JOURNAL OF CURRICULUM STUDIES (J.C.S.)
Year:2011 | Volume:5 | Issue:19|Papers Count:8

The purpose of this study was to review relevant literature on skilled manpower training based on curriculum of industrial training systems as well as economic theories on human resources. Meanwhile, social and economic developments require incorporation of other conceptual frameworks such as social capital theory and cultural capital theory as foundations of vocational curriculum and industrial training. Therefore, industrial training in various economic and social periods including those of Fordism and Post-Fordism was discussed on the basis of focal competences. The paper concludes that competences and skills incorporated in curriculum of industrial training systems should be taken into account through underpinning assumptions of human, social and cultural capital theories as well as social, economic and industrial developments in Post-Fordism era.

This study aimed to examine how well car mechanic training courses offered at Associate level at Kashan and Kermanshah universities were competency-based. Two groups of students at Kashan University and three groups of students at Kermanshah University were randomly selected using cluster sampling. Also, a car mechanic competencies inventory was administered to a convenient sample of 20 staffing officers in IKCO. Then, students were asked to evaluate their own competencies against the IKCO recruitment criteria. Results showed significant differences between practical competencies of students and employment requirements. Also, knowledge level of students was found to be significantly different from the criteria for employment. With regard to four dimensions of competence, students of two universities were found to be significantly different. Finally, a negative relationship was found between grade point average of students and their needs.

The main purpose of vocational education is to prepare manpower with entrepreneurial ability to use their knowledge and skills in practice. To this end, modular courses are currently offered in a traditional way. This study aimed to examine effectiveness of a new teaching method and its impact based on cognitive map and learning areas. A sample of 60 learners was selected at random using cluster sampling. Respondents were randomly assigned to experimental and control groups. A quasi-experimental design with pretest-posttest was used. Separate questionnaires were administered to participants to collect data on academic achievement, cognitive strategies and attitude. Data were analyzed using covariance and post-hoc comparisons. Results indicated that both methods based on cognitive map were more effective on all learning areas except verbal information in comparison with the conventional method. Meanwhile, among cognitive map methods the combined one was more effective compared to the other in terms of problem solving skills and cognitive strategies.

The purpose of this study was to examine effectiveness of a modern approach in industrial training. A quasi-experimental design with pretest-posttest was used. A random sample of 60 workers of Iran Khodro, Khorasan participated in the study. Participants were randomly assigned to experimental and control groups. Three separate questionnaires on satisfaction, attitude and behavior change were administered to the sample. Results indicated that problem based approach increased effectiveness of courses. Therefore, problem based group had higher satisfaction, more positive attitude, better learning and performance compared to the other group.

This is a needs assessment study that aimed to develop an integrated model for insurance industry employees. The model was supposed to overcome shortcomings involved in needs assessment including costly and time-consuming processes and a lack of clarity in terms of tasks and administrative procedures. To this end, a company with 6 departments and 295 employees was approached. Initially, two models were combined to provide an integrated model for needs assessment. Then, job descriptions in various departments were considered along with required knowledge, attitude, and skills for each position. Data analysis revealed training needs of employees in different categories including instant, strategic, continuous, and neutral. Finally, the integrated model was revised and finalized based on findings.

The present study was aimed at exploring importance and application of scientific findings in curriculum among courses offered by industrial companies in Mashad. In this survey study all corporate managers and specialists involved in industrial training were approached. The Bruner questionnaire on cognitive dimensions of curriculum was used for data collection. Interviews were conducted to supplement quantitative findings. Results showed that all cognitive dimensions of curriculum were of high importance in industrial training. However, they were poorly applied in practice. In general, findings indicated that curriculum knowledge base was ignored in industrial training in Mashad and a lack of academic insight was evident in courses offered. Finally, some suggestions were made to improve the current situation and to bridge the gap between theory and practice.

One of the main challenges education systems face is to fulfill labor market needs. In this paper four models of teacher-centered, student-centered, program-centered, and market-centered curriculum with emphasis on vocational education were discussed. The descriptive analysis method was followed in this study. Findings indicated that curriculum should take into account societal requirements and labor market needs in order to satisfy needs of industry by providing skilled and specialized workforce.