The Concept and Model of Learning Society in Iran

Introduction The growth of science and technology tend to convert society to a learning society and enjoy its profits and also cope with its challenges (Edwards, 2002; Jarvis, 2008; Unesco, 2005). In response to questions such as "what is a learning society?" And "what are features of a learning society?" researchers have noted that understanding the concept of learning society requires attention to lifelong learning objectives or outcomes (Tuomi, 2005). These goals can be obtained by individual, social and economic developments. Today, despite the differences of opinion between the professionals about the purpose of lifelong learning, all believe that in a learning society, individuals are encouraged to undertake learning in different locations to realize the above three developments. They have proposed different models about learning society. Edwards (1997) have divided these models based on their philosophical foundations into three: learning society as an educated society, as a learning market, and as learning networks. Reviewing the learning society model, many scholars have noted that there is not a single ideal model for learning society, which could be suitable for all countries. Therefore each country should supply a specific strategic model of learning society that fits the cultural and national heritage of its nation (Tuijnman, 2002, p 26). According to the notification, the present paper seeks to examine the concept and model of learning society for Iran. Materials & Methods This research is a developmental study to design a model based on the philosophical foundations of Islam and Iranian culture. Also, it is a descriptive qualitative survey study. The Statistical population consists of two groups. The first group includes managers, assistants and faculty members working in the public universities in the cities of Isfahan, Shiraz and Tehran in the academic year 2010-2011. The criteria for their selection were a history of teaching, management and research on issues related to the research topic. The second group includes professionals working in higher education and research institutions affiliated to the Ministry of Science, Research and Technology in Iran. Potential sample size included 98 individuals who were identified as informants based on purposive sampling strategies and chain approach. They were all invited to participate in the interview. Finally, 24 individuals (9 male and 15 female administrators and faculty experts) announced thei