TVET
A. Ghaffari; M.R. Ahanchian; A.A. Khallaghi; M. Naderi
Abstract
Background and Objectives:Although the issue of vocational training has been considered in the history of education in the country, we do not come across a credible scientific document about the philosophy of vocational training. In other words, the study of preliminary evidence showed that the philosophy ...
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Background and Objectives:Although the issue of vocational training has been considered in the history of education in the country, we do not come across a credible scientific document about the philosophy of vocational training. In other words, the study of preliminary evidence showed that the philosophy of vocational training in Iran has not been considered as much as its value and sensitivity. For example, in the Fundamental Document of Educational Change, it is only important to pay attention to vocational training in general. In a general view, we see that in different periods of time, with the momentary decisions of the officials, the training of professionals has had many ups and downs. In these ups and downs, mostly without logical support, the vocational education system has sometimes been sharply criticized by some education experts in the country. As the philosophy of education and its different aspects such as vocational education is not so clear, and it is considered as a vaccum issue system of education, the purpose of this article is to understand the evolution of the philosophy of vocational education in Iran (from the establishment of Dar-al-Fonoon, up to now). Method and Materials: To achieve this purpose, the researchers have studied the evolution of philosophy of vocational education in contemporary Iran through a philosophical approach and via logical-analyzed procedure. This is done to express challenges and current issues as well as representing required suggestions related to the issue. To achieve this purpose, the relevant documents have been studied by evidence analysis method. Findings: The study of philosophical foundation of education system in Iran before and after the stablishment of Islamic republic indicates that the sprite of ruling over the vocational education in Iran’s education system is affected by several philosophical streams including doctrines related to the realism, pragmatism, liberalism, naturlizm, and mercantilism which are different from Islamic education philosophy in some axiological and epistemological foundations. Conclusion: In summary, the study of the philosophical foundations of the educational system of the Islamic Republic of Iran shows that the prevailing spirit of the philosophy of vocational education in the Iranian educational system is influenced by several philosophical associations that in some axiological and epistemological foundations with the philosophy of Islamic education. They are different. The most important of these schools were pragmatism, liberalism and utilitarianism. Therefore, it is inferred that the planning and implementation of vocational training programs has been associated with many shortcomings, and with the continuation of this situation, we can not hope for the success of these programs in the future. Because any vocational training system needs a philosophy to help it give basic answers to questions about what and why vocational training is. According to the present study, efficient vocational training is one of the most fundamental ways to achieve some goals of any educational system, and having a clear philosophy and a specific theoretical framework for vocational training is one of the first fundamental steps in achieving the goal of efficient vocational training. As stated in this study, and a review of the theoretical and practical background of research in Iran also shows, that the country's education system has clearly lacked the stated philosophy of vocational training. The lack of clarity in the philosophy of vocational training is a vacuum in any educational system. It is clear that having philosophical support alone is not enough, but also the stability and financial policies of the government can contribute to the success of vocational training projects.
Curriculum Planning
E. Fathiazar; Gh.H. Mikaeiloo; Y. Adib; A.A. Khallaghi
Abstract
The current study has been done with the aim of determining the desirable features of the curriculum education along with production in sewing field of vocational schools. This research is practical in purpose and is done using a descriptive-survey method. The statistical population includes ...
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The current study has been done with the aim of determining the desirable features of the curriculum education along with production in sewing field of vocational schools. This research is practical in purpose and is done using a descriptive-survey method. The statistical population includes all the sewing field trainees of vocational schools in Iran. From among a total number of 1720 sewing filed trainees, 314 people were chosen by the random stratified method according to Cochran formula. In order to gather data, a researcher-made questionnaire was used. The questionnaire’s validity was confirmed by curriculum and educational planners as well as sewing trainees. Its reliability was obtained by Cronbach's alpha method, 0.845. The results of the research indicate that in determining the desirable features of the curriculum education along with production, in addition to the required properties for the curriculum elements including purposes, contents, teaching-learning methods, evaluation, time, site and groupings, some properties of the components related to this pattern including the amount of production, the funding method, the way of buying raw materials and selling the products and non-technical competencies need to be noticed.
