﺨﺸﻲ ﺩﺭ ﻧﻈﺎﻡ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ ﻏﻴﺮ ﻧﻬﺎﺩﻳﻨﻪ ﻭ ﺳﺎﺯﻣﺎﻥ ﻧﺎﻳﺎﻓﺘﻪ ﺍﺳﺖ‪.‬‬

‫•‬

‫ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺩﺭ ﺑﺨﺶ ﻋﺮﺿﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻱ ﺑﺴﻴﺎﺭ ﺍﻧﺪﻙ ﻭ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺳﻄﺢ ﻣﺘﻮﺳﻂ ﺗﻮﺳﻌﻪ ﻋﻠﻤﻲ ﺟﻬﺎﻥ ﻧﻤﻴﺒﺎﺷﺪ‪.‬‬

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‫ﺣﺎﻛﻤﻴﺖ ﺳﻴﺴﺘﻢ ﻛﺎﺭﻣﻨﺪﻱ ﺑﺠﺎﻱ ﺳﻴﺴﺘﻢ ﺍﻧﮕﻴﺰﺷﻲ ﻭ ﺗﺤﻘﻴﻖ ﺩﺭ ﺑﺨﺶ ﻋﺮﺿﻪ ﻧﻬﺎﺩﻳﻨﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻧﮕﺎﻫﻲ ﺑﻪ ﺷﺎﺧﺼﻬﺎ‬ ‫ﻧﻈﺎﻡ ﺗﻘﺎﺿﺎﻱ ﻓﻨﺎﻭﺭﻱ‬ ‫ﻧﻈـﺎﻡ ﺗﻘﺎﺿـﺎ ﻛـﻪ ﻣﺼـﺮﻑ ﻛﻨـﻨﺪﻩ ﺗﻮﻟﻴﺪﺍﺕ ﻭ ﺧﺮﻭﺟﻲ ﻣﺮﺍﻛﺰ ﻋﻠﻤﻲ‪ ،‬ﺗﺤﻘﻴﻘﺎﺗﻲ‪ ،‬ﺩﺍﻧﺸﮕﺎﻫﻬﺎ‪ ،‬ﻣﺮﺍﻛﺰ ﻣﻬﻨﺪﺳﻲ ﻭ ﻣﺮﺍﻛﺰ ﺗﺤﻘﻴﻖ ﻭ‬ ‫ﺗﻮﺳـﻌﻪ ﺩﺍﺧﻠـﻲ ﻭ ﺧﺎﺭﺟـﻲ ﻣﻴﺒﺎﺷـﺪ ﻃـﻴﻒ ﮔﺴـﺘﺮﺩﻩ ﺍﻱ ﺍﺯ ﻣﺆﺳﺴـﺎﺕ‪ ،‬ﻧﻬﺎﺩﻫـﺎ ﻭ ﻓﻌﺎﻟﻴـﺘﻬﺎﻱ ﺻﻨﻌﺘﻲ ﺗﻮﻟﻴﺪﻱ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﺻﻨﻌﺖ‪،‬‬ ‫ﻛﺸـﺎﻭﺭﺯﻱ‪ ،‬ﺁﺏ‪ ،‬ﺑﺮﻕ‪ ،‬ﺳﺎﺧﺘﻤﺎﻥ‪ ،‬ﻧﻔﺖ ﻭ ﮔﺎﺯ ﻭ ﺧﺪﻣﺎﺕ ﺭﺍ ﺷﺎﻣﻞ ﻣﻴﮕﺮﺩﺩ‪ .‬ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﻣﻮﻓﻘﻴﺘﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮔﻲ ﺩﺭ ﺩﻭ ﺩﻫﻪ ﮔﺬﺷﺘﻪ ﺩﺭ‬ ‫ﺑﺨﺶ ﺗﻘﺎﺿﺎ ﺣﺎﺻﻞ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ .‬ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺗﻮﻟﻴﺪ ﺑﻬﻌﻨﻮﺍﻥ ﭘﻴﺶ ﺷﺮﻁ ﻻﺯﻡ ﺑﺮﺍﻱ ﻛﺴﺐ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﻜﻲ ﺩﺭ ﺩﻭﺭﻩ ﻳﺎﺩ‬ ‫ﻼ ﻧﻘﺎﻁ ﻗﻮﺕ ﻭ ﺿﻌﻒ ﻧﻈﺎﻡ ﺗﻘﺎﺿﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺑﻪ ﻃﻮﺭ ﺧﻼﺻﻪ ﻣﻮﺭﺩ ﺍﺷﺎﺭﻩ‬ ‫ﺷـﺪﻩ ﺍﺯ ﺭﺷﺪ ﻛﻤﻲ ﻭ ﻛﻴﻔﻲ ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺫﻳ ﹰ‬ ‫ﻗﺮﺍﺭ ﻣﻴﮕﻴﺮﺩ‪.‬‬ ‫‪ ٢-١‬ﻧﻘﺎﻁ ﻗﻮﺕ ﻧﻈﺎﻡ ﺗﻘﺎﺿﺎ‬ ‫•‬

