پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 556 |
| تعداد مقالات | 4,414 |
| تعداد مشاهده مقاله | 7,324,028 |
| تعداد دریافت فایل اصل مقاله | 3,815,793 |
کنکاشی در علل تحقق‌ناپذیری اهداف آموزش‌های مهارتی و حرفه‌ای با رویکرد کیفی: مورد لرستان | ||
| مطالعات بین رشته ای در آموزش | ||
| مقاله 1، دوره 4، شماره 3 - شماره پیاپی 12، مهر 1404، صفحه 5-30 اصل مقاله (1.41 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2025.18096.1190 | ||
| نویسندگان | ||
| حمید حسنوند* 1؛ علی شکوری2؛ زهرا راجی2 | ||
| 1گروه برنامه ریزی اجتماعی، دانشگاه تهران، تهران، ایران | ||
| 2گروه سیاستگذاری اجتماعی، دانشکدۀ علوم اجتماعی، دانشگاه تهران، تهران، ایران. | ||
| چکیده | ||
| زمینه و هدف: ارتقاء مهارت‌های کاربردی حرفه‌ای از اهداف برنامه‌های کلان توسعه‌ای بسیاری از کشورها به شمار می‌رود. در ایران نیز این موضوع به‌مثابۀ یکی از ارکان اساسی نظام آموزشی به شمار می‌رود. به‌رغم آنکه این آموزش‌ها در اسناد و قوانین بالادستی نظام جمهوری اسلامی از قبیل سند نقشۀ جامع علمی کشور، سند تحول بنیادین آموزش‌وپرورش و دیگر اسناد مشابه مورد تأکید قرار گرفته است، مطالعات حاکی از عدم تحقق‌پذیری اهداف آموزش‌های مرتبط است. از متقن‌ترین راهبردهای تحقق اهداف آموزشی در گام نخست، شناسایی موانع پیشِ روی تحقق اهداف و برنامه‌های مرتبط است. به این منظور علل تحقق‌ناپذیری اهداف آموزش‌های فنی‌وحرفه‌ای از منظر هنرآموزان و کارشناسان حوزۀ مربوطه در لرستان واکاوی شده است. داده‌ها و روش‌ها: در این راستا از روش کیفی و رویکرد پدیدارشناسی استفاده شده است. جامعۀ مورد مطالعه را کارشناسان و هنرآموزان هنرستان‌های آموزش‌وپرورش این استان در سال تحصیلی 1403-1404 تشکیل می‌دهد. در این خصوص از نمونه‌گیری هدفمند، ابزار مصاحبۀ نیمه‌ساختاریافته و روش تحلیل مضمون استفاده شده است. عدم ظهور داده‌های جدید، اشباع مقولات و تراکم مفهومی از معیارهای موجود برای تعیین اشباع نظری بوده‌اند. گفتنی است به‌منظور کدگذاری از نرم‌افزار مکس. کیو.دی.اِی بهره برده شده است. به‌منظور تضمین کیفیت پژوهش نیز علاوه بر پیاده‌سازی دقیق مصاحبه‌ها، از راهبرد تثلیث و ارائۀ نتایج به مشارکت‌کنندگان بهره گرفته شد. یافته‌ها: یافته‌ها نشان از آن دارد که این چالش‌ها در پنج حوزۀ چالش‌های ورود به بازار کار و اشتغال؛ چالش‌های اشتغال در صنایع، همسو نبودن محتوای آموزشی با نیازهای صنعت و بازار کار هستند. نتیجه‌گیری: تحقق‌ناپذیری اهداف آموزش‌های مهارتی و حرفه‌ای در لرستان منوط به رفع چالش‌هایی است که می‌توان آن‌ها را ذیل مقولات پنج‌گانۀ مطرح‌شده در پژوهش ساماندهی کرد. | ||
| کلیدواژه‌ها | ||
| آموزش فنی‌وحرفه‌ای؛ تحلیل تماتیک؛ چالش‌ها؛ لرستان؛ هنرستان‌ها | ||
| عنوان مقاله [English] | ||
| A Qualitative Inquiry into the Barriers to Achieving the Goals of Technical and Vocational Education: The Case of Lorestan Province | ||
| نویسندگان [English] | ||
| Hamid Hasanvand1؛ Ali Shakoori2؛ zahra Raji2 | ||
| 1Department of Social Planning, University of Tehran, Tehran, Iran | ||
| 2Department of Social Policy, Faculty of Social Sciences, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Background and aim: Enhancing practical professional skills constitutes a primary objective of the major developmental programs in many countries. In Iran, this issue is regarded as one of the fundamental pillars of the educational system. Despite the continuous emphasis on these trainings in the high-level policy documents and legislation of the Islamic Republic of Iran- such as the Comprehensive Scientific Map of the Country and the Fundamental Transformation Document of Education-studies indicate the failure to achieve the intended educational goals. Among the most reliable strategies for realizing these educational objectives, the foremost step is to identify the barriers hindering their fulfillment. Accordingly, this study investigates the underlying causes of the non-realization of vocational and technical education goals from the perspectives of technical instructors