Technical, vocational and entrepreneurship education always emphasized as a tool for economic and social development in different countries. The main purpose of this study is to design an entrepreneurship education model in the technical and vocational education system of Iran. The research method is applied in terms of purpose and based on data collection,it is qualitative using Grounded theory method. Using purposeful sampling and snowball sampling method, semi-structured in-depth interviews conducted with 15 experts of entrepreneurship and technical and vocational training, and the data analyzed using open, axial and selective coding through Max QDA software 2018 version analyzed. The paradigm model based on the central phenomenon (entrepreneurial skills training) affected by causal conditions (personality traits of skills of graduates of technical and vocational education system, content of educational programs, teaching methods, patterns of skills training of family learners, abilities and competencies of technical and vocational management trainers) Causal conditions (infrastructure, government support, link between technical and vocational education system and industry, entrepreneurial ecosystem support for trainees) and intervening variables (economic factors, evaluation system for technical and vocational certification, mass media and social media) along with strategies and consequences of were formed in the system of entrepreneurship education in technical and vocational education system (individual level and macro level) formed.

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.

Purpose: The aim of this study was to design a combination learning model in technical and vocational education. Methodology: This study was applied in terms of purpose and exploratory (quantitative and qualitative) in terms of implementation method. The research population was in the qualitative part of documents and resources and specialists in the field of combined learning and in the quantitative part were the principals and students of technical and vocational schools in Zanjan province in the academic year 2018-19. The sample of research was in the qualitative part of documents and resources related to combined learning and 17 experts in the field of learning who were selected according to the principle of theoretical saturation by sampling method of network experts and in the quantitative part were 176 administrators and students who according to Krejcie and Morgan table with Cluster sampling method was selected. Data were collected by filing methods, interviews and a researcher-made questionnaire (39 items) whose face and content validity of the questionnaire was confirmed and its reliability was obtained by Cronbach's alpha method of 0. 81. Qualitative data were analyzed by open and axial coding method based on Klein model and quantitative data were analyzed by Delphi methods to determine the validation of the model and t-test. Finding: The results showed that combined learning in technical and vocational education included 43 basic concepts and 9 structural concepts including learning objectives, learning content, learning activities, learning strategies, grouping, learning materials and resources, learning time, learning location and evaluation. The combined learning model of design and its validity by experts with Delphi method was approved in two stages and the number of basic concepts was reduced from 43 to 39. The results of t-test also showed that technical readiness and readiness of human factors combined learning had an effective role in technical and vocational education. Discussion: According to the results, the designed model of combined learning approved by experts can be used in combined learning environments in technical and professional organizations and can be a criterion for future research in this organization.

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 document on the fundamental transformation of Iran's education was approved, in which the entrepreneurial spirit, the acquisition of general professional, skill and artistic competencies, the basis for productive work were predicted (Supreme Council of the Cultural Revolution, 2011) and the formal education system as a factor. Socially effective and productive manpower, cultural and spiritual capital for sustainable growth based on Islamic criteria were considered (Khamenei, SA. 2018). No important article was found in foreign journals in this regard. But inside, the level of attention to the six educational areas of the document of the fundamental transformation of education in the textbooks of social studies of the elementary school has been examined. Among the dimensions discussed, the scientific and technological dimension has received the most attention and the economic and professional dimension has received the least attention (Faraji et al., 2017). Individual, organizational and environmental factors as a precursor; And Strategic Leadership, Strategic Renovation, Planner Development, Modification and Reengineering of Structures, Creating a Common Vision, Promoting a Systematic View, Livelihoods, Establishing Excellence Systems, Information Transparency, Establishing Successful Supervision Systems, and Developing Capabilities As components of transformation were identified and organizational agility, competitiveness capabilities and employee growth were as consequences of change (Esmaili et al., 2018). According to previous researches, no finding based on research objectives was observed. Objective Purpose of the research; Content analysis of the transformation document is from an economic-professional and scientific-technological perspective Economic-professional field; Regarding human ability in managing livelihood and economic and professional endeavors and scientific-technological field; It is about the ability of people in society to recognize, use and develop the results of reason and dense human experience in a variety of knowledge and technology. In this research, the components and examples of economic-professional and scientific-technology are extracted from the fundamental document of transformation by content analysis method. The extent to which the objectives of the document are achieved in the new resources of the new technical and professional branch system are explained and evaluated. Data/Methodology It starts with this basic question: Are the principles of economic, professional and scientific fields of education technology outlined in the fundamental document of transformation create technical and non-technical competencies of the curriculum content in the technical and professional branches? What is the assessment of educational experts about the realization of these areas? Techniques and methods of analysis: In a general classification, this research is quantitative-qualitative and applied and based on the nature and method, descriptive-analytical. Content analysis method was used to calculate the research variables. The content of this research includes the study of economic-professional and scientific-technological educations document and extraction of its components and examples in order to adapt and evaluate the curriculum content of the new technical and professional system, according to educational experts and with the help of Atlas ti quality analysis software. With a researcher-made questionnaire, the validity of which was determined using the judgment of experts and to measure the reliability of the tool, the content review list was provided to 6 educational experts by Scott method and their agreement coefficient based on the formula (agreed categories / total category * 100 ) Calculated. Then, in the quantitative part of the research, dual sample testing was performed on quantitative data in SPSS software. Paired t-test was used. In this test, the difference between the means of the trait is evaluated. Results/Findings In this research, for the first time, the concepts from the point of view of educational experts in the goals of economic-professional and scientific-technological fields are estimated to an acceptable level in the specialized books of the new system. For example, extracting the component of understanding economic issues and its examples; in the economic and professional field; • Economic education, recognition of economic decisions • Develop plans for a successful financial future • Gain skills to achieve personal goals such as savings, higher education and investment which is consistent with Santomro's 2003 study. Or in extracting scientific and technological concepts; in the component of understanding the knowledge necessary for life and examples • Problem solving, decision making, communication and interpersonal skills, self-awareness and empathy with others • Developing a lifelong mindset • Achieving the highest level of personal, professional and social capabilities Which is consistent with the research of Mahdavian, Karami, and Rezaei in 2016. The concepts of this research, such as growth and technical and scientific competencies, help technical and professional managers to design curriculum subsystems at all levels of general, technical and skills education in order to better estimate the objectives of the transformation document. The results showed that according to the main aspects of education in the eyes of theorists and educational experts at the international level and special features of Islamic culture, its content curriculum in the future will be able to achieve the goals of education in the education system based on philosophy of education And Islamic education (desirable individual and social life of Islam) and the growth and flourishing of talents and quality promotion in the fields of insight, knowledge, skills, education and mental and physical health of students. From the teacher' point of view, the books of the new system of the technical and professional branch will play their educational role well, according to the latest methods of up-to-date world education for the future life of the students. Implications Strict implementation of the Fundamental Transformation Document of Education is recommended to achieve its lofty goals. For future research, it is suggested that other macro-documents such as the constitution and communicative education policies be analyzed and compared with this research to explain the general model of the vocational technical education system more accurately.

