Original Research Paper
TVET
A. Sadri; E. Zahedi; N. Rahmani
Abstract
Background and Objectives:Education has been considered as the most basic factor of sustainable development in our country. Increasing acceptance of education at all levels increases the need to pay attention to superior quality, effective management and adaptation of education to the needs of society ...
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Background and Objectives:Education has been considered as the most basic factor of sustainable development in our country. Increasing acceptance of education at all levels increases the need to pay attention to superior quality, effective management and adaptation of education to the needs of society and the characteristics of the twenty-first century. Development of technical and vocational education needs special attention due to the limitations of universities and ways to achieve higher education and the need for youth employment, and especially the unemployment of university graduates. In addition, at this time, special attention should be paid to technical and vocational training as the main weapon of global competition. In addition to the secondary and associate level, technical and vocational training programs in Iran have been officially upgraded to the level of bachelor degree. Social demand for these trainings, especially at the associate level, has led to areas of development and special attention to these trainings. Given the importance of endogenous development and reliance on domestic forces in various aspects of economic, social and cultural development as a result of sustainable development, training skilled and efficient forces that can accelerate the movement of economic wheels and the country from dependence on skilled forces and foreign expert, technical and vocational training is of particular importance. But technical and vocational training can claim to fulfil this mission when its products are in harmony with the needs of the labour market, both quantitatively and qualitatively. In other words, the technical and professional graduate has been trained in the fields that the labour market needs and is equipped with techniques and skills that can meet the needs of companies and employers. If education development programs are carefully and quantitatively and qualitatively evaluated, they would clarify valuable issues whose results due to the long-term impact of education on society, can help education planners and decision makers and foster help to use the results of this review and evaluation in order to develop better and more complete programs for the development of education. Consequently, the present study compares the supply of technical and vocational graduates with the demand for manpower in this sector and includes examining the external efficiency and employment of graduates and comparing the supply and demand of trained personnel in the technical and vocational associate sector, disciplines and specialized groups. Methods: In this research, a descriptive survey method has been used. The graduate research questionnaire in collaboration with Colombo College was selected as the basis for this evaluation. The statistical population consisted of colleges and technical and vocational schools under the Ministry of Education at the time. In sampling, 24 fields and 69 centres (using multi-stage cluster sampling) were sampled. Findings: According to the research results, there is a moderate significant relationship between the job and gender of graduates. Also, 76% of employees have found jobs related to their education and only 22% of employees are self-employed; Cramer’s correlation coefficient has reported very high and effective. The relationship between gender and employment problems has also been reported to be significant. The results also show that in order to achieve the employment of technical and vocational graduates, another 63% of job opportunities are needed for 163 thousand people. Conclusion: The results show that in order to increase the real effectiveness of technical and vocational education in the country, the curriculum should include changes tailored to the needs and requirements. Some suggested changes according to the results of this research are: More practical units should be included in technical and vocational courses and disciplines. In theoretical discussions in the technical and professional field, more attention should be paid to issues related to entrepreneurship; and the activities and disciplines that are most attractive in the job market should be expanded. The results of the study show that the retraining ability of graduates is at a low level, so more attention should be paid to the basic courses in the curriculum. Planning for disciplines and centres should be based on land management. Centres should be considered as the centre of integration that have the highest rate of graduate attraction. According to the research results, there is a moderate significant relationship between the job and gender of graduates, that is, although there is a significant relationship between these two components, but it is necessary to make efforts to increase this relationship.
Original Research Paper
TVET
Y. Gorji Mahlabani; Z. Motevali Alamuti
Abstract
Background and Objectives:The world today, with the development of technology and the resulting wide-ranging changes, has forced countries to shift from a "resource-based economy" approach to a "knowledge-based economy" approach, and this has led to three axes of innovation, technology and competence. ...
