| Comparative Study of the Organizational Structure of Children’s Education and the Development of Sports Programmes: Iran and Selected Countries |
| Paper ID : 1476-SPORTCONGRESS |
| Authors |
|
یاسمن سادات اصل احمدی *1, حمید رضا گوهر رستمی2 1دانشجوی دکتری مدیریت ورزشی دانشگاه گیلان 2دانشیار مدیریت ورزشی دانشگاه گیلان |
| Abstract |
| A well-designed and efficient organizational structure is the cornerstone for achieving macro-level educational objectives, particularly in the realm of early childhood education. This study aims to conduct a comparative analysis of the organizational structure of Iran’s National Organization for the Education and Training of Children with those of Finland and Singapore, emphasizing the role of sports and physical education programs in holistic child development. The research is applied in purpose and employs a descriptive–comparative design, conducted in 2023. Data from Finland and Singapore were collected through the analysis of books, peer-reviewed journals, and official databases, while data on Iran were obtained from legislative documents, the organization’s statutes, and its official policy frameworks. The comparative process followed Bray’s four-stage model, encompassing description, interpretation, juxtaposition, and comparison. Findings revealed that despite contextual variations in political, cultural, and administrative systems, all three countries share a commitment to nurturing children’s comprehensive development—spanning cognitive, emotional, physical, and social dimensions. Iran’s organizational approach prioritizes Islamic and national identity formation, family empowerment, and balanced physical–spiritual growth. Finland emphasizes equality, child-centered pedagogy, and the cultivation of creativity and autonomy, whereas Singapore focuses on accessibility, quality assurance, professional development, and early intervention strategies. The results suggest that Iran can enhance the effectiveness of its early childhood education—particularly in sports and physical activity programs—by adapting successful elements from Finland and Singapore, such as participatory management, continuous professional training, and structured parental involvement. Integrating these strengths within Iran’s cultural and religious context would reinforce the organization’s capacity to promote holistic growth and achieve the strategic objectives outlined in the Fundamental Transformation Document of the Iranian education system. |
| Keywords |
| Organization of Education, Selected Countries (Finland and Singapore), Comparative Study, Sports Programs, Organizational Structure |
| Status: Abstract Accepted (Poster Presentation) |
