Purpose: This research aims to identify the key components for implementing knowledge management in institutions and organizations that offer informal technical and vocational education in Iran. It is an applied research focused on achieving this goal.Methodology: The research methodology involves a combination of exploratory and qualitative approaches, utilizing meta-composite and Delphi methods. Initial data collection was done using the meta-combination method, analyzing 142 relevant sources and narrowing down to nine studies. Categories were identified through this method and validated using the fuzzy Delphi method with expert input through questionnaires.Findings: Through text analysis, five categories and seven components were identified, including policy and planning, structure, human resources, process, and infrastructure. Human resources participation, organizational leadership support, and government backing were highlighted as crucial for successful knowledge management implementation.Conclusion: Human resources involvement, support from organizational leaders, and government backing are essential for establishing effective knowledge management practices in organizations.Value: This research introduces a novel model for knowledge management in Iran's informal technical and vocational education sector, marking a departure from conventional methodologies. By integrating metacomposition and fuzzy Delphi methods, and gathering insights from experts, this research contributes to the advancement of knowledge in this field.

This research aimed to design the Vocational Qualifications Framework of trainers as well as determine the expected competencies of technical and vocational trainers. The type of research is applied in terms of purpose and it is a descriptive survey in terms of data collection. The research method is a combination of quantitative and qualitative studies. Data collection tools are documentary study, electronic questionnaire and interview. The reliability of the questionnaires was 0. 985 and its validity was confirmed by experienced experts, trainers and experts of Technical and Vocational Education. The statistical population consisted of three groups including educators, experts and managers of instructor training centers and technical and vocational organizations, and foreign technical and vocational education experts related to the Technical and Vocational Education Organization. Content analysis was used to evaluate and analyze qualitative data, mean and standard deviation were used in quantitative data analysis in the data description section, and one-sample t-test and one-way analysis of variance were used in the inferential section. By content analysis, 112 statements of trainers' competencies including entrance competencies, general competencies and specialized qualifications were obtained. These statements were surveyed through questionnaires and interviews. The results of quantitative data analysis showed that all respondents, on average, strongly agreed with all the statements. The results of the Levin test showed that in any of the variables in all three groups, competencies were not significant and the hypothesis based on homogeneity of variance was confirmed and the results are reliable despite the inequality of the statistical population.

