JOURNAL OF SKILL TRAINING
Year:2012 | Volume:1 | Issue:1|Papers Count:7

One of the most important challenges of educational programmers is supplying and regulating the skills and key competences in the contents of technical and vocational education programs. Key competences such as problem solving skills, computer-related skills, the ability to think strategically, English language skill and etc., have always been important in job and employment sectors. Doubtless, selecting these special skills in human resources training programs is the most important concern of beneficiaries for both the educational programmers and the employers. Therefore, first a definition and its importance have been presented in this article with due attention to the importance of these skills and key competences in supplying the concepts of technical and vocational training programs for the job market. Moreover, the experiences of other countries such as Australia, England and Canada have been brought to light. Then the theoretical position of the concept of skills and key competences in the paradigm of Fordism and post-Fordism and the relevant challenges have been discussed. Finally the author has suggested a list of these competences and their relationship to the competency-based training (CBT) to the technical and vocational training programmers.

The role of higher education is undeniable in the sustainable development of developing and developed countries. In developed countries, the importance of these specialized training centers has been properly recognized and the governments have invested in developing the higher education system based on economic, social, political and cultural policies so that this system trains the specialized human resources for different economic, social and cultural sectors of the society. In the developing countries, the governments have adopted the privatization of higher education policy in the form of privatization of public higher education and entry of private sector in higher education for different reasons such as increasing demands for higher education, inability of governments to respond to the increasing demands of higher education because of the shortage of funds, demographic changes of higher education applicants, emphasizing and encouraging of international organizations such as World Bank, changes in work market trends and the need for diverse expertise. In Iran, the privatization of public higher education has taken place in the form of Payam-Nour Universities, University of Applied Science and Technology, evening courses and students’ admission along with receiving tuition fees. Universities of Applied Science and Technology need to consider some requirements for their quality development in order to succeed in private higher education. This article attempts to introduce the privatization of higher education and the important requirements for the quality development of Universities of Applied Science and Technology.

Three important reasons for emphasizing on entrepreneurship are wealth creation, technology development and creation of productive employment. Regarding to the importance of entrepreneurship and entrepreneurs in the creation of productive employment, the revolution of entrepreneurship is needed. In order to internalizing knowledge and practice of investment management, entrepreneurship and employment in the Mazandaran province, in this paper, a systematic, local, and integrated model of investment development, entrepreneurship and job creation in the Mazandaran province was introduced. Finally, practical implications were explained for managers, policy makers and researchers.

This research has been done to investigate and compare the effectiveness of formal and informal Technical and Vocational Trainings (TVTs). In order to achieve this objective, a survey was conducted and a random sample of 1321 educators of the statistical population was selected. For data analysis, discriptive statistics, parametric and nonparametriced methods were used. In this context, two aspects of effectiveness were analyzed: first, increasing the employment capacity and second promoting the employment improvement, success, sustainability, and stability. Comparing the effectiveness of formal and informal training on job improvement showed that in general, informal trainings are more advantageous than formal ones. Thus, it is recommended that similar to the past, specific attentions have to be paid to informal trainings. In other words, any supportive policy towards developing public and private technical and vocational training centers can improve the employment in the country.

This paper aims to study the practical training of wood industry discipline in vocational schools to understand the extent it meets the industry needs in Tehran province. The statistical population in this study included textbooks, 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 the third grade of vocational schools in this field and curricula developers were included in the sample as well as 50 members of the wood industry community, who were randomly selected. The books in this study included “wood workshop technology, wood basic workshop, the manufacturing workshop of wood industry, project structure”. A questionnaire was used for measuring the extent to which the textbooks content meet the industry needs. Results showed that there are different points of view regarding the issue. According to curriculum developers the textbooks content highly meets the industry needs while teachers and students believed the textbooks content and industry needs partly cover each other. The viewpoint of those involved in the industry shows somewhat relevance between these two. Some books, such as wood workshop technology is in prime priority to revision, and some others such as project structure is more related to industry needs.

This study aims to identify the effectiveness rate of the technical and vocational training in the occupation of trained persons through the scaling method among 230 working trained persons and 538 trained persons who are looking for job in Golestan Province. The results of the research show that the most important factors in trained employees are the use of Regression Test, the effect of education for counting employment, and the effect of the amount of the merged skill in the period of education over employees who use operation specialized in the job environment. Whereas, the most important factors in the employment of the trained persons are: theoretical knowledge irrelevant with the needs of job market, not having enough practical experience, and the contraction between their majors and their courses which they have passed in the period of their trainings. The result of the correlation shows that there are not meaningful relations among dependent variations: the proportion between major and job, the centers of job placement, the kind of demanded job and their majors, the place of education, gender, marital status, and the level of education.

The research purpose is to examine the impact of entrepreneurship training on entrepreneurial attitude and spirit of the students of the Faculty of Educational Science and Psychology of Kharazmi University of Tehran in the academic year 90-89; (N=650). 30 students were selected using cluster random sampling method and then were randomly grouped into experimental and control groups. The Study method in this paper was experimental and the design used is pretest - posttest control group. The tools used in this study are Robinson and Aghai entrepreneurial attitude test questionnaire. Data was collected using the T-test and Pearson correlation coefficient and were analyzed using software spss18 .The results indicate that entrepreneurship training has a positive impact on the entrepreneurial attitude and spirit of the students; the findings also show a meaningful relationship between the general entrepreneurial attitude and entrepreneurial spirit of students. It can be concluded from the findings that entrepreneurship is teachable, and through entrepreneurship training a positive impact can be made on the students’ entrepreneurial spirit as well as forming and strengthening their attitudes.