خلاصة:
The results of the research showed that the quality of the input and process sections is at a 'relatively desirable' level, while the output section is at an 'undesirable' level, and the quality of female high schools in Tehran city is at an 'undesirable' level; finally, solutions and suggestions for improving quality in technical and vocational high schools are discussed. Evaluating and continuously improving the quality of technical and vocational high schools is an unavoidable necessity due to their increasing role and importance in providing human resources at the pre-university level. The aim of the present research is to evaluate the quality of female technical and vocational high schools in Tehran city using a systems approach and to provide solutions for improving their quality; this study was conducted in two separate stages: 1. Developing a framework consisting of 19 factors and 237 input, process, and output indicators and 129 criteria for judgment; 2. Applying them in evaluating the high schools of the target community. The required data were collected and analyzed using the opinions of 1590 people including: high school principals and deputies, instructors, students, employers, graduates, and experts, through questionnaires, interviews, and observation.
ملخص الجهاز:
In such circumstances, countries that have realized the importance of education and its role in the future economy, and simultaneously have concerns about development, consider improving the quality of the educational system as the core of their fundamental missions and priorities (Jorgenson and Fraumeni 6, 1992) and devote a significant share of their Gross Domestic Product to the educational system (Organisation for Economic Co-operation and Development 7, 2000) One of the most important parts of every country's educational system is the vocational technical education system, and paying attention to it is among the essential policies of countries for training efficient human resources at the pre-university level (Simsek and Yildirim 8, 2002; Kazamias and Roussakis 9, 2003), and its significant role and importance in achieving economic, social, and individual goals have not been beyond the scope of research (1).
Owen Evidence indicates a consensus in understanding the necessity of evaluating vocational technical high schools (Wentling and Barnard 1, 1489; McKinney, Farley, Smith, Kohan, and Pratzner 2, 1589, Starr 3, 1689, Hull 4, 1789; Merkel-Keller 5, 1889; Hochlander, Levesque, and Rahn 6, 1992; Stasz 7, 1999).
Krahn have emphasized in the learning environment and school quality (Murnane and Phillips1, 1891; Rivkin, Hanushek and Kain, 28991; Darling-Hammond3, 8991; Goldhaber and Brewer4, 7991; Lewis, Parsad, Carey, Bartfai, Farris and Smerdon, 59991).
Therefore, equipping skill training centers with the weapons of up-to-date, practical, and high-quality knowledge and skills is more necessary than ever (Bernhardt, Morris, Handcock & Scott 1, 1998; Brown 2, 1991; Cuneo 3, 2002; Bokoum & Nanga 4, 2002; Nahas 5, 2002; Gaskell 6, 2002; Munby, Hutchinson & Chin 7, 2002; Rojewski 8, 2002).
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