‫ﺍﺩﺍﺭﻩ ﺻﻨﺎﻳﻊ ﻛﺸﻮﺭ ﻭ ﺗﻮﺳﻌﻪ ﺁﻥ ﺗﻮﺳﻂ ﻧﻴﺮﻭﻫﺎﻱ ﻓﻨﻲ ﻭ ﻣﺪﻳﺮﻳﺘﻲ ﺩﺍﺧﻠﻲ ﻛﺸﻮﺭ ﻭ ﺟﺎﻳﮕﺰﻳﻨﻲ ﺳﺮﻳﻊ ﺑﺎ ﻧﻴﺮﻭﻫﺎﻱ ﺧﺎﺭﺟﻲ‬

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‫ﺭﺷﺪ ﻭ ﮔﺴﺘﺮﺵ ﺳﺎﺧﺖ ﻭ ﺗﻮﻟﻴﺪ ﺍﻛﺜﺮ ﺳﻴﺴﺘﻤﻬﺎﻱ ﻭﺍﺭﺩﺍﺗﻲ ﺗﺎ ﺳﻄﺢ ﻛﭙﻲ ﻛﺎﺭﻱ‬

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‫ﮔﺴﺘﺮﺵ ﻭﺍﺣﺪﻫﺎﻱ ﺗﻮﻟﻴﺪﻱ‪ ،‬ﺍﻓﺰﺍﻳﺶ ﺗﻮﻟﻴﺪﺍﺕ ﻭ ﺍﻓﺰﺍﻳﺶ ﺗﻨﻮﻉ ﻛﺎﻻﻫﺎ‬

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‫ﺍﻓـﺰﺍﻳﺶ ﺳـﻬﻢ ﻣﻨﺎﺑﻊ ﺩﺍﺧﻠﻲ‪ ،‬ﺳﻴﺴﺘﻤﻬﺎ ﻭ ﺗﻜﻨﻮﻟﻮﮊﻳﻬﺎﻱ ﻭﺍﺭﺩﺍﺗﻲ )ﻣﻮﺍﺩ ﺍﻭﻟﻴﻪ – ﻗﻄﻌﺎﺕ – ﻣﻬﻨﺪﺳﻲ‪ ،‬ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺎﻫﺮ‪-‬‬

‫ﻣﺪﻳﺮﻳﺖ(‬ ‫•‬

‫ﺭﺷﺪ ﻭ ﮔﺴﺘﺮﺵ ﻛﻤﻲ ﻭ ﻛﻴﻔﻲ ﻗﻄﻌﻪ ﺳﺎﺯﻱ ﻭ ﺗﻮﺳﻌﻪ ﻭﺍﺣﺪﻫﺎﻱ ﻗﻄﻌﻪ ﺳﺎﺯ‬

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‫ﺭﺷـﺪ ﻭ ﮔﺴـﺘﺮﺵ ﻭﺍﺣﺪﻫـﺎﻱ ﺗﺤﻘـﻴﻖ ﻭ ﺗﻮﺳـﻌﻪ ﻭ ﻣﺆﺳﺴـﺎﺕ ﺧﺪﻣـﺎﺕ ﻣﻬﻨﺪﺳـﻲ ﺧﺼﻮﺻـﻲ ﻭ ﺩﻭﻟﺘﻲ ﺩﺭ ﺑﺨﺶ ﺻﻨﻌﺖ‪،‬‬

‫ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺧﺪﻣﺎﺕ‬ ‫•‬

‫ﺳـﻬﻢ ﻣﻬﻢ ﻭ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪﻩ ﺗﺨﺼﺼﻬﺎ ﻭ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻓﻨﻲ‪ ،‬ﻣﻬﻨﺪﺳﻲ ﺩﺭ ﻗﺎﻟﺐ ﭘﻴﻤﺎﻧﻜﺎﺭﺍﻥ ﺩﺍﺧﻠﻲ ﺩﺭ ﺍﺟﺮﺍﻱ ﭘﺮﻭﮊﻫﻬﺎﻱ ﺑﺰﺭﮒ‬

‫ﺻﻨﻌﺘﻲ ﻣﺎﻧﻨﺪ ﻧﻔﺖ‪ ،‬ﭘﺘﺮﻭﺷﻴﻤﻲ‪ ،‬ﺳﻴﻠﻮ‪ ،‬ﺳﺪ‪ ،‬ﻓﻮﻻﺩ‪ ،‬ﻧﻴﺮﻭ‪ ،‬ﺳﻴﻤﺎﻥ ﻭ ﻋﻤﺮﺍﻥ‬ ‫•‬

‫ﺭﺷﺪ ﻭﺍﺣﺪﻫﺎﻱ ﻃﺮﺍﺣﻲ ﻣﻬﻨﺪﺳﻲ ﻭ ﮔﺴﺘﺮﺵ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺁﻧﻬﺎ ﺩﺭ ﺑﺨﺶ ﺻﻨﻌﺖ‬

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‫ﺷﺮﻭﻉ ﺻﺎﺩﺭﺍﺕ ﺧﺪﻣﺎﺕ ﻣﻬﻨﺪﺳﻲ‬

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‫ﺭﺷﺪ ﻭﮔﺴﺘﺮﺵ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ‪ ،‬ﺳﻴﺴﺘﻤﻬﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﻣﺪﻳﺮﻳﺘﻲ ﻣﺎﻧﻨﺪ ﻣﺪﻳﺮﻳﺖ ﺟﺎﻣﻊ ﻛﻨﺘﺮﻝ ﻛﻴﻔﻲ‬

