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نویدی, احد, خالقی نژاد, سید علی, خلاقی, علی اصغر. (1397). طراحی چهارچوبی برای آموزش مهارت فنی و حرفه‌ای به دانش‌آموزان متوسطه دوم شاخه نظری: یک مطالعه کیفی. فناوری آموزش, 13(1), 120-134. doi: 10.22061/jte.2018.2738.1695
احد نویدی; سید علی خالقی نژاد; علی اصغر خلاقی. "طراحی چهارچوبی برای آموزش مهارت فنی و حرفه‌ای به دانش‌آموزان متوسطه دوم شاخه نظری: یک مطالعه کیفی". فناوری آموزش, 13, 1, 1397, 120-134. doi: 10.22061/jte.2018.2738.1695
نویدی, احد, خالقی نژاد, سید علی, خلاقی, علی اصغر. (1397). 'طراحی چهارچوبی برای آموزش مهارت فنی و حرفه‌ای به دانش‌آموزان متوسطه دوم شاخه نظری: یک مطالعه کیفی', فناوری آموزش, 13(1), pp. 120-134. doi: 10.22061/jte.2018.2738.1695
نویدی, احد, خالقی نژاد, سید علی, خلاقی, علی اصغر. طراحی چهارچوبی برای آموزش مهارت فنی و حرفه‌ای به دانش‌آموزان متوسطه دوم شاخه نظری: یک مطالعه کیفی. فناوری آموزش, 1397; 13(1): 120-134. doi: 10.22061/jte.2018.2738.1695

طراحی چهارچوبی برای آموزش مهارت فنی و حرفه‌ای به دانش‌آموزان متوسطه دوم شاخه نظری: یک مطالعه کیفی

