kourosh fathi vajargah

This article examines the challenges that interns face during the internship process in Iranian organizations. The internship is one of the university application programs to establish a relationship with society's service and economic sectors. Universities try to improve students' skills through these programs to prepare them for the workplace. A fundamentalist thought that an internship is not an opportunity to create knowledge but a tool to acquire specific tasks and skills. With a post-qualitative analysis and a post-structuralist approach, this article has identified the structures, mental patterns, and dominant discourses that have prevented internships. For this purpose, in the present research, 12 interns in the field of Training and Human Resource Development and 29 managers and employees of public and private organizations in Tehran were canvassed. The results showed that what is implemented in the internships varies from the official dimensions and drawn goals. A critical reflection shows that behind this dramatic image are hidden curricula that confront us with what happens in the internship process. We hope that knowing these mental patterns and dominant discourses will help the members of Iranian organizations and the interns in this field to free themselves from the control of such discourses to provide an opportunity for the interns to make the internship process not a linear and fundamentalist path but in a Rhizomatic approach for the construction of knowledge.

This study aims to identify the experiences that affect gender intersection with the emotional identity of female students during the doctoral course through a qualitative approach and hermeneutic phenomenology. One of the applications of phenomenological research is to study life’s evolution and the various courses of action in which a woman can experience the world as a woman. The participants of this research are four Ph.D. students of humanities and basic sciences in public universities. These women’s narratives regarding their emotional lived experiences in the university were collected through a phone interview and the additional steps were taken through WhatsApp Messenger. The data attained from identification and isolation of themes were analyzed using the interpretive analysis approach. Findings emerged in two themes: “gender-neutrality attitude of male professors” and “gender-specific attitude toward students” which indicates that “university culture in gender equality” and “the metanarrative of authority in female professors” affect the gender intersection with the emotional identity of these women.

The purpose of this study is to investigate why the postreconceptualization era of curriculum studies is a new wave in curriculum studies and to identify the discourses governing it. From the point of view of experts, the time of post-reconceptualization has arrived, or in other words, another wave for understanding in the river of reconceptualization. The transition from the paradigm of change and reconceptualization as a continuous and progressive process and not just as an event has provided the opportunity to think about what we have done so far, where we stand now and what we should do for the future. A new topic and question that is currently being discussed in the field of curriculum studies, and this study is trying to answer and explain, it is related to what is the era of post-reconceptualization and the design of topics, new concepts in the field of curriculum studies. In fact, it is high time to rethink our ideas and practices in light of changing economic, political, and cultural conditions that include movements, curriculum internationalization, technical innovations, and environmental sustainability among other issues and events. Research questions: 1- What is the meaning and concept of postreconceptualization? 2- What are the ruling discourses of post-reconceptualization?

The employed approach of this study is qualitative, which has been conducted using an interpretive hermeneutic method. The purpose of interpretive hermeneutics is to explain the nature of understanding. The basis used in this study is Gadamer's approach. Therefore, in this article the texts related to the meaning and goals of post-reconceptualization have been studied from the late 1980s to 2023, including 10 books and 12 articles.

From the results of the review of the works, 16 propositions were extracted and according to the propositions identified by the interpreter, 6 discourses were identified; they include: 1- Critical awareness discourse 2- Love and care discourse 3- Social justice discourse 4- The internationalization of curriculum studies discourse 5- Neoclassical discourse 6- Multiplicity and plurality discourse