‫‪ISO‬‬

‫‪ ٢-٢‬ﻧﻘﺎﻁ ﺿﻌﻒ ﺑﺨﺶ ﺗﻘﺎﺿﺎﻱ ﻓﻨﺎﻭﺭﻱ‬ ‫•‬

‫ﻓﻌﺎﻟﻴـﺘﻬﺎﻱ ﺗﻮﻟـﻴﺪﻱ ﺩﺭ ﺑﺨـﺶ ﺻـﻨﻌﺖ‪ ،‬ﻛﺸـﺎﻭﺭﺯﻱ‪ ،‬ﺧﺪﻣﺎﺕ ﻭ ﺧﺼﻮﺻﹰﺎ ﺳﺎﺧﺖ ﻭ ﺗﻮﻟﻴﺪ ﺩﺭ ﺑﺨﺶ ﺻﻨﻌﺖ ﺩﺭ ﺷﺮﺍﻳﻂ ﺑﺎﺯﺍﺭ‬

‫ﺣﻤﺎﻳﺖ ﺷﺪﻩ ﺍﻧﺠﺎﻡ ﻣﻴﮕﻴﺮﺩ‪.‬‬ ‫•‬

‫ﺻﻨﻌﺖ ﻛﺸﻮﺭ ﺑﻪ ﺩﻟﻴﻞ ﺑﺎﺯﺍﺭ ﺑﺴﺘﻪ ﺍﺯ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎ ﻭ ﺍﻧﻌﻄﺎﻑ ﻻﺯﻡ ﺩﺭ ﻣﻮﺍﺟﻪ ﺑﺎ ﺑﺎﺯﺍﺭﻫﺎﻱ ﺭﻗﺎﺑﺖ ﺧﺎﺭﺟﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﻧﻴﺴﺖ‪.‬‬

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‫ﻗﻴﻤﺘﻬﺎﻱ ﻋﻮﺍﻣﻞ ﺩﺭ ﺑﺨﺶ ﺗﻮﻟﻴﺪ ﻏﻴﺮﻭﺍﻗﻌﻲ ﺍﺳﺖ‪.‬‬

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‫ﺑﺨـﺶ ﺻـﻨﻌﺖ ﻋﻠـﻴﺮﻏﻢ ﭼـﻨﺪ ﺩﻫـﻪ ﺗﺠـﺮﺑﻪ ﺗﻮﻟـﻴﺪ ﻫﻨﻮﺯ ﻗﺎﺩﺭ ﺑﻪ ﺗﺒﺪﻳﻞ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺗﻮﻟﻴﺪ ﺑﻪ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﻜﻲ‬

‫ﻧﻤﻴﺒﺎﺷﺪ‪.‬‬ ‫•‬

‫ﺑﺨﺶ ﺻﻨﻌﺖ ﻣﺘﺄﺛﺮ ﺍﺯ ﺩﺭﺁﻣﺪﻫﺎﻱ ﻧﻔﺘﻲ ﺍﺳﺖ‪.‬‬

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‫ﺳـﻬﻢ ﺻـﺎﺩﺭﺍﺕ ﺻـﻨﻌﺘﻲ ﺍﺯ ﻛـﻞ ﺻـﺎﺩﺭﺍﺕ ﻏﻴﺮﻧﻔﺘـﻲ ﺑﺴـﻴﺎﺭ ﺍﻧﺪﻙ ﻭ ﻛﺎﻻﻫﺎﻱ ﺻﻨﻌﺘﻲ ﺻﺎﺩﺭ ﺷﺪﻩ ﻋﻤﺪﺗﹰﺎ ﻣﺒﺘﻨﻲ ﺑﺮ ﻣﻨﺎﺑﻊ‬

‫ﺯﻳﺮﺯﻣﻴﻨـﻲ ﻣﻴﺒﺎﺷـﻨﺪ ﻭ ﺳـﻬﻢ ﻛﺎﻻﻫـﺎﻱ ﻣﺒﺘﻨـﻲ ﺑـﺮ ﺗﻜـﻨﻮﻟﻮﮊﻱ ﭘﻴﺸـﺮﻓﺘﻪ ﻧﺎﭼﻴﺰ ﺍﺳﺖ‪ .‬ﺑﻬﻄﻮﺭ ﻣﺜﺎﻝ ﺍﺭﺯﺵ ﺻﺎﺩﺭﺍﺕ ﻛﺎﻻﻫﺎﻱ ﺑﺮﻕ ﻭ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﻭ ﺧﻮﺩﺭﻭ ﺍﺯ ﻛﻞ ﺻﺎﺩﺭﺍﺕ ﺻﻨﻌﺘﻲ ﺗﺤﺖ ﻣﺴﺌﻮﻟﻴﺖ ﻭﺯﺍﺭﺕ ﺻﻨﺎﻳﻊ ﻭ ﻣﻌﺎﺩﻥ ﺑﻪ ﺗﺮﺗﻴﺐ ‪ ٠/٧‬ﻭ ‪ ٤/٥‬ﺩﺭﺻﺪ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫•‬

‫ﻓﺮﺍﻳﻨﺪ ﻳﺎﺩﮔﻴﺮﻱ‬

‫)‪Process‬‬

‫‪ (Learning‬ﻭ ﺭﻭﻧﺪ ﺍﻓﺰﺍﻳﺶ ﺳﻬﻢ ﻣﻨﺎﺑﻊ ﺩﺍﺧﻠﻲ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺗﻜﻨﻮﻟﻮﮊﻳﻬﺎﻱ ﻭﺍﺭﺩﺍﺗﻲ ﺑﺴﻴﺎﺭ ﺁﻫﺴﺘﻪ ﻭ‬