فناوری آموزش
مقاله 11، دوره 13، شماره 1 - شماره پیاپی 49، دی 1397، صفحه 120-134    اصل مقاله (690.15 K)
نوع مقاله: مقاله مروری
شناسه دیجیتال (DOI): 10.22061/jte.2018.2738.1695
نویسندگان
احد نویدی* 1؛ سید علی خالقی نژاد1؛ علی اصغر خلاقی2
1سازمان پژوهش و برنامه ریزی آموزشی، پژوهشگاه مطالعات آموزش و پرورش، ایران
2دانشکده علوم انسانی، دانشگاه شهیدرجائی، ایران
تاریخ دریافت: 10 اردیبهشت 1397،  تاریخ بازنگری: 08 تیر 1397،  تاریخ پذیرش: 07 مرداد 1397 
چکیده
پیشینه و اهداف: مهارت­ها محرک رشد اقتصادی هستند و در جوامعی که افراد مهارت های پایینی دارند، ارائه و کاربست فناوری، بهره وری بالا و شیوه های جدید کار کردن به سختی پیش می­رود و در حقیقت بهبود کیفیت استانداردهای زندگی را به تأخیر می­افتد. بنابراین، آموزش فنی و حرفه‌ای به منزله ابزاری مهم برای تربیت، افزایش کارایی و بهره­وری نیروی انسانی می­تواند اولویت اصلی نظام آموزش ملل مختلف باشد و در برنامه‌های آموزش و پرورش به طور فزاینده‌ای برجسته و مهم تلقی گردد. همچنین، شواهد وجود دارد آموزش فنی و حرفه‌ای در گسترش دوره متوسطه نقش اثرگذاری بازی می‌کند. باوجود این، آموزش فنی و حرفه‌ای هنوز از یک برچسب آموزش درجه دوم رنج می‌برد و به همین دلیل در جذب دانش‌آموزان مستعدی که به جای آن،آموزش عمومی را انتخاب می‌کنند، شکست می‌خورد. در نتیجه، فقدان مهارت نیروی جوان جویای کار به یک بحران در این کشورها تبدیل شده است. حرفه‌ای سازی دوره متوسطه برای دستیابی به هدف نهایی بهبود تناسب اقتصادی آموزش و پرورش با تحولات بازار کار به یک موضوع  چالش­برانگیز در ایران همانند جوامع دیگر تبدیل شده است. در این راستا، مطالعه حاضر با هدف ارائه چهارچوب برنامه درسی آموزش مهارت فنی و حرفه‌ای به دانش آموزان شاخه نظری انجام شده است.
روش ها: به این منظور، با رویکردی کیفی و با روش بررسی اسنادی پیشینه نظری  و تجارب عملی مرتبط با برنامه‌های­ آموزش فنی و حرفه­ای، اسناد بالا دستی و الگوهای نظری و عملی موجود مورد بررسی قرار گرفت و چهارچوبی متشکل از   11مؤلفه (منطق و چرایی؛ اصول حاکم بر برنامه؛ رویکرد تربیتی برنامه؛ اهداف؛ قلمرو و جهت‌گیری محتوا؛ روش‌های آموزشی- تربیتی(فعالیت‌های یادگیری)؛ گروه‌بندی دانش‌آموزان؛ مواد و منابع یادگیری؛ ارزشیابی پیشرفت تحصیلی ؛ منابع و امکانات و استلزامات برنامه (الزامات اجرایی) تدوین شد. سپس، از طریق تشکیل گروه کانونی با ذینفعان مختلف اعتبار چارچوب استخراج شده ارزیابی و تایید گردید.
یافته‌ها: در مجموع، این چهارچوب به عنوان مبنایی برای برنامه‌ریزی و اقدام برای آموزش مهارت فنی و حرفه‌ای به دانش آموزان شاخه نظری پیشنهاد می‌شود.
نتیجه‌گیری: در مجموع، این مطالعه با ترسیم خطوط اصلی برنامه درسی، چهارچوبی را برای آموزش مهارت فنی و حرفه­ای به دانش آموزان شاخه نظری در دوره دوم متوسطه فراهم کرده است که در آن با تکیه بر اسناد و ادراکات ذینفعان مختلف، مؤلفه­های متعددی از عوامل ساختاری تا عوامل فرایندی با جزئیات کافی مطرح شده است. این چارچوب می تواند مبنای تصمیم گیری برنامه­ریزان و سیاستگذاران برای تدوین سیاست­ها و برنامه­ درسی آموزش یک مهارت به دانش آموزان دوره متوسطه دوم شاخه نظری قرار گیرد. ارتقای سطح هدایت شغلی و خدمات مشاوره برای دانش‌آموزان از دیگر دستاوردهای این چارچوب است که می­تواند در عمل مورد استفاده قرار گیرد. به این معنی که از آنجا که یکی از اهداف مهم گسترش آموزش حرفه‌ای و تجربیات مربوط به محیط کار است، فراهم ساختن مشاوره شغلی و خدمات مشاوره برای دانش‌آموزان به صورت عملی از طریق گسترش برنامه‌های متنوع آموزش حرفه‌ای بسیار مهم است. چنین خدماتی، به منظور تسهیل تصمیم‌سازی آگاهانه دانش آموزان برای انتقال از سطح پایین به سطح بالاتر دوره متوسطه، باید حداقل درآخرین سال سطح پایین‌تر متوسطه یا در آغاز سطح بالاتر دوره متوسطه ارائه شوند.
کلیدواژه‌ها
آموزش فنی و حرفه ای؛ چارچوب راهنما؛ برنامه درسی ملّی؛ دوره متوسطه دوم؛ شاخه نظری
موضوعات
آموزش فنی حرفه ای
عنوان مقاله [English]
Designing a framework for training vocational and technical skill to students at second-level secondary education in academic branch: A qualitative study
نویسندگان [English]
A. Naveedy1؛ S.A. Khaleghinezhad1؛ A. Khallaghi2
1Organization for Research and Educational Planning, Research Institute for Education, Ministry of Education. Iran
2Faculty of Humanities, Shahid Rajaee Teacher Training University. Iran
چکیده [English]
Background and Objective:Skills are the driver of economic growth, and in societies with low skills, the introduction and application of technology, high productivity, and new ways of working are difficult, and in fact delay the improvement in quality of living standards. Therefore, technical and vocational education as an important tool for training and increasing the efficiency and productivity of human resources can be the main priority of the education system of different nations and is considered increasingly prominent and important in education programs. There is also evidence that technical and vocational education plays an influential role in the development of secondary education. Nevertheless, technical and vocational education still suffers from a secondary education label and therefore fails to attract talented students who choose public education instead. As a result, the lack of skills of young job seekers has become a crisis in these countries. The vocationalization of secondary education has become a problematic issue in Iran like other societies for achieving the main goal in terms of adapting the education system to the labor market changes. The present study intends to provide a framework for training vocational and technical skill to second-level secondary students in academic branch.
Methods:Regarding this, the qualitative research approach using documentary method was applied to examine the educational and strategic national documents, existing literature associated with vocational and technical education, and practical and theoretical frameworks. Then, the main framework including 11 components such as the logic and reason of program, the dominant principals of program, educational approach program, goals, content scope and orientation, educational methods, students grouping, learning resources and materials, the evaluation of academic achievement, the prerequisite resources and facilities, and program requirements has been explored. In the next step, validating the extracted framework was examined by different stakeholders, in the focus group meetings, has been confirmed.
Findings: In sum, this framework will be suggested as a foundation for planning and conducting the training a vocational and technical skill to Iranian second-level secondary students in academic branch. 
Conclusion: In general, this study, by drawing the main agenda of the curriculum, has provided a framework for teaching technical and professional skills to theoretical students in the second year of high school, in which several components based on the documents and perceptions of different stakeholders are proposed. From structural factors to process factors are discussed in sufficient detail. This framework can be the basis for decision makers and policy makers to formulate policies and curricula for teaching a skill to high school students in the theoretical branch. Improving the level of career guidance and counseling services for students is another achievement of this framework that can be used in practice.
This means that since one of the important goals is to expand vocational training and workplace experiences, it is important to provide career counseling and counseling services to students in a practical way through the development of a variety of vocational training programs. Such services should be provided at least at the end of the lower secondary school year or at the beginning of the upper secondary school to facilitate students' informed decision-making to move from lower to upper secondary school.