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Background and Objectives:The world today, with the development of technology and the resulting wide-ranging changes, has forced countries to shift from a "resource-based economy" approach to a "knowledge-based economy" approach, and this has led to three axes of innovation, technology and competence. The process of development and progress is of considerable importance. Improving the competencies and skills of human resources and their learning abilities through lifelong training such as technical and vocational training are the most important tools to access this axis. On the other hand, the training of human resources required by societies in the form of technical and vocational training from the late nineteenth century and early twentieth century, has attracted the attention of many countries around the world. Following scientific and industrial advances after World War II, these teachings expanded unprecedentedly in the world. As of today, the technical and vocational training of the Ministry of Cooperation, Labor and Social Welfare after education is moving in many countries, especially in industrial societies, to meet the economic and social needs as much as possible. It can be claimed that technical and vocational trainings, due to the combination of theoretical and practical trainings, have a great capacity to form human capital and train scientific workers. The role of employment in the dynamics of human life is undeniable and it can be considered as the center of human-community relations. Today's world is witnessing major changes in business and work environments. On the one hand, organizations are becoming smaller and more flexible, and on the other hand, the boundaries between home and work are blurring. In fact, the development of small and fast-growing enterprises in most of the world's economic systems is now accepted as a necessity. Meanwhile, the training of technical and professional organizations in home-based businesses, due to the alignment of theoretical and practical training, have a considerable ability to form human capital. The aim of this study was to investigate the role of technical and vocational training in creating opportunities and capacities in relation to home-based jobs in Qazvin. Methods: According to the community of home-based businesses in Qazvin, the type of research is based on documentary and field studies of a population of 100 members. The research instrument was a questionnaire whose validity and reliability have been confirmed Findings: The chi-square test was used to analyze the inferential statistics. Results were analyzed by SPSS software and indicated that the significance level of the critical value is lower supporting significant impact for technical and vocational training on home jobs. Also, the significant impact of the goals of technical and vocational education has been confirmed on creating more opportunities in relation to home-based businesses. But reaching this goal requires more attention from relevant authorities in this regard. Conclusion: Home business can be one of the best offers for people in today's situation; but walking this transcendent path requires overcoming the fears inevitably raise during the action and prevent the individual from moving in the direction that leads to individual and collective growth. The important thing is that one needs ideas that can be commercialized to get started. In fact, when an idea comes to their mind, they should visualize how to implement it as a roadmap for themselves, and if they see the success of implementing that idea in their desired conditions, they should start working. In addition, the discussion of counseling should not be neglected. Observing and examining people who have been able to achieve increasing success in similar situations can be another suggestion that acts as an accelerator in the path of work, technical and professional training in the meantime can be a significant way to achieve the goals of employees in the field including home businesses.
Original Research Paper
Information literacy
R. Ahmadi; E. Zaree Zavaraki; D. Norouzi; A. Delavar; F. Dortaj
Abstract
Background and Objectives:Given the impact that new technologies have had on individual and social activities, it is the task of education to respond to the growing needs of the society. To emphasize this task, UNESCO, in 2008, in collaboration with major companies such as Microsoft, Intel, Cisco, the ...
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Background and Objectives:Given the impact that new technologies have had on individual and social activities, it is the task of education to respond to the growing needs of the society. To emphasize this task, UNESCO, in 2008, in collaboration with major companies such as Microsoft, Intel, Cisco, the International Association of Education Technology, the Polytechnic Institute and the University of Virginia, designed a document for teacher information and communication technology knowledge. Due to the importance of the issue and the welcome of member countries, this document was further revised. In the introduction to this document, students and teachers must be able to use technology effectively to live, learn and function successfully in highly complex, knowledge-based and information-rich environments. Education should strive to design students with specific characteristics that meet the needs of today's societies by designing an appropriate environment. Some of these characteristics are: capable of using information technology, searcher, analyst and information evaluator, decision maker and problem solver, capable of effective and creative use of productivity tools, informed, responsible and participatory citizens. By increasing the daily and effective use of technology in the educational process, student-teachers gain the opportunity to learn through technology. The growth and development of various information and communication technologies has made it possible to build a variety of software, hardware and Internet networks that can help the educational system of any country in a variety of formal, informal and free learning. Accordingly, given the important role that the teacher has in organizing learning experiences, it is necessary for them to be trained in a way that finds the necessary attitude, knowledge and skills. Accordingly, in-service and pre-service professional programs for teachers should include objective experiences of information and communication technology in the professional dimension. The present paper aims to construct, validate and estimate the reliability of the questionnaire of technology competencies of student-teachers at Shahid Rajaee Teacher Training University (SRTTU) in Tehran. Methods: To do so a questionnaire was developed after a systematic review of literature on theories of technology competencies. Through a random cluster sampling a sample of 60 student teachers of SRTTU was selected and the questionnaire was administered among them. The instrument included 49 items. Item analysis such as item discrimination and loop, construct validation (factor analysis) and reliability analysis (Cronbach Alpha) were utilized. Findings: In factor analysis, three factors were identified as: technology knowledge, knowledge consolidation and knowledge production. The reliability of the questionnaire turned out to be .98. The results indicate that the instrument is both reliable and valid and can be readily used to assess student-teachers’ technology competencies. Conclusion: The results indicate that the instrument is both reliable and valid and can be readily used to assess student-teachers’ technology competencies.