and experts in the related field in Lorestan Province. Data and method: In this regard, a qualitative methodology with a phenomenological approach was employed. The study population consisted of experts and technical instructors from the vocational high schools of the Education Department in Lorestan Province during the 2024–2025 academic year. Purposeful sampling, semi-structured interviews, and thematic analysis were utilized to collect and analyze the data. Theoretical saturation was determined based on criteria such as the absence of new data, category saturation, and conceptual density. It is worth noting that MAXQDA software was used for coding purposes. To ensure the rigor and quality of the research, in addition to the precise transcription of interviews, strategies such as triangulation and member checking (providing findings to participants) were employed. Findings: The findings indicate that these challenges can be categorized into five domains: challenges related to entering the labor market and employment; employment challenges within industries; misalignment between educational content and the needs of industry and the labor market; among others. Conclusion: The failure to achieve the objectives of vocational and technical education in Lorestan is contingent upon addressing the challenges, which can be organized under the five categories identified in this study. | ||
| کلیدواژه‌ها [English] | ||
| Vocational and Technical Education, Thematic Analysis, Challenges, Lorestan, Vocational High Schools | ||
| مراجع | ||
|
Afeti, G. (2018). Technical and vocational education and training (TVET) for sustainable development in Africa: Challenges and prospects. International Journal of Vocational and Technical Education, 10(1), 1–11. Alinea, J. M. L. (2022). A thematic literature review on industry-practice gaps in TVET. ResearchGate. https://www.researchgate.net/publication/364243559 Amedorme, S. K., & Fiagbe, Y. A. (2013). Challenges facing technical and vocational education in Ghana. International Journal of Scientific & Technology Research, 2(6), 233–244. Amiri, M. (2009). Identification of priorities and required skills in the job market (Employers’ perspective) [in Persian]. Social, Economic, Scientific, Cultural Monthly of Labor and Society, 1(88), 50–57. Anuar, A. R., Wan Mansor, J., Wan Nurmahfuzah, H. D., Badariah, N. M., Ibrahim, A. Z., Abu Bakar, A. S., & Shazida Jan Mohd Khan. (2016). Addressing skills gap in small-sized enterprises: Malaysian case study. Future Academy. https://www.futureacademy.org.uk Anwar, M., & Malik, M. (2016). Exploring the effectiveness of work-based learning in skill development. Journal of Vocational Education & Training, 68(3), 375–390. https://doi.org/10.1080/13636820.2015.1128663 Arfo, E. B. (2015). A comparative analysis of technical and vocational education and training policy in selected African countries [Doctoral dissertation, University of KwaZulu-Natal]. Semantic Scholar. https://api.semanticscholar.org/CorpusID:157970772 Azizi, N. (1998). The connection between education and economic development [in Persian]. Quarterly Journal of Education and Training, 1(39), 58–70. Bagheri Far, A. I., & Salehi, K. (2016). Challenges of skill training and developing entrepreneurial students in technical and vocational schools [in Persian]. Quarterly Journal of Skill Training, 15(4), 7–40. Bano, N., Yang, S., & Alam, E. (2022). Emerging challenges in technical vocational education and training of Pakistan in the context of CPEC. Economies, 10(7), Article 153. https://doi.org/10.3390/economies10070153 Barzegar, M., Ali Asgari, M., Navidi, A., & Attaran, M. (2017). Evaluation of the external effectiveness