Post-reconceptualization raises questions about the status of the field of curriculum studies after the reconceptualization trend of the 1970s. Specifically, this term gained importance after the 2006 conference entitled "Shaping the next (moment) era" and post-reconceptualization, which focused on examining contemporary research in this field, gained importance. What has become clear both at this conference and in the journal articles that have used the term Post-reconceptualization is that although the Post-reconceptualization movement has passed—and what remains are debates about its significance, the Post-reconceptualization itself is a place of discussion and debate because it is still being formed. By studying the existing texts and literature in the field of Postreconceptualization, six discourses were identified as the new wave of curriculum studies. The discourse of critical awareness with reference to currere and mental reconstruction is an effort to bifocalize self and work, which leads to the bond of friendship and synchronicity among differences in curriculum work and beyond. One of the reasons why the curriculum is considered a collective moral activity is that it is a collective project, and other curricularists can create better conditions to advance other parts of the text. Therefore, according to the missing link of the curriculum, which is love, in the discourse of love and care, people should make a change in their lifestyle and change their judgments to strengthen love so that they can take care from within. What is of interest in the discourse of social justice is that it asks the curriculum curricularists to deal with structural inequalities and systematic injustices such as gender discrimination, heterosexuality, racism, and to be committed to equality and social justice and to address a kind of discrimination. In this regard, we should mention the discourse of internationalization of curriculum studies, which is a big project for the present and future of curriculum studies. This means that all the potential available around the world should be used to improve the field, and all specialists and experts should cross their geographical boundaries and consider the cultural complexities and different social contexts to be able to develop the curriculum as an international text to understand and create a different voice in curriculum literature. Neoclassical discourse returns to curriculum development with the professional goal of sharpening and making the field more practical. In this way, in addition to understanding the curriculum, attention should also be paid to the field of practice, and a combination of theory and practice should be considered. In fact, curriculum development based on complex understanding should be used. Considering the multiplicity of voices, ideas, and complex debates that exist in the field of curriculum, which is a sign of the dynamism and vitality of the field, new theorizing styles and theoretical frameworks with a different reading in the post-reconceptualization era can lead to the birth of new ideas in the field. One of these new ideas is the Re/Multicontextualization of Curriculum Studies. This concept means to introduce, apply, and engage the curriculum studies in new fields, areas, and ecosystems with suitable theoretical and practical capacity in addition to the main or primary context (i.e., the educational system). In the end, it is necessary to mention that we have entered a new phase in theorizing curriculum studies, and through the curriculum, we have to choose what to believe about the present and what perspective and horizon we should consider about the future of the field.

A strong link between education and research can result in better student learning and consequently, higher education growth and development. In this paper, we aimed to develop a communication-building curriculum for Iran's higher education. A qualitative and data-driven research design was used for this study. An extensive sample of experts and specialists in curriculum planning was selected based on the principles of theoretical saturation for Shahid Beheshti, Allameh Tabatabai, Amir Kabir, and Al Zahra Universities, using the purposeful sampling method to choose 13 as a sample. To collect data, a semi-structured interview was conducted. In order to analyze the collected data, Glazer's approach and continuous comparisons were employed, followed by open, selective, and theoretical coding. As per the results of the research, the final framework of the research emerged, comprising 13 main categories, 29 subcategories, and 96 concepts based on the central category of "education and research link". Findings indicated that the communicative curriculum framework includes elements, effective factors, and consequences, and each comprising several categories. The results of the research showed that the relationship between education and research in the communication curriculum based on the proposed framework will lead to the growth of educational and research activists, the development and dynamism of universities, the applicability of the curriculum, the development of the country in various dimensions and the expansion of knowledge horizons.

The analysis of higher education is considered as an important historical research and it has been discussed in most countries, but in Afghanistan, it seems that higher education has been less analyzed. Therefore, this research was conducted to analyze the evolution of higher education in Afghanistan. The study used a qualitative research method with a historical lens. The researcher tried to use documents related to historical periods, available resolutions, and in-depth semi-structured interviews with key experts in the field of higher education using a "targeted approach" based on the pattern of qualitative interviews and theoretical saturation, with 14 people and show the evolution of higher education with an analytical perspective. The results of the findings show the evolution of Afghanistan's higher education in five periods of pragmatism, Isolation and exclusivity, stagnation, and transformation. The fifth period, which is the ritualization of universities based on Islamic teachings, begins after 2021. Higher education has had different orientations since 1932-2021. The common feature of these orientations in most periods has been ideological orientations.