‫ﻃﻮﻻﻧﻲ ﺍﺳﺖ‪ .‬ﺑﻌﻼﻭﻩ ﻋﻮﺍﻣﻞ ﺟﺎﻳﮕﺰﻳﻦ ﺷﺪﻩ ﻣﻮﺍﺩ ﺍﻭﻟﻴﻪ‪ ،‬ﻗﻄﻌﺎﺕ ﻭ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻣﻬﻨﺪﺳﻲ ﺍﺯ ﻛﻴﻔﻴﺖ ﺭﻗﺎﺑﺘﻲ ﻻﺯﻡ ﺑﺮﺧﻮﺭﺩﺍﺭ ﻧﻴﺴﺖ‪.‬‬ ‫•‬

‫ﺑـﻪ ﻋﻠﺖ ﻣﺎﻟﻜﻴﺖ ﻏﻴﺮﺧﺼﻮﺻﻲ ﺑﺨﺶ ﺍﻋﻈﻢ ﺻﻨﺎﻳﻊ ﺑﺰﺭﮒ ﻭ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﻭ ﺑﺎﺯﺍﺭ ﻏﻴﺮﺭﻗﺎﺑﺘﻲ‪ ،‬ﺍﻧﮕﻴﺰﻩ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ ﺗﻘﺎﺿﺎ‬

‫ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﻜﻨﻮﻟﻮﮊﻱ ﻭ ﺧﺪﻣﺎﺕ ﻋﻠﻤﻲ‪ ،‬ﻣﻬﻨﺪﺳﻲ ﺩﺍﺧﻠﻲ ﺑﺴﻴﺎﺭ ﻧﺎﭼﻴﺰ ﻭ ﻏﻴﺮﻛﺎﺭﺁﻣﺪ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫•‬

‫ﺳـﻄﺢ ﭘﺎﻳﻴﻦ ﺑﻬﺮﻫﻮﺭﻱ‪ ،‬ﺑﺎﻻ ﺑﻮﺩﻥ ﻗﻴﻤﺖ ﺗﻤﺎﻡ ﺷﺪﻩ‪ ،‬ﭘﺎﻳﻴﻦ ﺑﻮﺩﻥ ﻛﻴﻔﻴﺖ ﻣﺤﺼﻮﻝ ﻭ ﺑﺎﻻ ﺑﻮﺩﻥ ﺳﻬﻢ ﻫﺰﻳﻨﻪ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ‬

‫ﺩﺭ ﻗﻴﻤﺖ ﺗﻤﺎﻡ ﺷﺪﻩ ﻧﺸﺎﻥ ﺍﺯ ﻧﺎﻛﺎﺭﺁﻣﺪﻱ ﺑﺨﺶ ﺻﻨﻌﺖ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫•‬

‫ﺳﺎﺯﻭﻛﺎﺭﻫﺎﻱ ﺍﺭﺗﺒﺎﻃﻲ ﺑﻴﻦ ﺑﺨﺸﻲ ﺗﻘﺎﺿﺎ ﻏﻴﺮﻧﻬﺎﺩﻳﻨﻪ ﻭ ﺳﺎﺯﻣﺎﻥ ﻧﺎﻳﺎﻓﺘﻪ ﺍﺳﺖ‪.‬‬

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‫ﺳﻴﺎﺳـﺘﻬﺎ‪ ،‬ﺑـﺮﻧﺎﻣﻬﻬﺎ‪ ،‬ﻓﻌﺎﻟﻴـﺘﻬﺎﻱ ﺑﺨـﺶ ﺗﻘﺎﺿـﺎ )ﺑﺨـﺶ ﺻـﻨﻌﺖ( ﺑﻪ ﻃﻮﺭ ﻣﺠﺰﺍ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﻭ ﺑﻪ ﺍﺟﺮﺍ ﺩﺭ ﻣﻴﺂﻳﺪ ﻭ ﻣﺘﺄﺛﺮ ﺍﺯ‬

‫ﺑﺮﻧﺎﻣﻬﻬﺎ ﻭ ﺳﻴﺎﺳﺘﻬﺎ ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺑﺨﺶ ﻋﺮﺿﻪ ﻓﻨﺎﻭﺭﻱ ﻧﺒﻮﺩﻩ ﻭ ﺑﺮ ﺁﻥ ﺗﺄﺛﻴﺮﮔﺬﺍﺭ ﻧﻤﻴﺒﺎﺷﺪ‪.‬‬ ‫•‬

‫ﺑﺨـﺶ ﺗﻘﺎﺿـﺎ ﺧﺼﻮﺻـﹰﺎ ﺑﺨـﺶ ﺻـﻨﻌﺖ ﻭ ﺗﻮﻟﻴﺪ ﺑﺎ ﻣﻮﺍﻧﻊ ﻣﺘﻌﺪﺩﻱ ﺭﻭﺑﺮﻭ ﻣﻴﺒﺎﺷﺪ ﺑﻪ ﻃﻮﺭﻱ ﻛﻪ ﭼﺮﺧﻪ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺗﻮﻟﻴﺪ ﻛﻪ‬