Introduction: The purpose of the present study was to identify the antecedents of entrepreneurial education in technical and vocational conservatories. Method: The qualitative research method and the statistical population of the research included academic experts and experts, specialists and knowledgeable people in the field of educational system. In the qualitative part, the sample size was 18 people, which reached theoretical saturation in 12 people. The research tool was an in-depth interview with open and semi-structured questions and the analysis of the collected data was carried out in the qualitative part using the grounded theory method and through coding (open, central and selective) using MAXQDA software.Findings: The results of data analysis showed that the antecedents of entrepreneurship education in technical and professional conservatories included eight components, which are: financial and physical component, human resources component, education and learning component, scientific and innovation component, economic and social education component, management and evaluation component, academic counseling component, and finally physical, mental and psychological development component.Conclusion: Today, the most important and undeniable problem that we see in the country is the unemployment of the youth and that the young people expect to be attracted to an organization and work in this organization after completing their university education, but with the increase in the population, such an expectation is not met. This issue requires Innovation and creativity in all fields of business have made entrepreneurship a global necessity, and in this regard, the education system has the most key role. Identifying the antecedents of entrepreneurial education in technical and professional colleges Introduction: The allocation of resources towards skill training is a fundamental determinant of a nation's equitable and enduring progress. It is very clear that the necessity of this investment in different conservatories, including art, agriculture, and technical and professional schools, which deal with a large number of students every year, is twofold. One of the most important parts of the education system of any country is the technical and vocational education system, and paying attention to it is one of the basic policies of the countries for training efficient human resources at the pre-university level. The appearance of some signs of the ineffectiveness of the secondary education system, the exponential growth of technology, and the need for skilled and semi-skilled workers in the industries, prompted the trustees of the educational system to make fundamental changes in the formal education structure of the society, to solve this basic need. (Gholipour et al., 2009). Today, the role of entrepreneurship in creating productive independence has caused many educational systems to include entrepreneurship education in their curricula to educate self-reliant people who are aware of opportunities and want to start independent businesses. Entrepreneurship education includes activities to develop entrepreneurial insight, attitude and skills and cover various aspects such as idea creation, startup, growth and innovation. Entrepreneurship education covers different types of audiences, objectives, content and education methods (Bernard et al., 2019). Therefore, according to the above explanations, the researcher in the current research is looking for an answer to the question: What are the antecedents or underlying factors for the curriculum planning of conservatories in the field of entrepreneurial education with emphasis on the curriculum?Materials and methods: The research conducted employed an exploratory qualitative method approach, which aimed at gathering comprehensive and in-depth insights into the subject matter. The data was collected through interviews with 18 academic and entrepreneurial education experts who were carefully selected for their expertise, knowledge, and experience. The theoretical saturation point was reached at the twelfth interviewee, ensuring that the data collected was sufficient and representative of the study's objectives. The qualitative data analysis method was exploratory and was done using theoretical coding. Theoretical coding is the process during which the data are analyzed, conceptualized and placed next to each other in a new way, and it is the main process during which the theory is compiled based on the data. This method has three main cores: concepts, categories and theorems. In this way, theories are formed based on raw data. Data analysis is the main axis of the theory arising from the data. In any study as a whole, data collection, data organization and data analysis are interdependent. To analyze the data obtained from in-depth interviews, three types of coding were used: open coding, central coding, and selective coding. In this research, MAXQDA software was used for coding.Findings: After revising the core codes, the education and learning component was mentioned in the scientific and technological component and the financial and physical component in the economic and social education component, and six components were presented as the precursors of vocational education in technical and vocational schools. Finally, based on the opinion of experts and experts, the following components were approved as the precursors of vocational education in technical and professional conservatories: Financial and physical component; human resources; education and learning; scientific and innovation; economic and social education; management and evaluation, educational counseling; physical, mental and mental education.Conclusion: One challenge facing different societies is graduates with the necessary personal abilities and skills to start a suitable business. Creating an entrepreneurial attitude in people is a necessary condition for the emergence of entrepreneurial behavior on their part. Entrepreneurship in education is a regular and continuous process that leads to the identification and effective exploitation of all internal and external resources of the educational system. On the other hand, it creates new opportunities for teaching and learning, and this process is realized by relying on the two axes of comprehensive entrepreneur education and providing the context for its emergence. Therefore, entrepreneurship in education is a regular and continuous process that leads to the identification and effective use of all the educational system's internal and external resources, creating new opportunities for learning and memorization. This process is achieved by relying on the two axes of comprehensive entrepreneurship education and providing the context for its emergence. Establishing and including skill training branches in the educational system is one of the results of this decision. Despite the importance of establishing these centers, it is very important to develop mechanisms to improve their quality. This research is limited to conservatories in Tehran and does not include other organizations in other parts of the country. This research has studied only managers, assistants, and teachers of technical and professional conservatories in Tehran. Therefore, it is suggested to conduct similar research in other educational organizations or in other industries and compare the present results. Variables such as educational information technology and knowledge management systems in the conservatories of Tehran should also be investigated. It is also suggested to conduct research to determine the infrastructure needed to implement the proposed model.

Introduction: In today's complex and fast-paced world, traditional educational methods are slow and there is a need to use new technologies in education. Also, the spread of the corona virus helped to make education compulsory in cyberspace. The purpose of the current research was to validate the model of professional competencies of online education teachers of the first secondary school. Method: The research method was a descriptive survey type. The statistical population included all teachers of the first secondary school in Golestan province, whose number was about 750 people. The sample was estimated to be 148 people based on Regasi and Morgan's table, who were selected by cluster sampling method. The data collection tool was a researcher-made questionnaire that was prepared based on the results of the qualitative phase. The data was analyzed using smart PLS software and structural equation modeling method. Findings: According to the findings of the research, 89 concepts, 18 subcategories and 7 main categories were confirmed, and the main categories include technical skills, virtual classroom management, virtual education ethics, general skills, teaching and learning activities, the cognitive skills and character of the teacher were valid. Conclusion: Therefore, these qualifications should be considered in the selection of teachers and efforts should be made to ensure that the teachers who are teaching have these qualifications.