This study aimed to identify the examples and frequency of symbolic violence in the Iranian elementary school curricula according to teachers and school staff in order to help change the existing curricula by raising and critically addressing this problem. The statistical population comprised teachers and staff of elementary schools in Tehran in academic year 2021-2022. Based on Morgan’s table, the sample size was calculated as 384 people who were selected via stratified random sampling. The data were collected via a researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts through content validity ratio (CVR) of 0.62-1 and content validity index (CVI) of 0.79-1. Its construct validity was confirmed via confirmatory factor analysis, and its reliability was 0.70 based on Cronbach’s alpha. The data were analyzed via tables, figures, and one-sample t test. The results revealed that, according to the respondents, different types of sociocultural, ideological, economic, political, and non-physical symbolic violence are widely common in elementary schools and can be imposed through all elements of the curricula. Its frequency was very high in the content of the elementary school curricula, high in the setting, the time of instruction, teaching-learning strategies, assessment methods, and the social atmosphere of schools, and to some extent in the goals of the curricula, teaching sources and materials, and teachers.

The aim of the present study was to explore educators’ lived experiences about the challenges of entrepreneurship education to children of labor. This qualitative research was performed using descriptive phenomenological approach. Data were collected through semi-structured interviews. For this purpose, 15 educators experienced in teaching children of labor were interviewed, and the obtained data were analyzed by Strabert and Carpenter (2002) method. The analysis of the interviews led to the emergence of five main themes, namely personal and environmental challenges, content and procedural challenges, structural challenges, methodological challenges, and economic challenges and 25 subthemes including attitude change, peer influence, lack of attention to psychological characteristics, mistreatment of children of labor, parents’ resistance, lack of equipment, educators’ lack of familiarity with the life of children of labor, imaginative educational programs, failure to attend to children’s needs, short-term outlook on entrepreneurship education, invisible achievements of entrepreneurship education, placement problems, lack of attention to experienced educators, poor planning, mass education, legal and regulatory conflicts, weakness of tools related to teaching entrepreneurship to children of labor, failure to attend to the age of children of labor, lack of practical training, excessive emphasis on educator, lack of attention to participatory methods, lack of budget, severe financial needs of children of labor for daily wages, lack of social-financial support and short-term economic outlook.

The current study was conducted through an exploratory mixed method with the aim of creating a questionnaire regarding the reasons for choosing the field of agricultural engineering. The statistical population of the qualitative research involved studies related to the choice of majors as well as undergraduate students of agricultural faculties. 91 studies were selected by the enumeration method and through purposeful snowball sampling 12 students were recruited based on the theoretical saturation index. The qualitative data were extracted through interviews and processed and analyzed using the qualitative content analysis method. Out of the given population, 382 people including undergraduate students of the agricultural faculties were also selected using stratified random sampling representing statistical population sample. The quantitative data were driven through the implementation of a researcher-made questionnaire and analyzed by confirmatory factor analysis using SMART PLS3. The validity of the questionnaire was evaluated and confirmed by piloting. On the other hand, factor loading and the divergent validity test, and the reliability of the questionnaire was also evaluated and confirmed using Cronbach's alpha test and composite reliability method, respectively. And finally, an 84-item questionnaire was obtained containing six factors related to major (the strongest relationship with the main structure), individual, organizational, economic, and social factors, and family status (the weakest relationship with the main structure). Each factor i.e. major, individual, organizational, economic, social, and family status included 10, 26, 8, 9, 26, and 5 items respectively.

The purpose of this study is how to implement an international curriculum for a scientific field (in the field of Iranian culture and literature) at Al-Zahra University.To answer the research question, a qualitative research approach and interview method have been used. The research community includes professors and specialists who have scientific or executive activities in the field of Persian language and literature as well as curriculum planning. The sampling method is targeted "snowball sampling". Among the experts and professors, 22 were selected according to the mentioned criteria for participation and presentation of information. Data collection was done using interview tools. , the semi-structured interview method has been used. For analysis, the method of "thematic content analysis" has been used. Based on the totality of opinions obtained from the answers to the questions as well as the theoretical foundations of the field, the conceptual framework of the international curriculum at Al-Zahra University was proposed with a special focus on the field of Iranian culture and literature. The factors and components obtained from the interviews are close to the elements proposed by Schwab, which finally explained the conceptual framework in the form of the four elements of Schwab police