‫ﻣﻮﺗـﻮﺭ ﻣﺤـﺮﻛﻪ ﺗﻮﺳـﻌﻪ ﺍﻗﺘﺼـﺎﺩﻱ ﺍﺟﺘﻤﺎﻋـﻲ ﻛﺸـﻮﺭﻫﺎﻱ ﺩﺭ ﺣـﺎﻝ ﺗﻮﺳـﻌﻪ ﻣﻴﺒﺎﺷـﺪ ﺑـﻪ ﺩﺷـﻮﺍﺭﻱ ﺣﺮﻛـﺖ ﻣﻴﻜـﻨﺪ ﻭ ﺍﻧﮕﻴﺰﻩ ﺑﺮﺍﻱ‬ ‫ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﻭ ﺭﺍﻫﺎﻧﺪﺍﺯﻱ ﻭﺍﺣﺪﻫﺎﻱ ﺗﻮﻟﻴﺪﻱ ﺟﺪﻳﺪ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪.‬‬ ‫ﻧﮕﺎﻫﻲ ﺑﻪ ﺷﺎﺧﺼﻬﺎ‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ ( ٤‬ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ )ﺑﺮ ﺣﺴﺐ ﻣﻴﻠﻴﺎﺭﺩ ﺩﻻﺭ(‬ ‫‪١٩٩٠‬‬

‫ﻛﺸﻮﺭ‬

‫‪١٩٩٩‬‬

‫‪١٩٩٥‬‬

‫ﮊﺍﭘﻦ‬

‫‪٥٣٥٦١٤٨‬‬

‫‪٥١٣٧٣٨٢‬‬

‫‪٥٣٥٦١٤٨‬‬

‫ﻛﺮﻩ‬

‫‪٣٤١٥٥٤‬‬

‫‪٤٨٩٢٥٨‬‬

‫‪٥٦٦٣٣٧‬‬

‫ﭼﻴﻦ‬

‫‪٣٩٦٣٥٤‬‬

‫‪٧٠٠٢١٩‬‬

‫‪٩٦٣٧٤٦‬‬

‫ﺳﻨﮕﺎﭘﻮﺭ‬

‫‪٥٣٩٧٩‬‬

‫‪٨٣٦٧٧‬‬

‫‪١٠٣٠٣٤‬‬

‫ﻓﻴﻠﻴﭙﻴﻦ‬

‫‪٦٦٥٨٧‬‬

‫‪٧٤١٢٠‬‬

‫‪٨٤٤٩٢‬‬

‫ﻣﺎﻟﺰﻱ‬

‫‪٨٨٨٣٢‬‬

‫‪٥٦٤٩٩‬‬

‫ﻣﻜﺰﻳﻚ‬

‫‪٢٦٥٢٩٥‬‬

‫‪٢٨٦١٦٧‬‬

‫‪٣٤٩٠٠٠‬‬

‫ﻫﻨﺪ‬

‫‪٢٧٥١٠٣‬‬

‫‪٣٥٣٢٢٢‬‬

‫‪٤٤٩١٢٤‬‬

‫ﻣﺼﺮ‬

‫‪٥٠٩١٥‬‬

‫‪٦٠١٥٩‬‬

‫‪٧٤٦١٠‬‬

‫ﺗﺮﻛﻴﻪ‬

‫‪١٤٥٣١٥‬‬

‫‪١٧٠٠٤٧‬‬

‫‪١٩٠٨٧‬‬

‫ﺍﻳﺮﺍﻥ‬

‫‪٧٠٢٤٦‬‬

‫‪٨٧٣٨٤‬‬

‫‪٩٩٩٢٠‬‬

‫ﺁﻟﻤﺎﻥ‬

‫‪٢٣٣٤٧٤٥‬‬

‫‪٢٤٥٨٢٥١‬‬

‫‪٢٦٠٤٢٩٤‬‬

‫ﻣﻨﺒﻊ‪ :‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ ‪٢٠٠١‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ ( ٥‬ﺳﻬﻢ ﺻﺎﺩﺭﺍﺕ ﺻﻨﻌﺘﻲ ﺍﺯ ﻛﻞ ﺻﺎﺩﺭﺍﺕ )ﺩﺭﺻﺪ(‬ ‫ﻛﺸﻮﺭ‬