Original Research Paper
Technology-based learning environments
F. Imani; Kh. Movahed
Abstract
Background and Objectives: One of the effective educational factors in the new education is the architecture of the educational spaces. In the new education, the physical space of the school is not only a strict and soulless environment in the learning process, but also plays a role as a living and dynamic ...
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Background and Objectives: One of the effective educational factors in the new education is the architecture of the educational spaces. In the new education, the physical space of the school is not only a strict and soulless environment in the learning process, but also plays a role as a living and dynamic factor in the quality of students' educational activities. In learning environments, paying attention to design features is not only in order to improve the quality of the environment but also as a tool to increase the impact of the environment on behavioral characteristics. In some recent research, the physical environment is referred to as the "hidden subject in the curriculum." In this interpretation, the meaning of "hidden subject" is anything that, in addition to the common curriculum, by emotionally organizing the educational space, affects the adolescent emotionally and psychologically. This is "hidden" because it does not necessarily have objective and tangible effects or is often overlooked by everyone. Life stresses play a crucial role in mental and physical health and are especially associated with various psychological and social harms. Identifying student stress is the basic basis for designing and developing various preventive programs. In the meantime, school is a special place as a place where teenagers spend a lot of time and should play a role in reducing students' stress with proper design. Stress is a special relationship between a person and the environment in which the person evaluates the environment beyond his or her resources or threatens his or her health. Various factors play a role in stress. One of these factors is environmental factors. The current study has been done with the aim of investigating the effect of natural daylight on students’ stress reduction in the classroom. Methods: This research is a correlational study and in terms of purpose is an applied research. The research method is survey and the data collection instrument includes the standard questionnaire for measuring stress, anxiety, and depression (DASS-21). The reliability of the questionnaire was approved with the Cronbach’s alpha of 0.897. The questionnaires were analyzed by SPSS software version 22. Findings: Hypothesis testing was done by t-statistic, Pearson correlation coefficient, and regression. The Levin test was also used to verify the research hypotheses. The results of this study indicate that there is a relationship between daylight and stress, anxiety, and depression with correlation coefficients of 0.634, 0.742, and 0.698 have been found respectively (p < 0.01) Conclusion: The results of this study indicate that in environments with unfavorable light, the rate of depression, anxiety and stress is higher than in environments with favorable light. In general, it can be said that due to the effect of daylight in reducing stress, anxiety and depression of students and their better performance, the importance of paying attention to the effects that school design has on building users becomes more clear. Architects have a major role in designing educational spaces and with proper design and tailored to the physical and mental needs of students can improve the level of education in society. In order to properly use daylight in educational spaces, the following should be considered: height of windows (with increasing window height, depth and amount of daylight increases), type of canopy (indoor, outdoor canopy or direct beam control) and the properties of glass are effective factors in the amount of daylight that must be designed correctly. Also, in addition to the right amount of light and natural light, direct sunlight should be controlled so as not to dazzle the eyes and disturb the thermal balance of the spaces.
