Identifying and prioritizing the issues of guaranteeing the quality of education in military training centers (case study: Bagheral AL Uloom Naval Specialists Training Command of the Strategic Marine Force of the Islamic Republic of Iran)

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Bustani Javad

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Journal Paper

Paper Information

Journal: JOURNAL OF TEACHING IN MARINE SCIENCE Year:2023 | Volume:10 | Issue:2 Page(s): 214-231

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Title

Identifying and prioritizing the issues of guaranteeing the quality of education in military training centers (case study: Bagheral AL Uloom Naval Specialists Training Command of the Strategic Marine Force of the Islamic Republic of Iran)

Author(s)

Bustani Javad

Keywords

Training

Quality

Strategic Navy

Abstract

One of the most important areas in the education system of any country is the education and Training system of military centers, and the identification and prioritization of issues related to education in military education centers can be a suitable guide for the managers and decision makers of this area in order to improve the Quality of education. The present research aims to identify and prioritize the issues of guaranteeing the Quality of education in military Training centers (case study: Baghral Uloom Naval Specialization Training Command (AS) of the Strategic Navy of the Islamic Republic of Iran) in a mixed method, which was implemented in the form of a tool development plan, which is based on the research Qualitative research has been used to obtain the dimensions, components and indicators of education Quality assurance, and quantitative research has been used to determine their prioritization.In terms of the purpose of development-application. The statistical population of the current research consists of two parts: the expert community and the general community. The method of sampling from the expert community was based on criteria and from the general community was randomly stratified. The results of the research showed that the index factors affecting the Quality assurance of education in educational centers in general in 4 dimensions in order of priority (lack of educational texts, weakness in educational planning, lack of employment of experienced professors and lack of sufficient educational space) are 12 components and 24 indicators.

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