کلیدواژه‌ها [English]
Vocational and Technical Education, Guided Framework, National curriculum, Secondary Education, Academic Branch
مراجع

[1] The Organization for Economic Cooperation and Development (OECD). Reviews of Vocational Education and Training - Learning for Jobs; 2014.

[2] Tang N, Shi W. Youth employment and Technical and Vocational Education and Training (TVET) in China. In Pilz, M. (Ed.) Vocational Education and Training in Times of Economic Crisis (pp. 269-283). US: Springer International Publishing; 2017.

[3] Mukhamadeyeva RM, Mukhamadeyev TM, Mukhamadeyeva IA. Structural and logical approach to the introduction of dual training in vocational and technical education system of the Republic of Kazakhstan. Indian Journal of Science and Technology. 2015; 8(10): 332-248.

[4] Virolainen M, Stenström ML. Finnish vocational education and training in comparison: Strengths and weaknesses. International Journal for Research in Vocational Education and Training. 2014; 1(2): 81-106.

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[1] The Organization for Economic Cooperation and Development (OECD). Reviews of Vocational Education and Training - Learning for Jobs; 2014.

[2] Tang N, Shi W. Youth employment and Technical and Vocational Education and Training (TVET) in China. In Pilz, M. (Ed.) Vocational Education and Training in Times of Economic Crisis (pp. 269-283). US: Springer International Publishing; 2017.

[3] Mukhamadeyeva RM, Mukhamadeyev TM, Mukhamadeyeva IA. Structural and logical approach to the introduction of dual training in vocational and technical education system of the Republic of Kazakhstan. Indian Journal of Science and Technology. 2015; 8(10): 332-248.

[4] Virolainen M, Stenström ML. Finnish vocational education and training in comparison: Strengths and weaknesses. International Journal for Research in Vocational Education and Training. 2014; 1(2): 81-106.

[5] Shah IH, Rahman F, Ajmal M, Hamidullah HM. Situation analysis of technical education and vocational training: A case study from Pakistan. International Journal of Academic Research. 2011; 3(1): 980-984.

[6] Laglo J, Maclean R. Vocationalised secondary education. revisited. Netherlands: Springer; 2005.

[7] Bishop JH, Mane F. Economic returns to vocational courses in US high schools. In J. Lauglo and R. Maclean (Eds.) Vocationalisation of secondary education revisited (pp. 329–362). Netherlands: Springer; 2005.  

[8] Billetoft J, Projectos A. Technical and vocational education and training in Mozambique: Better than its reputation. In J. Lauglo, J. and R. Maclean (Eds.) Vocationalisation of secondary education revisited (pp. 309-328). Netherlands: Springer; 2005.

[9] The World Bank. Vocational Education & Training; 2011.

[10] Haolader FA Foysol, KM, Clement CK. Technical and Vocational Education and Training (TVET) in Bangladesh–Systems, curricula, and transition pathways. In M. Pilz (Ed.) Vocational Education and Training in times of economic crisis (pp. 201-227). US: Springer International Publishing; 2017.