Original Research Paper
Education technology - Lifelong learning
N. Akbari; M. Ayati; A. Zare Moghaddam; H. Pourshafei
Abstract
Background and Objectives:In this century, learning and literacy are very important. Literacy is recognized as a lifelong learning process and throughout life as part of the lifelong learning system. The concept of literacy as a basis for lifelong learning is increasingly becoming a fundamental principle ...
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Background and Objectives:In this century, learning and literacy are very important. Literacy is recognized as a lifelong learning process and throughout life as part of the lifelong learning system. The concept of literacy as a basis for lifelong learning is increasingly becoming a fundamental principle of organization for all education as well as a necessity for all and in the context of a fast and unstable world, especially for the deprived people who do not acquire basic skills through formal education are essential. Lifelong learning has a generality that encompasses all levels and stages of age and seeks to connect learning environments outside the school with the learning environment inside the school and remove the artificial boundaries of learning. Lifelong learning means that every environment is potentially a learning environment, and as a result, school and college are no longer the exclusive place of education. As a learning goal in education, society and government are targeted; and in many environments such as home, school, workplace and community, need exists to create effective educational opportunities. Undoubtedly, today's society needs people who can improve their knowledge and have lifelong learning skills in life. Acquiring new and specialized knowledge is a necessity because of rapid changes, therefore lifelong learning literacy and its promotion are considered as an essential capability for employees. The aim of this study was to investigate the effect of knowledge management process on lifelong learning literacy of secondary school teachers in Birjand city. Methods: The sample group included 40 English teachers of secondary school in Birjand City, were selected by convenience sampling method. Experimental group receiving needed instruction, applied knowledge management according Jashpara (2004) model and the control group have not the activity. Lee and Tasay's Lifelong Learning Literacy Questionnaire, (2007) was used as a tool and the data was analyzed using covariance analysis method. Findings: According to the results, knowledge management process had a significant effect on lifelong learning literacy among teachers. Also, knowledge management process had a significant impact on the components of lifelong learning literacy (input, process and output). Conclusion: The results showed that the knowledge management process has a significant effect on teachers' lifelong learning literacy. Knowledge management is more than learning, in other words, knowledge management is lifelong learning. Thus it can be explained that the ability to become a lifelong and independent learner. Also, knowledge management helps people to absorb the necessary knowledge, develop the way and practice and awareness of lifelong learning, provides a basis for the study of individual knowledge and the development of ability, and thus, specialized skills and competitive strength. Increases people. Through knowledge management, teachers are introduced to a variety of electronic content in various courses and new teaching materials and the creation of constructive ideas and opinions of teachers in the successful teaching of the classroom. Meeting the needs of teachers in the field of teaching and sharing resources and teaching manuals and is used by colleagues and administrators in the knowledge management system. Teachers should learn how to enter the information and knowledge created in knowledge management and learn the course materials to create electronic content and work with computers and the Internet so that they can work as capable people in the knowledge management process and teach more efficiently. Accordingly, it is recommended to use knowledge management process in order to develop teachers’ lifelong learning literacy.
Original Research Paper
H. kaviani; M.J. Liaghatdar; B.E. Zamani; Y. Abedini
Abstract
Background and Objective:In today's classrooms, teaching is more about direct content than inspiring a sense of research and creativity in learners. Given that teaching is a factor that provides opportunities for learners to learn, it is necessary that teaching-learning processes be coordinated with ...