The present study is qualitative research aimed at identifying and understanding the lived experiences of Afghan students from interactions and communication within the school in high school, which has been done using phenomenological method. Sampling method in this research is purposeful sampling method which is mostly used in phenomenological studies. For this purpose, the data were obtained through semi-structured interviews with 12 Afghan students who were studying in junior high schools in District 7 of Tehran in the academic year 1399-1499. In this way, 10 people were interviewed and nothing new was found in the tenth interview, but to be sure, the researcher continued the interview until the twelfth person to ensure saturation. Other tools such as journalism, field observation and note-taking were also used and the findings were analyzed by Van Manen method analysis. Research questions were designed about the relationship and interaction of Afghan students with their classmates and teachers, and the researcher sought to identify and understand what is going on in the interactions between Afghan students with their peers and teachers. After analyzing the interviews, facts such as humiliation of Afghan students, discriminatory behavior of some teachers towards Afghan students, self-censorship, existence of divisions among students, being marginalized, being considered secondary, not being seen and forced silence in Achieved among Afghan students. To examine the validity and reliability of the research, the method of expert review, data consensus means the use of multiple data sources and methodological consensus means the use of two or more methods in this research has been used.

The present research was conducted with the aim of designing a curriculum model for the leadership development of secondary school principals based on the problem-solving approach. In terms of the method, it was a qualitative study of the research synthesis type. In addition, this study has been done based on the Roberts model. The research tools included in-depth interviews as well as review of the documents and articles. After four stages of filtering, 493 articles were omitted from 595 ones, and 102 articles were selected and organized using NVIVO software. The results showed that in the proposed model, the main components have been placed in the center and the teaching-learning activities with the themes of organization of workplace, structure of workplace, educational thinking of workplace, as well as learning the training of the workplace have been specified. All the executive factors have been specified based on the governing principles and assumptions. The needs assessment determines the individual and organizational common understanding, as well as revision and rethinking of the principles governing the curriculum model and it is considered as the main base of the curriculum model. Human-centeredness, evaluation, empowerment and participation define the assumptions. It is worthy to mention that without considering the assumptions, the curriculum model could not be achieved. This model has been designed in a non-linear way. Also, this model has dealt with all the individual and organizational dimensions and it has identified the effective and evaluative components. And, in addition to the common features, it pays attention to the differences due to the work environment, culture, urban and individual differences of the principals (talents, abilities, needs and interests) and it has the necessary flexibility.

To identify challenging concepts and determine their difficulty level in the content of specialized courses in the biology curriculum of Kabul Education University.

This research was conducted in terms of practical purpose, in terms of information with a quantitative approach and in terms of data collection, descriptive-survey method. The statistical population of this research included 10 professors and 136 students (72 girls and 64 boys), which was conducted in the spring of 1401. A structured researcher questionnaire was used to collect data. After collecting the data, it was analyzed in 2 levels of descriptive statistics including tables and frequency of concepts and inferential statistics for normality using the Kolmogorov-Smirnov test and in the non-parametric method using the two-tailed significance level test.

In the descriptive analysis, the content of specialized biology courses was recognized by receiving 53.03 percent of challenging answers compared to 46.97 percent of comprehensible answers. Among the hundred concepts, 10 concepts have been recognized as challenging by the professors.

The findings using the test of the significance level of a sequence indicate that 18 concepts with a 95% confidence interval have a significant difference with the number 3 (higher difficulty level), 21 concepts (moderate difficulty) and other concepts within the comprehensible level.

Education plays a critical role in transferring knowledge, and research plays a key role in producing and expanding knowledge. As one of the most important influences on these functions, the curriculum plays a significant role. The purpose of this study is to explain the goals and strategies of connected curriculum in higher education as a new concept. A qualitative and data-driven approach was used in this paper. This study included a statistical population of experts and key specialists from Shahid Beheshti, Allameh Tabatabaei, Amir Kabir and Al Zahra universities, of whom 13 were chosen to be a sample using a purposeful sampling method according to the theoretical saturation principle And it was implemented in 1401. In order to collect data, a semi-structured interview was conducted. In the process of open, selective and theoretical coding, Glazer's approach and continuous comparison were used to analyze the collected data, and the results indicated the formation of 14 main categories, 40 subcategories and 110 concepts, centered on the central category of "Education and research links." Based on the findings, the communicative curriculum is a means to achieve the objectives by linking education and research and taking into account strategies extracted. Based on the results of the research, it was found that the combination of education and research in the connected curriculum would eventually lead to the development of the university and the nation in several dimensions.