This study aimed to design a framework for improving professional qualifications in technical and vocational education in Mazandaran province with the Fourth Industrial Revolution approach. The qualitative research method was conducted with the Strauss and Corbin data-based approach. The statistical population included experts in technical and vocational education with an academic rank of assistant professor and above and at least 8 years of experience, who were purposefully selected through skilled person sampling. 12 people were interviewed as samples until theoretical saturation was reached. Semi-structured interviews and texts analysis were conducted. The findings were reviewed and confirmed by participants and professors for validity which was ensured through continuous review, participatory analyses, and compliance with theoretical foundations. Data analysis was performed using open, axial, and selective coding, and 281 categories were extracted. The results illustrated that the central phenomenon of "professional competence" included technical, soft, managerial, and cognitive skills and was influenced by causal (such as technological developments), contextual (such as educational infrastructure), and intervening (such as social and legal challenges) conditions. The proposed strategies include the educational system transformation, continuous learning, and the linkage of education with industry, which brings consequences such as job creation, innovation, and quality improvement showing that traditional skills training no longer meets the complex and evolving needs of the labor market. Technological changes, the introduction of new technologies such as artificial intelligence, the Internet of Things, and the metaverse, and the emphasis on soft competencies, require a fundamental transformation in the technical and vocational education system.

Purpose: This study was conducted with the aim of designing a comprehensive framework to enhance professional competencies in technical and vocational education in Mazandaran Province, with a focus on the Fourth Industrial Revolution. Method: The research is qualitative and applied in nature, utilizing the grounded theory approach based on Strauss and Corbin's paradigm model. The statistical population consisted of experts in the field of technical and vocational education with an academic rank of assistant professor or higher and a minimum of eight years of experience. Using purposive sampling, 12 participants were selected until theoretical saturation was achieved. Data were collected through semi-structured interviews and document analysis. The reliability of the results was supported through continuous review, participatory analysis, and alignment with theoretical foundations. Data analysis was performed using open, axial, and selective coding, resulting in the extraction of 281 categories. Results: The core phenomenon identified was "professional competency, " comprising technical, soft, managerial, and cognitive skills, influenced by causal conditions (e. g., technological developments), contextual conditions (e. g., educational infrastructure), and intervening factors (e. g., legal and social challenges). Proposed strategies include educational system reform, continuous learning, and linking education with industry, leading to outcomes such as employment generation, innovation, and quality enhancement. Conclusion: A comprehensive framework for promoting professional qualifications in technical and vocational education in Mazandaran province has several basic components, some of which the present study identified and provided to the trustees, which can be used in the development of technical and vocational education.

The comprehensive development of education in any country depends on professional teachers; One of the most effective ways to educate teachers is to use informal learning. The main purpose of this research is to identify and prioritize informal teaching methods for high school teachers. The present study is objective in terms of purpose, exploratory in terms of subject matter, applied-developmental in nature, and descriptive-analytical study. In this study, a combined approach was used. In the qualitative part, using exploratory method, in addition to open and central coding, the methods and informal learning method were identified and in the quantitative part, using the survey method, the current situation of informal teaching methods of teachers was identified. In this research, in order to gather information in the qualitative part of the semi-constructed interview tool with purposeful sampling (snowball) and the retest method and internal agreement, a topic was performed to calculate the reliability of the interviews and in a small part to ensure the reliability of the questionnaire The Cronbach's alpha coefficient was 0. 90. 349 teachers were estimated as a sample size by stochastic, random, multi-step method and using statistical determinants of the size of the population of statistical population (3724 people). Based on the research findings, 16 methods of acquiring competencies were identified, which were divided into 5 categories: discussion with others (including components of inferring from others' statements, learning through discussions and dialogue, informal verbal messages), interaction with peers (including project components).-Activity with others-Sharing experiences-Thought storm), Behavior (including components of imitation of others-Inference from the behavior of others-Admirable non-verbal behavior-Compulsory non-verbal behavior), Cyberspace (including Internet search components-Presence in networks Social) and experience (including components of trial and error during teaching-attending scientific out-of-school circles-classroom feedback feedback).

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.