of selected vocational and technical programs: Employment status of male graduates [in Persian]. Quarterly Journal of Educational Innovations, 1(65), 151–169. Chinyere Shirley, A., Chijioke, O. P., & Okeke, C. B. (2015). Towards quality technical vocational education and training (TVET) programmes in Nigeria: Challenges and improvement strategies. Journal of Education and Learning, 4(1), 25–34. Deming, D. J. (2017). The growing importance of social skills in the labor market. The Quarterly Journal of Economics, 132(4), 1593–1640. https://doi.org/10.1093/qje/qjx022 Domanais, M. (2021). Reconstructionism in education [Technical report]. ResearchGate. https://www.researchgate.net/publication/367253558 Domanyas, M. (2021). Reconstructionism in education. SSRN. https://doi.org/10.2139/ssrn.4318932 Doolittle, P. E., & Camp, W. G. (1999). Constructivism: The career and technical education perspective. Journal of Vocational and Technical Education, 16(1), 23–46. https://eric.ed.gov/?id=EJ598590 Eze, T. I., & Onwusa, S. C. (2021). An analysis and application of Charles Allen Prosser’s theories for functional and quality technical and vocational education in Nigeria. International Journal of Research and Innovation in Social Science (IJRISS), 5(11), 196–207. Gishua Garba, A., Dawha, J., Musa, & Kwaha, L. S. (2019). Technical vocational education and training institutions and industry collaboration: Analysis of benefits, strategies, and challenges. Journal of Science Technology and Education, 7(4). https://www.atbuftejoste.com Haghi, R. (1988). A study on the relationship between vocational training and employment of graduates from 1984 to 1988 (Kermanshah Province) [Research project report]. [in Persian]. Harris, J. C., Warner, M. T., Yee, K., & Wilkerson, S. B. (2020). Assessing the alignment between West Virginia’s high school career and technical education programs and the labor market (REL 2020-019). Regional Educational Laboratory Appalachia. Haruna, R., & Kamin, Y. bin. (2019). Application of work-based learning model in technical and vocational education: A systematic review. Education, Sustainability and Society, 2(4), 1–4. https://educationsustability.com/paper/4ess2019/4ess2019-01-04.pdf Iskandar, H., & Nofriansyah, D. (2016). The constructivist approach: Radical and social constructivism in the relationship by using the implementation career level on the vocational education. Innovation of Vocational Technology Education, 12(1), 16–21. http://ejournal.upi.edu/index.php/invotec Islam, T. (2018). Skills gap assessment between TVET institutes and industries of Bangladesh: Electronics industries perceptions. ResearchGate. https://www.researchgate.net/publication/349364330 Jafari, S., Sarrafzadeh, F., & Naseri, M. (2021). An analysis of the gap between vocational training and labor market needs in Iran [in Persian]. Quarterly Journal of Human Resource Development and Education, 16(2), 33–56. Jalilian, S., Mehralizadeh, Y., & Marashi, S. M. (2017). Examining the extent of alignment of vocational and technical education with the educational needs of the industry sector in Khorramshahr County [in Persian]. Scientific-Research Quarterly Journal of Innovative Approaches in Educational Management, 1(96), 131–150. Kavousi, T. (2007). The relationship between technical and vocational education and employment in East Azerbaijan Province [in Persian]. Biannual Journal of Management and Planning in Educational Systems, 1(1), 83–93. Kemevor, K., Agbeyewornu, J., & Kassah, J. K. (2015). Challenges of technical and vocational education and training and educational stakeholders in the Volta region of Ghana. International Journal of Humanities Social Sciences