Learning and practical activities in biology is an important element of the curriculum, which has faced challenges and opportunities in the distance education process in the conditions of the coronavirus. The aim of the research was to identify the learning challenges and practical activities of biology professors and undergraduate students of Kabul Education University -Afghanistan in virtual classes under the Covid-19 conditions. This research was conducted with a qualitative approach and grounded theory method. The research population was 36 professors and students who participated in targeted interviews of 20 men and 16 women. The results showed that (limited access to the Internet, non-implementation of practical and laboratory activities, evaluation challenges and changes in the time and place of teaching) are the things that have affected the quality of education, learning and practical activities' of biology in the Corona conditions. By creating a balanced e-learning infrastructure in all regions of the country and investing more in educational technology, can be reduced learning challenges and practical activities.

The current research aimed to analyze the curriculum suitable for the characteristics of generation. This study has a qualitative approach in terms of purpose, and application, and based on the theory of Shiye and Shannon on ,it has an inductive content analysis . This research is based on semi-structured interviews and purposeful sampling with the participation of 43 people from scientific, executive, and focal groups. After the semi-structured interviews during the coding stages, data analysis was done in 7 steps .to validate the findings, the method of negotiation with external auditors was used and for reliability, the Lincoln and Guba method was used.

In addition to emphasizing the importance of generational knowledge and the characteristics, preferences and needs of generation z, the curriculum is suitable for the characteristics of generation z ،based on 200 indicators of 30 components and 10 principles (logic, goals, content learning strategies, characteristics of teachers of generation z, learning. situations, assessment and, evaluation ،background factors, emerging phenomena, and modern revolutions) which led to the extraction of the conceptual framework of the curriculum suitable for the characteristics of generation z.

Curriculum management is essential for improving the quality of educational programs in healthcare. The structure of curriculum must be customized according to the scientific needs and requirements. Hence the present study aims to evaluate the Curricula of basic medical sciences from the experts point of views.

In the study a combination of exploratory and Delphi research methods was used. At first, based on detailed studying of theoretical foundations, we extracted the first round of Delphi questions and provided them for the expert group. Using content analysis, the codes, categories, and finally, items were extracted. The items obtained were scored in a questionnaire based on the Likert scale, and then analyzed using descriptive statistics and Interquartile Range (IQR) metric.

According to the data extracted, the expert group identified the content of basic sciences curricula in Ilam University of Medical Sciences under the following categories: Content with low-level comprehensiveness, out-of-date content, content with low-level of practical application, bulky content, and content having a weak relationship with the objectives of the curriculum.

Based on the research, the most significant problems of the basic sciences curricula were the low agreement of the content with educational objectives, low-level comprehensiveness, and finally, low-level practical application.

Various functions of Massive Open Online Courses (MOOCs) usage should be identified so that with awareness of MOOC's advantages, the organizations can provide the required platforms to implement this type of technology given MOOC's importance and necessity in the workplace. Therefore, this study aimed to identify the training-based functions of MOOCs in leading organizations' development. This was a basic study was conducted using a qualitative research synthesis technique. The statistical population includes documents (books, research and review articles, theses and Internet resources). Of the 86 authentic national and international articles and books published within a period from 2014-2021, a total of 63 samples were selected using a criterion sampling method. Theoretical saturation of themes was reached by the 46th sample.  In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique. Finally, to validate the proposed model, a total of 6 experts in different fields were selected using a purposive sampling method, and they approved the final model after modifications. The research findings revealed eight sub-themes include contribution to organizational empowerment, creating non-formal learning environment, contribution to creating constructive and supportive learning, occupational-organizational performance enhancement, provision of equal educational services, adaptability of training to changes, promotion of participatory learning, contribution to evaluation and receiving feedback for main category of organizational development. The results indicated that being aware of the functions of MOOC in organization development helps clients and operating staff formulate new and creative organizational solutions to resolve performance problems and increase adaptation to the structure, culture, business processes and strategies of the organization and their development.

