This descriptive study aimed to evaluate the appropriateness of the curriculum (in terms of curriculum elements) of VOCATIONAL training from the perspective of trainees. In this study, we sought to assess the appropriateness of the curriculum element (aims, content, teaching AND assessment) in TECHNICAL AND VOCATIONAL education. The study population included all the students (male AND female) of professional centers of SanANDaj city, out of which a sample of 344 was rANDomly selected. A researcher-made, 48-item questionnaire based on four main elements of the curriculum was administered to collect data. Descriptive (mean, stANDard deviation, frequency) AND inferential statistics (t test, univariate analysis of variance AND Friedman test) were used to analyze the data. The results showed that the TECHNICAL AND VOCATIONAL education have proportionality with three elements (objectives, content AND assessment). The proportionality of other element (method) was reported to be above average level of fitness. Moreover, the value of F was significant AND indicated that there exists difference between the proportion of VOCATIONAL AND TECHNICAL education AND curriculum elements.

The current study is a survey-descriptive one in which the statistical population includes the experts working at TECHNICAL AND VOCATIONAL Training Organization AND its subordinate offices, experts working in the industrial section, faculty members AND scientific centers. The required data for this study were collected through researcher-made questionnaires AND check lists. Analytic Hierarchy Process was employed to help choose the best courses AND skills from four different perspectives (needs of job market AND industry market, attention to entrepreneurship development, attention to job creation for university graduates AND equality of priorities). The results showed that the priorities from the perspective of choosing the skills based on the need of the job AND industry market are as follows: the first priority is the skills of repair AND maintenance of gem spectrometer, the second one is assigned to the skills of working with gem spectrometer, the third priority belongs to the skills of repair AND maintenance of X-Ray emission spectrometer, the forth one is the skills of repair AND maintenance of gas chromatography-gem spectrometer AND the last priority is the skills of working with X-Ray emission spectrometer. From the viewpoint of attention to entrepreneurship development the priorities are as follow: the first one is related to the period of working in chromatographic laboratory as a user having the skills of working with gas chromatography-gem spectrometer, the second priority is having the skills of a furnishing mill user, having the skills of working with furnishing mill, the third priority is the skills of X-Ray user having the skills of working with X-Ray emission spectrometer, the forth one is the skills of repair AND maintenance of visible-ultraviolet spectrometer AND the fifth priority is the skill of working with refract meter. From the perspective of attention to job creation for university graduates the priorities are as follows: the first one is the skills of working with the device of sedimentation in vacuum with fire vaporizer, the second priority is the skills of repair AND maintenance of gem spectrometer, the third priority is the skills of working with gas chromatography-gem spectrometer, the forth one is the skills of repair AND maintenance of nuclear magnetic resonance-immediate transfer AND the fifth one is the skills of working with chromatography of provided liquid. From the perspective of equality of priorities, the result showed that the first priority is the period of working in the spectrometric laboratory as a user having the skills of repair AND maintenance of gem spectrometer. The second priority is assigned to the period of working as a user in the relevant chromatographic laboratory having the skills of working with gas chromatography-gem spectrometer. The third one relates to the period of working in the spectrometric laboratory as a user having the skills of working with gem spectrometer. The forth priority is the period of working as a user of X-Ray spectrometer having the skills of working with X-Ray emission spectrometer AND repair AND maintenance of it.

The development planner has emphasized on education as a key element in the former sustainable development plans. However, the graduated unemployment phenomenon in one side AND the limits in higher education capacities on the other side, both will guide the educational planners to review AND change the curriculums AND programs. The external effects of any TECHNICAL AND VOCATIONAL Education Training (TVET) program are important factors in TVE (TECHNICAL AND VOCATIONAL Education) system success. In this research, it examined the PERFORMANCE of graduates due to the labor market requirements. According to this study the ultimate goal is answering this question that “How is the external efficiency of the college PERFORMANCE?” Then we will go beyond other questions such as employment relation between job background AND job adaptability with level of education, self-employment, business development, quality assessment in the graduate viewpoint AND demAND for skillful training. In the final step we assess the effective elements in college PERFORMANCE as a systematic opinion, including: inputs, process, outputs AND peripherals conditions through experts viewpoints. The results show that sixty two percent of the college graduates accessed to a job in labor market AND sixty percent employed in technicians level. Eighty one percent of employed, occupied positions related to their background skills AND only twenty three percent are self employed. According to this study, TVE program is successful AND technicians are employed in the correct level in labor market of Iran.

