چکیده:
Aim: The complexities of current labor market have led fundamental transition in vocational
education and training curricula, and it’s become much significant, a competency‑based point of
view and simultaneous attention to technical and nontechnical competencies. To evaluate the quality
of technical and nontechnical competencies used in vocational education and training curricula in
Iran in order to present an assessment model was the objective of this research. Methods: The
research method was a survey, and the statistical population was a group of 30 experts in authoring
and editing of vocational education and training textbooks. All the samples were censured, due to a
small population. The research tool was a two‑part interview, containing questions about the existing
situation and the desirable situation of attention to technical and nontechnical competencies in
vocational education and training curricula. Kruskal–Wallis and Mann–Whitney tests were used to
analyze statistical data. Results: The results in technical competencies part showed that the average
attention rating to tasks like: The proper way to work with tools, paying attention to all aspects of a
profession and work environment health and safety is higher than average but still is far away from
the desirable situation. Conclusion: The average attention rating in nontechnical competencies
part to tasks like teamwork, professional ethics, new technologies, entrepreneurship, and resource
management is lower than average and is too far away from the desirable situation.
خلاصه ماشینی:
com ABSTRACT Aim: The complexities of current labor market have led fundamental transition in vocational education and training curricula, and it’s become much significant, a competency‑based point of view and simultaneous attention to technical and nontechnical competencies.
The research tool was a two‑part interview, containing questions about the existing situation and the desirable situation of attention to technical and nontechnical competencies in vocational education and training curricula.
These two trainings supported by Office of European Union,[9] are fulfilled if students are competent in nontechnical areas like: Teamwork, professional ethics, using new technologies of communication, entrepreneurship and resource management, in addition to knowledge, skill and specific technical approaches.
[16] Studies on competency‑based approach in many countries showed the attention to objectives like Teamwork, professional ethics, entrepreneurship, human resource management, new communication technology in vocational education and training.
The research is going to answer the following questions: • How much attention is given to technical competence in vocational education and training curriculum in Iran?
The data is analyzed by Kruskal–Wallis and Mann–Whitney tests and the current situation and desirable situation of attention given to vocational education and training curriculum in terms of technical and nontechnical competence is compared and the need to reform would be determined if there is any difference.
According to Table 3, experts considered the necessity of giving attention to technical competence in vocational and educational curricula in Iran as follows: Proper working with tools and equipment of a desired basic profession 0% very little, 0% little, 36.