The field of curriculum studies is traditionally tied to theory and practice in the field of education. Examining the status of the field of curriculum studies in Iran and the world shows that the distance between the experts in the field of curriculum and the decision-makers and practitioners of these programs has increased significantly. This article argues that, practically, at the international level, withdrawal from schools in the form of re-conceptualism movement was intentional, while in Iran, this distance was not intentional and it was created as a result of the existing limitations, indicating to the phenomenon of curriculum experts in exile. Practically due to such obstruction and lack of connection between the field and the motherland (especially in Iran); The field is in a situation that lacks a territory like many interdisciplinary and professional areas. Although this landlessness requires taking critical actions, challenging the factors that create this situation and putting efforts to open the closed doors to the experts and graduates of this field; at the same time, it gives us an opportunity to search for new platforms for the field in other fields of human life apart from the educational system. Taking an auto-biographical approach, this article seeks to encourage and draw the movement outside the defined borders by using concepts such as getting lost, getting rid of the ruling intellectual structures and the concept of curriculum civilizations, and in this regard, it discusses different levels of civilization in the curriculum. It also raises the necessity of moving from re-conceptualism to multi-conceptualism in curriculum studies.

Curriculum counseling is a new concept that emphasizes the improvement of learners' learning process and the achievement of the goals of curriculum. The level of application and performance of this concept depends on the degree of its acceptance by the curriculum experts. The purpose of this study was to investigate the standpoints of experts regarding the concept of curriculum counseling. For this purpose, the qualitative research approach and interview method were used. The research participants were 15 people who were selected through snow-ball method. Semi-structured interviews and document study were employed to gather the data which were analyzed through content analysis of interview. According to the research findings, the positions of experts are divided into three groups of proponents, conditional proponents, and opponents. The curriculum counseling as one of the neglected areas, the improvement of the learners' learning, and the coordination of the activities of school principals were proponents' reasons. However, conditional proponents emphasized on the precise clarification of the problem, explaining the distinction between curriculum counseling and academic counseling, and curriculum counseling as an interdisciplinary field. The lack of practical necessity and ownership of curriculum counseling activities in the area of ​​academic counseling are the reasons for opponents.

The aim of this research was to identify the components of peace literacy of the junior high school teachers. The research approach was qualitative; and the descriptive-analytical as well as grounded theory methods were chosen to answer the research questions. Data collection tools included document, written sources and semi-structured interviews. The research participants were university professors, activists in the area of peace education, as well as the junior high school teachers in Tehran. The researcher achieved the theoretical saturation through conducting 15 interviews. Qualitative data analysis was done based on the classic version of the grounded theory using three stages of coding including open, axial or theoretical as well as selective coding. After analyzing the data, 97 open codes and 28 axial codes were identified which were classified into 7 general categories. According to the results of this research, the most important components of peace literacy include: New needs, identification of basic peace capacities and skills, accurate understanding of the meaning of humanity, accurate understanding of social conditions, characteristics of teachers with peace literacy, triple elements of individual, social, and global levels and the art of living. Accordingly, peace literacy is a new way of creating and developing peace that emphasizes the non-physical needs.

The present study aimed to investigate the constituent elements of a curriculum for Afghan immigrants and present a model in this regard. Semi-structured interviews were conducted to collect the data. Thirty professors and teachers were selected by purposive sampling for interviews. Interview transcripts were analyzed using three coding steps. The presented model was validated using member check. The results of the study are presented as a model with 11 main themes and 32 subthemes. The subthemes that came under the causal conditions were citizenship rights, human rights, cultural commonalities, language challenges, cultural cohesion, cultural adaptation, the existence of minorities, geographical proximity, neighborhood rules. Underlying conditions subthemes included following items: fragile security, ethnic ignorance, negative view of different cultures, religious differences. Interfering factors included following items: arrogance, xenophobia, extreme politicization, security vision, and ethnic prejudices. The key themes of the strategies included the following items: multicultural curriculum development, integrated curriculum development, culture awareness, respect for differences, acceptance of others, denial of cultural differences, and suppression of cultural differences. Subthemes of the consequences were promoting Iran's international image, expanding political relations, reduce delinquency, international investment, cultural transfer, realization of educational justice and cultural solidarity. Also a special and comprehensive curriculum for immigrants was identified as a central category.