TVS have been established with different objectives, namely to prepare the grounds for guiding the students towards employment or providing opportunity for continuing their studies. However poor quality of schools, lack of required capacities in society, and various gender inequalities in labor market have been serious obstacles in fulfilling the above objectives and thus have reinforced the conception that school outputs are undesirable.Aimed at studying this mentality scientifically, the present research evaluates the outputs of girls’ TVS in Tehran in 3 stages."Pre-evaluation" stage consisted of surveying 236 experts, 7 factors, 45 indicators in "personal, social and economical" dimensions and compiling 16 judgment criteria in "desirable, fairly desirable and undesirable" levels.In "evaluation" stage, compiled factors and indicators, along with 3 questionnaires administrated to 226 participants including principals, graduates, and employers of employed graduates were used.Results showed that in personal dimension, quality of "achievement and dropout" and "alumni (knowledge, attitude, creativity, and skills)" were "fairly desirable" and "promotion to higher education " was "undesirable".In social dimension, quality of "fulfillment of educational-social goal" was "fairly desirable". In economical dimension, quality of "employment" and "entrepreneurship" was "undesirable" and "employer satisfaction" was "fairly desirable". Both of personal and economical dimensions were evaluated as "undesirable" and social dimension evaluated as "fairly desirable". Finally, quality of girl’s TVS in Tehran was evaluated as "undesirable".In "post-evaluation" stage, using the results of content analysis of open ended questionnaires of graduates and employers, matched with interviewing students, teachers and school counselors, the reasons of evaluation results were discussed and recommendations for improvement of present situation were suggested.

The production of knowledge-based and job-creating is not just a slogan of the day, but a basic requirement that requires operational and strategic measures. In this regard, the present study was conducted with the aim of providing a model of knowledge-based and employment-generating production based on technical-professional skills. The present study is an applied-developmental research that was conducted with a mixed exploratory research design. The statistical population of the quality department includes 15 staff and provincial managers of the Technical and Vocational Education Organization. In the quantitative part, the views of 391 trainees of the Technical and Vocational Education Organization were used. The data collection tool in the qualitative part is a semi-structured interview and in the quantitative part is a Likert scale questionnaire. For data analysis, content qualitative analysis method with MAXQDA software, structural-interpretive modeling with MICMAC software and partial least squares method with SMART PLS software were used. The results showed that empowerment of technical-vocational trainers and reviewing the content of technical-vocational training have a high influence and affect technical knowledge and scientific production knowledge through entrepreneurial training. Technical knowledge and scientific knowledge of production also significantly produce knowledge-based production. Finally, through the production of knowledge-based, the macro goals of job creation can be achieved.