‫‪١٩٩٠‬‬

‫‪١٩٩٥‬‬

‫‪١٩٩٩‬‬

‫ﮊﺍﭘﻦ‬

‫‪٩٦‬‬

‫‪٩٥‬‬

‫‪٩٤‬‬

‫ﻛﺮﻩ‬

‫‪٩٤‬‬

‫‪٩٣‬‬

‫‪٩١‬‬

‫ﭼﻴﻦ‬

‫‪٧٢‬‬

‫‪٨٤‬‬

‫‪٨٨‬‬

‫ﺳﻨﮕﺎﭘﻮﺭ‬

‫‪٧٢‬‬

‫‪٨٢‬‬

‫‪٨٦‬‬

‫ﻓﻴﻠﻴﭙﻴﻦ‬

‫‪٣٨‬‬

‫‪٤٢‬‬

‫‪٤١‬‬

‫‪٥٤‬‬

‫ﻣﺎﻟﺰﻱ‬

‫‪٨٠‬‬

‫‪٧٥‬‬

‫ﻣﻜﺰﻳﻚ‬

‫‪٤٣‬‬

‫‪٧٨‬‬

‫‪٨٥‬‬

‫ﻣﺼﺮ‬

‫‪٤٢‬‬

‫‪٤٠‬‬

‫‪٣٧‬‬

‫ﺗﺮﻛﻴﻪ‬

‫‪٦٨‬‬

‫‪٧٤‬‬

‫‪٧٨‬‬

‫ﺍﻳﺮﺍﻥ‬

‫ــ‬

‫ــ‬

‫‪١١‬‬

‫ﺁﻟﻤﺎﻥ‬

‫‪٨٩‬‬

‫‪٨٨‬‬

‫‪٨٤‬‬

‫ﻣﻨﺒﻊ‪ :‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ ‪٢٠٠١‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٦‬ﺳﻬﻢ ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﻣﺴﺘﻘﻴﻢ ﺧﺎﺭﺟﻲ ﺩﺭﺻﺪﻱ ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ‬ ‫‪١٩٩٠‬‬

‫‪١٩٩٥‬‬

‫‪١٩٩٩‬‬

‫ﻛﺸﻮﺭ‬ ‫ﮊﺍﭘﻦ‬

‫‪٠‬‬

‫‪٠‬‬

‫‪٠‬‬

‫ﻛﺮﻩ‬

‫‪٠‬‬

‫‪٠‬‬

‫‪٢‬‬

‫ﭼﻴﻦ‬

‫‪١‬‬

‫‪٥‬‬

‫‪٤‬‬

‫ﺳﻨﮕﺎﭘﻮﺭ‬

‫‪١٥‬‬

‫‪٩‬‬

‫‪٨‬‬

‫ﻓﻴﻠﻴﭙﻴﻦ‬

‫‪١‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪٥‬‬

‫ﻣﺎﻟﺰﻱ‬

‫‪٢‬‬

‫‪٥‬‬

‫ﻣﻜﺰﻳﻚ‬

‫‪١‬‬

‫‪٣‬‬

‫‪٢‬‬

‫ﻣﺼﺮ‬

‫‪٢‬‬

‫‪١‬‬

‫‪١‬‬

‫ﺗﺮﻛﻴﻪ‬

‫‪١‬‬

‫‪١‬‬

‫‪٠‬‬

‫ﺍﻳﺮﺍﻥ‬

‫‪٠‬‬

‫‪٠‬‬

‫‪٠‬‬

‫ﺁﻟﻤﺎﻥ‬

‫‪٠‬‬

‫‪٠‬‬

‫‪٠‬‬

‫ﻣﻨﺒﻊ‪ :‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ ‪٢٠٠١‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٧‬ﺭﺷﺪ ﻣﺘﻮﺳﻂ ﺳﺎﻻﻧﻪ ﺗﺸﻜﻴﻞ ﺳﺮﻣﺎﻳﻪ ﻧﺎﺧﺎﻟﺺ ﺩﻫﻪ ‪ ١٩٨٠-٩٠‬ﻭ ‪) ١٩٩٠-٩٩‬ﺩﺭﺻﺪ(‬ ‫‪١٩٨٠-٩٠‬‬

‫ﻛﺸﻮﺭ‬

‫‪١٩٩٠-٩٩‬‬

‫ﮊﺍﭘﻦ‬

‫‪٥/٣‬‬

‫‪٠/٥‬‬

‫ﻛﺮﻩ‬

‫‪١١/٩‬‬

‫‪١/٦‬‬

‫ﭼﻴﻦ‬

‫‪١٠/٨‬‬

‫‪١٢/٤‬‬

‫ﺳﻨﮕﺎﭘﻮﺭ‬

‫‪٣/١‬‬

‫‪٨/٥‬‬

‫ﻓﻴﻠﻴﭙﻴﻦ‬

‫‪- ٢/١‬‬

‫‪٣/٦‬‬

‫ﻣﺎﻟﺰﻱ‬

‫‪٦/٢‬‬

‫‪٣/١‬‬

‫ﻣﻜﺰﻳﻚ‬

‫‪- ٣/٣‬‬

‫‪٣/٨‬‬

‫ﻫﻨﺪ‬

‫‪٦/٥‬‬

‫‪٦/٥‬‬

‫ﻣﺼﺮ‬

‫ــ‬

‫‪٦/٤‬‬

‫ﺗﺮﻛﻴﻪ‬

‫ــ‬

‫‪٤/٢‬‬

‫ﺍﻳﺮﺍﻥ‬

‫‪- ٢/٥‬‬

‫‪٢/٣‬‬

‫ﺁﻟﻤﺎﻥ‬

‫ــ‬

‫‪١/١‬‬

‫ﻣﻨﺒﻊ‪ :‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ ‪٢٠٠١‬‬

‫ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ )‪ (٨‬ﺭﺷﺪ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ‪ ٩٨-٩٩‬ﻭ ﺭﺷﺪ ﺳﺮﺍﻧﻪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ )ﺩﺭﺻﺪ(‬