and Education (IJHSSE), 2(6), 70–79. Khademi Kalelo, M., Rahimi, B., & Rahimi, M. J. (2023). Examining the fit between vocational education and training and employment distribution in Iran [in Persian]. Strategic Research on Social Issues, 12(4), 73–100. Khalaqi, A. A. (2003). Characteristics of the Australian vocational education system [in Persian]. Quarterly Journal of Educational Innovations, 2(5), 67–84. Kitching, K., Kandemir, A., Gholami, R., & Rahman, M. S. (2025). Education policy and ‘free speech’ on race and faith equality at school. Journal of Education Policy, 40(1), 66–88. https://doi.org/10.1080/02680939.2024.2350039 Lee, J.-W., Han, J.-S., & Song, E. (2019). The effects and challenges of vocational training in Korea. International Journal of Training Research, 17(S1), 96–111. https://doi.org/10.1080/14480220.2019.1639272 Marchionne, S. (2023). Vocational educational training (VET) in Tunisia: Barriers and challenges to its internationalization and possible solutions to boost socio-economic development of the country. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(3), 208–237. https://doi.org/10.36366/frontiers.v35i3.837 Marques, L. A. (2018). Theoretical foundations of vocational and technical education and the part they play in the process of state building. In Engineering education for a smart society (pp. 4–8). Springer International Publishing. Martinez, R. L., Jr. (2007). An evolving set of values-based principles for career and technical education. Journal of Career and Technical Education, 23(1), 72–84. https://doi.org/10.21061/jcte.v23i1.444 McGuinness, S., & Ortiz, L. (2016). Skill gaps in the workplace: Measurement, determinants and impact. Industrial Relations Journal, 47(3), 253–278. https://doi.org/10.1111/irj.12136 Mehralizadeh, Y., & Jalilian, S. (2016). Reviewing the current and desired state of vocational and technical education in the industrial sector [in Persian]. Conference on Skill Training and Employment, 1(5), 1–8. Mellahi, K. (2000). Human resource development through vocational education in Gulf Cooperation Countries: The case of Saudi Arabia. Journal of Vocational Education and Training, 52(2), 329–344. https://doi.org/10.1080/13636820000200119 Mends-Brew, E., & Dadzie, J. (2016). Partnership between TVET training institutions and industry: A survey of industrial experience of academic staff of Accra Polytechnic. Mathematical Theory and Modeling, 6(1), 131–135. https://www.iiste.org/Journals/index.php/MTM/article/view/28253 Nafisi, A. (1987). An introduction to the planning activities of vocational and technical education [in Persian]. Quarterly Journal of Education, 11(1), 151–169. Nafisi, A. (2011). Examining the extent of the relationship between formal vocational training and work environment and job skills [in Persian]. Educational Studies Research Institute, 12(4), 73–100. Navid Adham, M., & Shafie Zadeh, H. (2016). Examining the main challenges and strategies of skills training in Iran [in Persian]. Quarterly Journal of Socio-Cultural Strategy, 20(5), 7–21. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847 Ozer, M., & Suna, H. E. (2020). The linkage between vocational education and labor market in Turkey: Employability and skill mismatch. Kastamonu Education Journal, 28(2), 558–569. https://doi.org/10.24106/kefdergi.704878 Papong, E. (2014). The influence of John Dewey’s educational thought on Philippine education. Bulgarian Journal of Science and Education Policy, 8(1), 62–69. https://api.semanticscholar.org/CorpusID:134075462 Raimi, L. (2014). Has technical vocational education and training (TVET) impacted on employability and national development? The Macrotheme Review, 3(2), 