[11] Hanushek E, Woessmann L, Zhang L. General education, vocational education, and labor-market outcomes over the life-cycle, CESifo working paper: Economics of Education. 2011; 3(6): 14-18.

[12] Wilson D N. Promise and Performance in Vocationalised secondary education: Has the baby been thrown out with the bath water? In J. Lauglo and R. Maclean (Eds.) Vocationalisation of secondary education revisited (pp. 71-90). Netherlands: Springer; 2005.

[13] Namuddu K, Jain N, Adamson B. Systemic Curricular Change. In Jayaram, S., & Engmann, M.(Eds.) Bridging the skills gap (pp. 55-75). Netherlands: Springer International Publishing; 2017.

[14] Choi Y. Expanding TVET at the secondary education level. Asia-Pacific education system review series (UNESCO Bangkok) no. 7, UNESCO Bangkok, Bangkok; 2013.

[15] Marashi AA. Scientific report on the experimental schools in Iran. Tehran: The Centre of research Council of Education Ministry; 1989. Persian.

[16] Abotrabian MR. Education through Kad program:As it is and as it should be. Tehran: The Centre of Cooperative Council of Country Vocational and Technical Education; 1986. Persian.

[17] Ministry of Education. Foundational Evolution Document. Tehran: The Higher Council of Education; 2010. Persian.

[18] Fifth five-year development Plan of the Islamic republic of Iran. Tehran: Organization for Management and planning; 2012. Persian.

[19] Szahra G. The process of evolution and shaping the curriculum of high school in Iran. Journal of Education. 1999; 15(1): 59-97. Persian.

[20] The Center of Foundational Change in Education System. The Framework of Education System of Islamic Republic of Iran. Tehran: Ministry of Education; 1989.  Persian.

[21] Ministry of Education. National Curriculum of Islamic Republic of Iran. Tehran: The Higher Council of Education; 2011. Persian.

[22] Akker J van den Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper and U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-10). Dordrecht: Kluwer Academic Publishers; 2003.

[23] Miller MD. Philosophy: The conceptual framework for designing a system of teacher education. In N. K Hartley and T. L.  Wentling (Eds.), Beyond tradition: Preparing the teachers of tomorrow’s workforce (pp. 53-72). Columbia, MO: University Council for Vocational Education; 1996.

[24] Guba EG, Lincoln YS. Fourth generation evaluation. UK: Sage; 1989.

[25] Strauss A, Corbin J. Basics of qualitative research: Procedures and techniques for developing grounded theory. Thousand Oaks, CA: Sage; 1998.

[26] Kitzinger J. Qualitative research. Introducing focus groups. BMJ: British Medical Journal. 1995; 311(7000): 299.

[27] Gunawan J. Ensuring trustworthiness in qualitative research. Belitung Nursing Journal. 2015; 1(1): 10-11.

[28] Strauss A, Corbin J. Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA, Sage Publications; 1998

[29] Levin Henry M. Workplace democracy and educational planning. In M. Carnoy, H. Levin and K.  King  Education, work, and employment.  Paris: UNESCO; 1980.

[30] Gregson J. A conceptual framework for green career and technical education: Sustainability and the development of a green-collar workforce. Journal of Technical Education and Training. 2010; 2(1): 123-137.

[31] Miller MD, Gregson JA. A philosophic view for seeing the past of vocational education and envisioning the future of workforce education: Pragmatism revisited. In Pautler Jr, A. J.(Ed.) Workforce education: Issues for the new century (pp. 21-34). Stanford, Calif; 1999.

[32] Rojewski JW. A conceptual framework for technical and vocational education and training. In R. Maclean and D. Wilson (Eds.) International handbook of education for the changing world of work (pp. 19-39). Dordrecht: Springer; 2009.

[33] Miller MD. Principles and a philosophy for vocational education, The Ohio State University. US: The National Center for Research in Vocational Education; 1985.

[34] Terada M. The Development and Study of Pre-Vocational Education in Japan. In F. Rauner and R. Maclean (Eds.) Handbook of technical and vocational education and training research (pp. 322-327). Dordrecht: Springer; 2008.

[35] The Organization for Economic Co-operation and Development (OECD) Pre-vocational education; 2003.

[36] Schilling JF, Koetting JR. Underpinnings of competency-based education. Athletic Training Education Journal. 2010; 5(4): 165-169.

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