Iran TECHNICAL AND VOCATIONAL Training Organization (TVTO) arranges the National Skills Competition (NSC) annually aiming to boost youths’ self- efficacy, to generate creativity AND innovation in TECHNICAL AND VOCATIONAL training (TVT), AND to provide suitable environment for fair competitions AND entrepreneurship development, as well as TVTO discourages labor force, provides opportunity for youth in order to present their competency AND expertise, develops a mechanism for updating national- level skills on the international ones, AND prepare an enabling environment to interact between labor force AND real world of work through the competition. Introducing NSC AND World Skills Competition (WSC), the paper examined the evolution of VOCATIONAL skills competition as a significant instrument for developing TVT AND describes the benefits AND criticisms addressed to the competition. This is a review AND applied- type paper. The reliable AND valid data of Iran NSC Office AND WSC Secretariat were used. The analysis results AND authors’ experiences show that the role of competitions in developing AND promoting TVT cannot be ignored. At the end, some recommendations have been proposed for continuous improvement of competitions based on the results.

A glance at Iran’s education system history shows that its education systems are always exposed to modification AND change. The most important reasons for these modifications are making the education system parallel with the changes in the political, economical, AND social environments AND in the recent decades haven been causing the speeding-up of economical modifications. Therefore modification of TECHNICAL AND VOCATIONAL training system can be considered a main priority for modification of country’s education system. This is an important tool for training AND increasing the PERFORMANCE of human resources, for the purpose of making the ground for economical modifications AND expansion.One of the countries – in late 1980s – which was in the same conditions as ours – today – (in such ways as dependency on export of raw material, protective economy, facing youths’ unemployment AND economical downfall, lAND space, geographical distribution, AND cultural variation) is Australia. This country began  economical expansion based on modification of TECHNICAL AND VOCATIONAL Education system in late 1990s. Hence, the country gained valuable achievements by the end of the decade AND the beginning of the twenty first century. Therefore, the study of the characteristics of this system can bring with itself lessons for the modification of TECHNICAL AND VOCATIONAL Education in Iran. Three important characteristics exist in the TECHNICAL AND VOCATIONAL Education System, especially in TECHNICAL AND Complementary Education, which provides for movement AND flexibility of the system in responding to industry needs as well as expansion AND continual modification. These characteristics include: 1- Organizational independence of TECHNICAL AND VOCATIONAL Education System; 2- Communication with Production AND Services sector; AND 3- The creation of research centers AND communication with universities AND scientific centers. By describing AND researching into usage of these characteristics in Iran’s TECHNICAL AND VOCATIONAL Education System, this article has shown that paying attention to it can help Iran’s mentioned educational system. Of course in order to take place, these modifications require the setup of opportunities such as making the university structure research-based, setup of research centers in the field of TECHNICAL AND VOCATIONAL Trainings, as well as organization AND expansion of civic AND complementary organizations so that with their help we would be able to setup mediator organizations, which would be able to provide for direct relationship between education AND production sector. At the end of the article, a set of suggestions have been made for the modification of  TECHNICAL AND VOCATIONAL Education System in Iran.

Todays, job advertisement focuses on interpersonal skills, creativity, team working, problem solving as a main profession parts. In other words, the type of skills who employers are seeking for job focused on soft skills instead on hard skills. This study emphasizes on importance of soft skills for VET graduates. Consequently; soft skills includesproblem solving, interpersonal skills AND team working being discovered, while its development methodology being assumed within seminars, periodic feed back, web based training courses.

The objective of this paper is to explain the achievements of the TECHNICAL AND VOCATIONAL institutes regarding human capital formation AND training, AND encouraging entrepreneurship capability. In order to do this, field study was carried out using a questionnaire AND interview. The statistical population from which the sample was drawn was 13458 trainees of the thirteen Khorasan's institutes during the period of 1378-80. Using stratified rANDom sampling, 1432 trainees were selected. The content validity of the questionnaire was logically confirmed, AND for estimating the reliability, Cronbach's coefficient was employed. The obtained results indicate that these institutes have gained remarkable achievements on the grounds of training skilled labour force AND entrepreneurs. They were capable to act as a short cut in the development of human capital in the country. However; more achievements require paying serious attention from stimulating, logistical, educational, AND structural point of view.