1–10. Ramadan, A., & Xiaohui, C. (2019). Challenges and opportunities of TVET in developing countries: A case of Sudan. Developing Country Studies, 9(10). Razani, N., Nourian, M., & Khalaqi, A. A. (2022). Synthesis of research on curriculum studies in vocational education in middle school [in Persian]. Scientific Monthly (Research Paper) of Political Sociology of Iran, 10(5), 3106–3128. Rojewski, J. W. (2002). Preparing the workforce of tomorrow. National Dissemination Center for Career and Technical Education. Sabate Zadeh, H., Hatamzadeh, A., Fallah Vahdati Jo, M., & Mohammadi Hashemi, Z. (2010). Comparative study of vocational and technical education in Germany and Iran [in Persian]. Technical and Vocational Education Organization, 23, 1–16. Saif, A. A. (2007). Modern developmental psychology: Learning and teaching psychology (6th ed.). Douran Publication. [in Persian]. Salehi Imran, E., Ain Khah, F., & Barani, S. (2018). Analysis of the position of skill training in the comprehensive scientific map of the country [in Persian]. Scientific-Research Quarterly Journal of Higher Education in Iran, 11(1), 1–38. Sannino, A., & Atlaoui, A. (2008). Situated learning: A workplace experience. Learning and Instruction, 18(6), 529–539. https://doi.org/10.1016/j.learninstruc.2008.06.003 Schnarr, A., Yang, S., & Gleibner, K. (2008). Vocational education and training and the labour market: A comparative analysis of China and Germany. Federal Institute for Vocational Education and Training (BIBB). Shariatzadeh, M. (2014). Cultural and economic challenges in technical and vocational schools [in Persian]. Office of Publications and Educational Technology. Slaughter, T. L. (2009). Creating a successful academic climate for urban students. Techniques: Connecting Education and Careers, 84(1), 16–19. https://files.eric.ed.gov/fulltext/EJ829500.pdf Torre, N. O., Vidal, O. F., & Ferran, A. P. (2021). Constructivist learning models in training programs. Universitat Politècnica de Catalunya. Vidushi Joshi, M. S., & Tripathi, S. K. (2023). Issues in vocational education in India & their possible solutions. International Journal of Creative Research Thoughts (IJCRT), 11(2), 1–10. Wang, S. (2012). The legal frameworks of technical and vocational education and training (TVET) from international level to national level of China [Master’s thesis, Lund University]. Lund University Publications. World Bank, UNESCO, & ILO. (2023). Building better formal TVET systems: Principles and practice in low- and middle-income countries. World Bank. World Bank. (2019). World development report 2019: The changing nature of work. World Bank. https://doi.org/10.1596/978-1-4648-1328-3 Yuniarti, N. (2016). Strengthening partnership with industries for vocational education effectiveness and efficiency (EI-03-019). Yogyakarta State University. https://eprints.uny.ac.id/63089/1/14_STRENGTHENING%20%20PARTNERSHIPS%20%20WITH%20INDUSTRIES%20%20FOR%20VOCATIONAL%20EDUCATION%20%20EFFECTIVENESS%20%20AND%20EFFICIENCY.pdf Zahedi, H., & Nazari, K. (2020). Survey of the alignment of skills taught in technical schools with employers’ expectations in the services sector [in Persian]. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 17(4), 112–130. Zaib, Z., & Harun, H. (2014). Leadership in technical and vocational education: Towards excellence human capital. Journal of Education and Practice, 5(23), 131–134. Zia, A., Adidinizar, P. L., Tan, & Subramaniam, G. (2022). Work-life balance: Family satisfaction of TVET as human capital investment in Malaysia. Journal of International Business, Economics and Entrepreneurship, 7(2), 1–15. | ||
|
آمار تعداد مشاهده مقاله: 509 تعداد دریافت فایل اصل مقاله: 553 |
||