‫ﺭﺷﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﻲ ‪١٩٨٩-٩٩‬‬

‫ﻛﺸﻮﺭ‬

‫ﺭﺷﺪ ﺳﺮﺍﻧﻪ ‪١٩٩٨-٩٩‬‬

‫ﮊﺍﭘﻦ‬

‫‪٠/٢‬‬

‫‪٠/١‬‬

‫ﻛﺮﻩ‬

‫‪١٠/٧‬‬

‫‪١/٧‬‬

‫ﭼﻴﻦ‬

‫‪٧/١‬‬

‫‪٦/١‬‬

‫ﺳﻨﮕﺎﭘﻮﺭ‬

‫‪٥/٤‬‬

‫‪٤/٦‬‬

‫ﻓﻴﻠﻴﭙﻴﻦ‬

‫‪٣/٢‬‬

‫‪١/٢‬‬

‫ﻣﺎﻟﺰﻱ‬

‫‪٣/٣‬‬

‫‪٥/٨‬‬

‫ﻣﻜﺰﻳﻚ‬

‫‪٣/٥‬‬

‫½‬

‫ﻫﻨﺪ‬

‫‪٦/٥‬‬

‫‪٤/٦‬‬

‫ﻣﺼﺮ‬

‫‪٦‬‬

‫¼‬

‫ﺗﺮﻛﻴﻪ‬

‫‪- ٥/١‬‬

‫‪- ٦/٦‬‬

‫ﺍﻳﺮﺍﻥ‬

‫‪٢/٥‬‬

‫‪٠/٨‬‬

‫ﺁﻟﻤﺎﻥ‬

‫‪١/٥‬‬

‫‪١/٤‬‬

‫ﻣﻨﺒﻊ‪ :‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ ‪٢٠٠١‬‬

‫ﭼﺸﻢ ﺍﻧﺪﺍﺯ ‪:‬‬ ‫ﺩﺭ ﺻﻮﺭﺕ ﺗﺪﺍﻭﻡ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﻣﺸﻜﻼﺕ ﺫﻳﻞ ﺍﺩﺍﻣﻪ ﺧﻮﺍﻫﺪ ﻳﺎﻓﺖ‪.‬‬ ‫‪ .١‬ﺍﻓﺰﺍﻳﺶ ﻓﺎﺻﻠﻪ ﺗﻜﻨﻮﻟﻮﮊﻳﻚ ﻛﺸﻮﺭ ﺑﺎ ﺳﺎﻳﺮ ﻛﺸﻮﺭﻫﺎ‬ ‫‪ .٢‬ﺗﺸﺪﻳﺪ ﻓﺮﺍﺭ ﻣﻐﺰﻫﺎ‬ ‫‪ .٣‬ﻋﺪﻡ ﺍﻣﻜﺎﻥ ﺟﺬﺏ ﻭ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻳﻬﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ‬ ‫‪ .٤‬ﻛﺎﻫﺶ ﺩﺭﺻﺪ ﻣﺘﺨﺼﺼﻴﻦ ﻓﻨﹼﺎﻭﺭﻱ ﺷﺎﻏﻞ ﺩﺭ ﻛﻞ ﻧﻴﺮﻭﻫﺎﻱ ﺷﺎﻏﻠﻴﻦ‬ ‫‪ .٥‬ﻛﺎﻫﺶ ﺻﺎﺩﺭﺍﺕ ﻛﺎﻻﻫﺎﻱ ﺑﺎ ﺗﻜﻨﻮﻟﻮﮊﻱ ﭘﻴﺸﺮﻓﺘﻪ‬ ‫‪ .٦‬ﺍﻓﺰﺍﻳﺶ ﻭﺍﺭﺩﺍﺕ ﺗﻜﻨﻮﻟﻮﮊﻱ ﺑﺪﻭﻥ ﺍﻣﻜﺎﻥ ﻭ ﻓﺮﺻﺖ ﺟﺬﺏ ﻭ ﺗﻮﺳﻌﻪ ﺁﻥ‬ ‫‪ .٧‬ﻋﺪﻡ ﺗﻮﺳﻌﻪ ﺗﻮﺍﻧﻤﻨﺪﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﻚ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻓﻀﺎﻱ ﺟﻬﺎﻧﻲ‬ ‫‪ .٨‬ﻛﺎﻫﺶ ﺩﺭ ﺻﺪ ﺳﺮﺍﻧﻪ ﺗﻮﻟﻴﺪ ﻭ ﺩﺭﺁﻣﺪ‬ ‫‪ .٩‬ﻋﺪﻡ ﺍﻣﻜﺎﻥ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺍﻟﺰﺍﻣﺎﺕ ﺗﺠﺎﺭﺕ ﺟﻬﺎﻧﻲ ﻭ ﺿﺮﺑﻬﭙﺬﻳﺮﻱ ﺑﻨﻴﻪ ﻋﻠﻤﻲ ﻭ ﺻﻨﻌﺘﻲ ﻛﺸﻮﺭ ﺩﺭ ﺻﻮﺭﺕ ﭘﺬﻳﺮﺵ ﺁﻧﻬﺎ‬ ‫‪ .١٠‬ﻋﺪﻡ ﺭﻭﻧﻖ ﺩﺭ ﺑﺨﺶ ﻋﺮﺻﻪ ﻋﻠﻮﻡ ﻭ ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﻛﺎﻫﺶ ﻣﻴﺰﺍﻥ ﺍﺭﺗﺒﺎﻁ ﺻﻨﻌﺖ ﻭ ﺩﺍﻧﺸﮕﺎﻩ‬