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Background and Objective:In today's classrooms, teaching is more about direct content than inspiring a sense of research and creativity in learners. Given that teaching is a factor that provides opportunities for learners to learn, it is necessary that teaching-learning processes be coordinated with these developments and move from traditional information transfer strategies to new problem-solving that develop abilities. On the other hand, over the past decades, educational standards have emphasized the potential value of learner-centered learning environments in which learners are actively involved in high-level learning activities. learner-centered learning environments require the use of active learning methods in the classroom, including presentations, problem-solving in small groups, self-assessment and peer review, and group discussion, but creating such environments is a challenge. The aim of the present study was to identify the flipped classroom educational outputs via a synthesis research method. Methods: Therefore, the analysis unit consisted of all related scientific studies, which were based on systematic searches in internal and external databases based on the inclusion criteria of 1298 scientific studies were identified and finally, based on the inclusion criteria, 106 studies were selected for the final analysis. To collect the required data, a researcher made worksheet was employed and to ensure the used coding, two examiners were asked to reencode the findings. For analyzing the data, Roberts ’six-step synthesis model was used via open and axial coding methods in Nvivo-8 software. Findings: Results indicated that applying flipped classroom instruction to training led to the occurrence of 119 types of educational outputs, which according to the classification of efficiencies in the overall axis of those outputs, including 7 temporal, interaction, skill, personal, group, educational, and teaching dimensions among which the individual dimension achieved the highest educational output Conclusion: The findings of this study showed that it should be acknowledged that today teaching-learning approaches have evolved, learners prefer to play an active role in the classroom and learning, and they are found to prefer a passive role in the classroom. On the other hand, learning tools and situations have also changed, so in line with these developments, one of the most important things to consider in teaching-learning approaches is to create attractive learning situations. This can be achieved through the use of audio and video technologies as well as the use of flipped class in education. Therefore, further research in this field and recognizing its advantages and obstacles in implementation seems necessary.
Original Research Paper
Curriculum Planning
S. Zare; H. Zeinalipour; E. Zaree; M. Mohammadi
Abstract
Background and Objectives:Today, with the development of new information and communication technologies, business methods, daily activities, communication with others, access to information and in general, all elements of human life have undergone a great change. These technologies are mainly aimed at ...
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Background and Objectives:Today, with the development of new information and communication technologies, business methods, daily activities, communication with others, access to information and in general, all elements of human life have undergone a great change. These technologies are mainly aimed at improving the quality of educational services, as well as goals such as expanding the number of contacts, educators and educational institutions, and even companies and business centers to enable cost-effectiveness and in the shortest possible time to convey the desired content to students, customers and the audience in general. Education for sustainable development is an approach to education that seeks to empower people to take responsibility for building a sustainable future. In order to better achieve the goals of education for sustainable development, the e-learning approach can be used, which in this study has developed and validated the framework of the electronic curriculum for sustainable development in higher education. The main purpose of this study was designing curriculum electronic-content for sustainable development education in the higher education system. Methods: The research project was qualitative and in particular ’qualitative case study‘; The statistical population of the study consisted of three groups: 1: All members of the faculty of civil engineering, architecture, agriculture; 2: All members of faculty of educational psychology of Shiraz University And 3: all experts, scholars, and researchers in the field of electronic curriculum planning; To collect data questionnaire and interview were used. To analyze the data, a consensus-based approach and the Bowl technique were used; Also, open-ended interview was used. Findings: The data obtained were analyzed by the software Nvivo version 8 using Thematic analysis technique and content design curriculum for sustainable development education in Iran's higher education system As a comprehensive Thematic, 4 organizing themes and 73 basic themes were identified and the content network was extracted. Curriculum framework for sustainable development education at higher education level designed in the form of twelve elements: goal, content, role of instructor, learner role, teaching method-learning, evaluation, teaching materials, type of curriculum, level of education, participants in the design and implementation of curriculum, place of training, and time of training. The curriculum was compiled in five chapters, five titles and sixteen chapters. As such, this curriculum can be taught in the form of an instructional book as a two-unit course in a variety of disciplines, including civil engineering, architecture, and agriculture. Conclusion: In the higher education system, the issue of sustainable development is not specifically addressed, but as a part of the courses in civil engineering, architecture, agriculture, students are taught these contents. On the other hand, the integration of e-learning as an achievement of the new educational system in the process of teaching and learning and the curriculum of educational institutions is inevitable. According to the results of this study, it can be said that many courses in the fields of civil engineering, architecture, agriculture, directly or indirectly refer to the issue of sustainable development or professors, according to their expertise and excellence, in relation to the subject of development to provide stable information to students. In the present study, while paying attention to this issue, an attempt was made to design the electronic content of the sustainable development education curriculum in the higher education system.