The purpose of this study is to identify and model the challenges of effective use of the assessment center with the development approach in Tehran Oil Refining Company in the form of a qualitative research method. This research is of applied type. Semi-structured interviews have been used as a data collection tool to identify the challenges. For this purpose, 10 trustees and members of the A&DC committee who were selected by purposive sampling were interviewed. Content analysis method was used to data analysis, interactive management (IM) and ISM software were used to determine the importance and model the findings. Findings showed that Tehran Oil Refining faces 15 challenges for the effective use of the Development Center, lack of organizational maturity, managerial changes, lack of legitimacy and transparency in executive guidelines and deficiency in competency model are the most causal challenges.

The main purpose of this study was to design a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical population consisted of Faculty members and experts in the field of Teachers development that was selected through snowball sampling. A total of 21 people, including 14 Faculty Members and 7 Teachers development specialists, were interviewed. Semi-structured interviews were used to collect data. The data from interviews were analyzed during three stages of open, selective and theoretical coding, and the conceptual model was formed based on the drawing of the ratio between the main categories or elements of the Teachers development curriculum. The conceptual model was formed as follows: causes and necessity (achieving the goals of the educational system, updating teacher skills, complex and flexible teacher role, reform, teacher growth and improving student learning), principles and conditions (teacher-centered, continuity and Sustainability, school-centered and job-oriented, content-oriented and based on student needs), components (content, context and process), correlated factors (personal, environmental, importance and priority, quantity, quality and time) and outcomes (teachers, Programs and students). To ensure validity and reliability, Guba and Lincoln approaches were used, including: acceptability, transferability, reliability and verifiability. Finally, based on the findings and results, guidelines for the implementation of the program are provided.

The purpose of this study was to develop a model of entrepreneurship curriculum at schools for child laborers. We used qualitative research method with grounded theory approach. Data were collected through 20 semi-structured interviews with professors selected by purposive sampling. Data were analyzed in three stages. A model including five dimensions, 12 main categories and 28 sub-categories was developed and validated by member check. Categories are as follows: Causal conditions (knowledge-based economy, entrepreneurial society, changing job nature, quick job access, dynamic job view, knowledge sharing, skills degradability). Underlying conditions (networking, intertwined intellectual capital, intertwined knowledge, integration). Interfering factors (acceptance of entrepreneurship, conspiracy theories, inappropriate political interference, crooked view towards entrepreneurship, prejudice against entrepreneurship of child laborers). Strategies (dynamic education, interdisciplinary education, school education, thematic education, onedimensional education). Consequences (promotion of entrepreneurial thinking and attitude, conceptualization of entrepreneurship, productive thinking, multidimensional thinking, participation of child laborers, reduction of poverty, reduction of delinquency of child laborers). A comprehensive curriculum that covers all aspects of the field, environment, technology and information related to child laborers was identified as the central theme.

This study compares entrepreneurship education at high schools of EU countries and Iran. The approach was qualitative and the methodology followed was deductive qualitative content analysis. The statistical population included research projects related to entrepreneurship education. A total of 120 sources were collected using desired keywords and 14 of them were selected as the final sample via purposive sampling. According to the results, the main difference between selected countries is in teaching-learning and evaluation methods. While European countries focus on active learner-oriented methods, in Iran, theoretical methods of teaching and assessing are applied. The similarity between Iran and EU countries lies in the emphasis on practical training of skills and the development of entrepreneurial thinking. Considering the relative success of EU countries in entrepreneurship education, it is suggested that more value should be given to the practical aspect of teaching and evaluation methods of entrepreneurship education in Iran.