‫ﭼﻪ ﺑﺎﻳﺪ ﻛﺮﺩ ؟‬ ‫‪ .١‬ﺍﻓـﺰﺍﻳﺶ ﻣﻬﺎﺭﺗﻬـﺎﻱ ﺍﻧﺴـﺎﻧﻲ ﺩﺭ ﺣﻮﺯﻫﻬـﺎﻱ ﺗﺨﺼﺼﻲ ﺗﺤﻘﻴﻖ ﻭ ﺗﻮﺳﻌﻪ ﺩﺭ ﻣﺮﺍﻛﺰ ﻋﻠﻤﻲ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﺑﻨﮕﺎﻫﻬﺎﻱ ﺳﺎﺧﺖ ﻭ‬ ‫ﺗﻮﻟﻴﺪ‬ ‫‪ .٢‬ﺍﻓﺰﺍﻳﺶ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻣﺮﺍﻛﺰ ﻓﻨﹼﺎﻭﺭﻱ ﺗﺎ ﻳﻚ ﺩﺭﺻﺪ ‪ GDP‬ﺑﺎ ﻫﺪﻑ ﺍﻳﺠﺎﺩ ﺍﻧﮕﻴﺰﻩ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻴﻬﺎﻱ ﻓﻨﹼﺎﻭﺭﻱ‬ ‫‪ .٣‬ﻣﺄﻣﻮﺭﻳـﺘﮕﺮﺍ ﻛـﺮﺩﻥ ﻧﺘﺎﻳﺞ ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻱ ﻣﺮﺍﻛﺰ ﻓﻨﹼﺎﻭﺭﻱ ﺑﻪ ﺳﻤﺖ ﺑﺨﺸﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺑﻨﮕﺎﻫﻬﺎﻱ ﺻﻨﻌﺘﻲ ﻭ ﺗﻮﻟﻴﺪﻱ ﻧﻪ ﺩﺭ‬ ‫ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎ‬ ‫‪ .٤‬ﺣﻤﺎﻳﺖ ﺍﺯ ﺍﺭﺗﻘﺎﻱ ﺳﻄﺢ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺻﻨﺎﻳﻊ ﻛﻮﭼﻚ ﻭ ﻣﺘﻮﺳﻂ ﺍﺯ ﻃﺮﻳﻖ ﺭﺩﻳﻔﻬﺎﻱ ﻣﺘﻤﺮﻛﺰ‬ ‫‪ .٥‬ﺣﻤﺎﻳﺖ ﺍﺯ ﺑﺨﺶ ﺻﻨﻌﺖ ﺩﺭ ﻭﺍﺭﺩﺍﺕ ﻓﻨﹼﺎﻭﺭﻱ ﭘﻴﺸﺮﻓﺘﻪ ﻓﻘﻂ ﺑﺎ ﻫﺪﻑ ﺻﺎﺩﺭﺍﺕ‬ ‫‪ .٦‬ﺗﺸﻮﻳﻖ ﺳﺮﻣﺎﻳﻬﮕﺬﺍﺭﻱ ﺧﺎﺭﺟﻲ ﻓﻘﻂ ﺑﺎ ﻫﺪﻑ ﺻﺎﺩﺭﺍﺕ ﻛﺎﻻﻫﺎﻱ ﺑﺎ ﺗﻜﻨﻮﻟﻮﮊﻱ ﭘﻴﺸﺮﻓﺘﻪ‬ ‫‪ .٧‬ﺗﺴﻬﻴﻞ ﻓﻀﺎﻱ ﺣﻘﻮﻗﻲ ﻭ ﺣﻤﺎﻳﺘﻲ ﺩﺭ ﺟﻬﺖ ﺗﻮﺳﻌﻪ ﻓﻨﹼﺎﻭﺭﻱ ﻭ ﺗﻮﻟﻴﺪ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﻛﺸﻮﺭ‬ ‫‪ .٨‬ﺁﺳﺎﻧﺴـﺎﺯﻱ ﻓﻌﺎﻟﻴـﺘﻬﺎﻱ ﺗﻮﻟـﻴﺪ ﺻﻨﻌﺘﻲ‪ ،‬ﻛﺸﺎﻭﺭﺯﻱ‪ ،‬ﺧﺪﻣﺎﺗﻲ ﻭ ﺗﺠﺎﺭﻱ ﻭ ﺭﻓﻊ ﻣﻮﺍﻧﻊ ﺩﺭ ﺟﻬﺖ ﺭﻗﺎﺑﺘﻲ ﻛﺮﺩﻥ ﻓﻀﺎﻱ ﺩﺍﺧﻠﻲ ﻭ‬ ‫ﻫﻤﺎﻫﻨﮕﻲ ﺑﺎ ﻓﻀﺎﻱ ﺭﻗﺎﺑﺖ ﺑﻴﻨﺎﻟﻤﻠﻠﻲ‬ ‫‪ .٩‬ﺣﺬﻑ ﻭ ﺍﺻﻼﺡ ﻣﻮﺍﻧﻊ ﺣﻘﻮﻗﻲ ﺿﺪ ﺗﻮﻟﻴﺪ‬ ‫‪ .١٠‬ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻣﺮﺍﻛﺰ ﻋﻠﻤﻲ‪ ،‬ﺗﺤﻘﻴﻘﺎﺗﻲ ﺻﻨﻌﺘﻲ ﺟﻬﺎﻥ ﺑﺎ ﻫﺪﻑ ﺗﻮﻟﻴﺪ ﻣﺤﺼﻮﻝ ﻣﺸﺘﺮﻙ ﻗﺎﺑﻞ ﺗﺠﺎﺭﻱ ﺷﺪﻥ ﻭ ﺭﻗﺎﺑﺖ‬