Education technology -training course
H. Rangavar; A.A. Khallaghi; A. Nasri Fakhredavoud
Abstract
Principled instruction and appropriate combination of science and technology in technical/vocational schools have a crucial role in industrial boom and job opportunity creation of the country. In this regard, the compatibility of syllabuses of technical/vocational courses with the needs of the industry ...
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Principled instruction and appropriate combination of science and technology in technical/vocational schools have a crucial role in industrial boom and job opportunity creation of the country. In this regard, the compatibility of syllabuses of technical/vocational courses with the needs of the industry seems crucial. In the current study, the compatibility of the syllabus of wooden cabinet-making major with the needs of the industry was investigated. With this end in view, five major and specific courses were chosen: “Technical drawing of wooden cabinet”, “Wood products technology” , “Mobile and stationary machines”, “The process of project implementation” and “Making wooden cabinets”. The population included teachers of cabinet making technical/vocational schools and wood artisans in Khorasan Razavi Province. A researcher-made questionnaire was used for collecting data. Fifty questionnaires were distributed among teachers based on census sampling and 250 questionnaires were distributed among artisans based on random sampling. Descriptive and inferential statistics were used to analyze the gathered data. The results of data analysis showed that the compatibility of the wooden cabinet-making syllabus with the needs of the industry in Khorasan Razavi is above the mean. Therefore, it can be concluded that the curriculum of the wooden cabinet-making has met the needs of the industry up to a satisfactory extent.
TVET
A. Khallaghi; G.H. Ahmadi
Abstract
Abstract: This paper aims to provide a framework for preparing the teachers’ guide for technical and vocational education teachers. Teachers are usually committed to execute the formal curriculum provided by the center of curriculum development in a centralized education system. To design a comprehensive ...
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Abstract: This paper aims to provide a framework for preparing the teachers’ guide for technical and vocational education teachers. Teachers are usually committed to execute the formal curriculum provided by the center of curriculum development in a centralized education system. To design a comprehensive model of the teacher guidance book is the main aim of this research. So, the main question is that: which model and structure could be the best for providing a comprehensive guidance book for teachers? This is an applied research with the aim as well as a survey by the collection and analysis of the data. Document study and questionnaire were used as research tools. Statistical population of this research was the curriculum developers and expert teachers. 32questionnaires were collected and analyzed. Moreover, three day workshop was implemented for some teachers and the experts in Curriculum development in which the model was discussed and developed. The result of this research is a "teacher guidance book model" which has provided based on the curriculum elements includes seven chapters. First chapter recommends to explain the general subject and foundations of curriculum. Second chapter includes the examination of the structure and content of the curriculum. Third chapter presents a framework for learning opportunities. Chapter four focuses on educational space and materials. Chapter five pays attention to the evaluation methods. Chapter six provides a budget schedule for lessons during the course and finally, chapter seven includes many recommendations for the implementation of the TVET curriculum.
TVET
M. Farhangi; M. Ghofrani; A. KHalaghi
Abstract
Ministry of Education established vocational education and training at high school level to provide skilled workers for different sections of industry. To understand the extent to which vocational schools provide truly competent workforce and meet the industry needs، its curriculum content and educational ...
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Ministry of Education established vocational education and training at high school level to provide skilled workers for different sections of industry. To understand the extent to which vocational schools provide truly competent workforce and meet the industry needs، its curriculum content and educational methods should be evaluated. This paper aims to study the curriculum of wood industry discipline in vocational schools to understand to what extent it meets the industry needs in Tehran province. The population in this study included vocational teachers، vocational students، and curriculum developers in wood industry discipline as well as wood industry managers and employees in Tehran province. All the teachers and students in third grade of vocational schools in this field and curricula developers (professional members of curriculum committee) were included in the sample as well as 50 members of the wood industry community، selected randomly. A customized questionnaire was used for measuring the extent to which the curriculum met the industry’s needs. Results showed that there are different points of view regarding the issue. According to curriculum developers the curriculum content highly meets the industry needs while teachers and students believed the curriculum content and industry needs partly cover each other. The viewpoint of those involved in the industry shows somewhat relevance between the two. Some books، such as wood construction technology and principles of industrial power technology، are in prime priority to revision، and some others such as physical and mechanical properties of wood، wood storage and drying، technical calculation (I، II، III) are more related to industry needs. Other books should also be reviewed in second priority.
