The pattern of family participation in the formal education system

The purpose of this research is to explain the model of family participation and the formal education system. In terms of its purpose, this research is one of applied research and based on the nature of the data, it is a qualitative method of the documentary-library type; The statistical population in this research is upstream documents, documents related to religious teachings and documents related to the experiences of other countries in this field. Document review and analysis was done using the library method and the content analysis method. Based on the results of the research, the characteristics and coordinates of the model of family participation in the formal education system in terms of dimensions, goals of participation (development in scientific, cultural, social, economic and political dimensions, academic progress and increasing the quality of students' learning, the continuation of educational and educational activities, The effect of parents' participation in school activities on children's expectations and expectations, the expansion of the students' learning community, strengthening group cooperation, strengthening the sense of commitment and belonging and participation in educational decisions, making decisions based on the necessary information, improving the quality of people's performance and School and the development of financial resources and the provision of necessary and sufficient facilities and equipment (participation principles) the principle of belief in communication, the principle of being obedient, the principle of preserving dignity and respect, the principle of continuity, the principle of adaptability and criticism, the principle of mutual trust, the principle of finding ground in communication , the principle of listening well and speaking well, the principle of evaluation, the principle of face-to-face and the principle of cohesion), methods of participation (methods related to education and training, methods related to students, methods related to financial and administrative resources, methods related to the functions and quality of education , methods related to structural-management, methods related to cultural foundation and methods related to educational facilities and equipment and educational assistance) and dimensions of participation (one-dimensional participation, multi-dimensional participation and community-school participation) were designed.