Objective: The present study was conducted with the aim of effective school-based self-control Skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control Skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control Skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

Skilled manpower is a key competetive advantage for any organization toward a knowledge-based development. "Skill training System", with such an important duty, is under influence of science & technology development, so it is neccesary to investigate the effects of new technological concepts as "Technological Convergence". This study uses "Environmental Scanning" to foresight "Convergent Technologies" in Skill training system and the results show that all components of the system (Inputs, Processes, Outputs & Outcomes) will be changed by those technologies (Nano, Bio, ICT & Cognitive Sciences) in future.

The current research is implemented in order to compare the efficiency of assertiveness Skill training and problem-solving Skill training on the content of marital satisfaction for female students. Method adopted for this study was semi-experimental with pre-test post-test design using control group. Sampling method had the framework of available sampling and random replacement. Statistical population was comprised of some 45 female married students with rather low content of marital satisfaction. They were randomly divided to 3 different groups. training classes for the Skills of problem solving and assertiveness were held for the test groups 1 and 2, respectively. The classes were held collectively in 10 one hour long sessions but the control group (test group 3) did not receive any training. Then, ENRICH (Evaluation and Nurturing Relationship Issues, Communication and Happiness) marital satisfaction inventory was run for the all 3 groups at pretest and post-test levels. The obtained data were analyzed by one-way ANOVA test and Sheffe’s test. The acquired results from this research demonstrated that problem-solving Skill and assertiveness Skill trainings were both effective on the content of marital satisfaction among female students under study. Meanwhile, no significant difference was reported between effectiveness of problem-solving Skill training and assertiveness Skill training on marital satisfaction for the female students. It should be noted that a follow-up study was additionally performed after 2 months. The results of which revealed that assertiveness and problem-solving trainings have still remained effective.

Since the appearance, modern university has experienced three different generations. The first generation universities were generally educational and education-oriented and the second generation universities were generally research and research activities-oriented. The third generation universities are generally entrepreneur and entrepreneurship-oriented and solver of society problems with scientific and systematic approach in interaction with environment. In the third generation university, entrepreneurship is axis and core mission of university system. In all scientific groups must be considered entrepreneurial education direction with nature and attitute of any scientific group, and in technical-engineering and medical groups must be considered entrepreneurial education and Skill development based on needs of any scientific group and discipline. For shaping the third generation university and utilization from this generation university benefits must be in core of university and higher education strategies and policies Skill training of students, faculty, managers and staff. In this paper, with explanation of concept and attitudes of entrepreneurial university is stated position and necessity of Skill training and entrepreneurial education in this university by documents review and quality meta-analysis of done researches. Based on this research, shaping and effectiveness of entrepreneurial university don’t possible without systematic development of Skill training and entrepreneurial education for students, faculty, managers and staff, and reinforcement of entrepreneurial attitudes in university human resources. Therefore, one of the key perspectives of third generation (entrepreneurial) university is development of job and professional Skills and competences and empowerment of students and faculty in direction of national development process and society problems solving by scientific method.

Skills training has been considered a new approach, especially in the education system. Also, it is believed that Skill training is a tool for the development and progress of the country. The prevailing approach in empirical and policy-making texts pays less attention to the problematic facet of this issue. The main purpose of this study is to identify the theoretical and fundamental issues and challenges of Skill training. In addition, this paper deals with the critical views to reveal the new dimensions of it. By systematic and critical reviewing of various theoretical traditions, we discussed the problems and challenges of Skill training. The findings revealed that the fundamental issues in Skill training are: degradation of work, tacit knowledge, the impossibility of planning for training, and Skills as the reproduction of existing inequalities.

One of the most important tools of human forces development is technical and vocational training (TVT) which provides the students with vocational Skills in order to prepare them for entering the business world. Since the changes in the business and industry market vary the level of requirements and Skills, flexible training is necessary to respond to these changes in order to teach the learners how to properly deal with new environments and provide solutions for the problems in a way the learners be able to learn job Skills such as communication, commitment, punctuality, problem solving, teamwork, self-management, planning, organization and technology. Unfortunately, TVT system is such a traditional system that can not meet the ever-changing needs of learners and business market. Therefore, new training approaches and instructional design have been considered important in many developing and developed countries. And many industrial, medical and educational organizations in these countries used the new approach as a shortcut for training effectiveness ans individual Skills improvement. One of these new approaches is holistic instructional design that prepares the learners for entering the business world by integrating knowledge, attitudes and Skills, preparing them to face challenges of changes. However, it can be said that instead of the traditional approaches to teaching in TVT centers, planning should be performed using new learning environments as well as holistic environment in order to change the business needs, training materials and teaching- learning methods appropriate for the learners.

The aim of this study was to provide a model of effective Skill training to promote applied science centers in Mazandaran province. The research was applied in terms of purpose and based on the nature of the data; it was an exploratory mix (qualitative-quantitative). The statistical population in the qualitative part of the research included all experts in the field of effective Skills training who were selected using the purposeful snowball sampling method, 30 experts. The second group of the statistical population of this study in the quantitative part included all the official teachers of applied science centers in Mazandaran province in the number of 3, 000 people who were selected by random sampling and snowball method of 608 people as the sample size. In the qualitative part of the present study, semi-in-depth interviews were used and in the quantitative part, a researcher-made questionnaire was used. The validity and reliability of both instruments were evaluated and confirmed. The method of data analysis in the qualitative part of the theoretical coding was taken from the method of data theory of the foundation and in the quantitative part, confirmatory factor analysis was used to validate the model and determine the relationship between the identified factors. The results of the study showed that a total of 6 dimensions of career goals, instructor, environment, student, content and management, 28 components and 252 indicators of the dimensions of the Skill training model are effective.