TVET
A. Naveedy; S.A. Khaleghinezhad; A. Khallaghi
Abstract
Background and Objective:Skills are the driver of economic growth, and in societies with low skills, the introduction and application of technology, high productivity, and new ways of working are difficult, and in fact delay the improvement in quality of living standards. Therefore, technical and vocational ...
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Background and Objective:Skills are the driver of economic growth, and in societies with low skills, the introduction and application of technology, high productivity, and new ways of working are difficult, and in fact delay the improvement in quality of living standards. Therefore, technical and vocational education as an important tool for training and increasing the efficiency and productivity of human resources can be the main priority of the education system of different nations and is considered increasingly prominent and important in education programs. There is also evidence that technical and vocational education plays an influential role in the development of secondary education. Nevertheless, technical and vocational education still suffers from a secondary education label and therefore fails to attract talented students who choose public education instead. As a result, the lack of skills of young job seekers has become a crisis in these countries. The vocationalization of secondary education has become a problematic issue in Iran like other societies for achieving the main goal in terms of adapting the education system to the labor market changes. The present study intends to provide a framework for training vocational and technical skill to second-level secondary students in academic branch. Methods:Regarding this, the qualitative research approach using documentary method was applied to examine the educational and strategic national documents, existing literature associated with vocational and technical education, and practical and theoretical frameworks. Then, the main framework including 11 components such as the logic and reason of program, the dominant principals of program, educational approach program, goals, content scope and orientation, educational methods, students grouping, learning resources and materials, the evaluation of academic achievement, the prerequisite resources and facilities, and program requirements has been explored. In the next step, validating the extracted framework was examined by different stakeholders, in the focus group meetings, has been confirmed. Findings: In sum, this framework will be suggested as a foundation for planning and conducting the training a vocational and technical skill to Iranian second-level secondary students in academic branch. Conclusion: In general, this study, by drawing the main agenda of the curriculum, has provided a framework for teaching technical and professional skills to theoretical students in the second year of high school, in which several components based on the documents and perceptions of different stakeholders are proposed. From structural factors to process factors are discussed in sufficient detail. This framework can be the basis for decision makers and policy makers to formulate policies and curricula for teaching a skill to high school students in the theoretical branch. Improving the level of career guidance and counseling services for students is another achievement of this framework that can be used in practice. This means that since one of the important goals is to expand vocational training and workplace experiences, it is important to provide career counseling and counseling services to students in a practical way through the development of a variety of vocational training programs. Such services should be provided at least at the end of the lower secondary school year or at the beginning of the upper secondary school to facilitate students' informed decision-making to move from lower to upper secondary school.
competency of teachers
A. Kohestani Nejad Tari; Z. Abazari; Z. Mirhoseini
Abstract
Background and Objectives:Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all ...
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Background and Objectives:Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all sides. Among these changes are the impact of technological advances in education and the resulting changes in the teaching-learning process. In today's world, educational systems are looking for new approaches to help them rebuild in the face of global changes. For this reconstruction, they need a rich curriculum, flexible education, effective educational leadership, a suitable learning environment and educational content, and capable and professional teachers. Readiness to use technology and knowledge of how technology supports students' learning should be one of the basic skills of teachers. Teachers' ability in the field of technology literacy enables them to use new technologies in the teaching-learning process, especially information and communication technology, thereby improving the quality of their education and the level of information literacy of students and access to a wide range of information learning resources The purpose of this study was to investigate teachers’ technology literacy in the national curriculum on Education and Training in Work and Technology. Method and Materials: This research is conducted as a descriptive study using content analysis technique. The population was three main education documents including National Comprehensive Scientific Map; The Fundamental Transformation of Education Document; and The National Curriculum Document. Data collection instruments were checklists. Descriptive and inferential statistics were used to determine the frequencies and test the results of univariate t-test and Kruskal-Wallis test. Gutmann factor was used to test the reliability. Findings: The results show agreement between .48 to .95 coefficients for the validity checklists using content validity. The findings of the study show that the level of attention to teacher technology literacy in National Curriculum in the Domain of Teaching and Education Work and Technology was higher than average; and to a largely extent it is appropriately cared for. There is no significant difference between technology literacy standards in terms of compliance with the competencies intended for teachers. Conclusion: The results show that there is no significant difference between teachers' technology literacy standards and their compliance with the required competencies. Optimal implementation of the national curriculum in the relevant field requires the special assistance and attention of teachers and the use of appropriate professional competencies provided in this program; so its provisions should be taken seriously into account in human resource engineering and in training programs, recruitment and empowerment and retraining teachers before and during service Due to the comprehensive national curriculum in the field of training and learning work and technology, in the field of technology literacy, the content should be included in the preparation and compilation of all educational content, including textbooks, curriculum guide and production of educational packages, etc.
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