This study aimed at, prioritizing educational needs of vocational centers trainer in Tehran province. In need assessment two fundamental aspects of “knowledge” and “skill”, were studied in current and ideal situations.Data collection was performed through using questionnaire and interview. The results showed that the trainer’s performance in “knowledge” aspect is acceptable but more attention should be paid to their educational skill especially in computer, information technology and ESP (English for special purposes) fields.Regarding the trainer's “skill” the results indicated the level as not acceptable as trainer's “knowledge”. They need more education for performing their job responsibilities and lack of skill is particularly observed in their use of computer and information technology.Answering the specified needs and their recognition in designing the trainer's educational programs would be useful and will enrich the educational planning of teacher training courses. It will also enrich the educational planning and curriculum design of vocational centers.

The purpose of present research was Study of the quality of educational leadership services from the viewpoint of managers and teachers of multigrade schools was performed in Talesh township .The research method was descriptive - survey. The statistical population consisted of 214 (45 women and 169 men) managers and teachers of the multigrade schools in Talesh township.and the statistic samples included 134 people (28 women and 106 men) which were chosen the method of Simple random sampling. 28 item researcher made questionnaire was used for data gathering. Questions reliability was computed 89% by Cronbach’s alpha computation method. The results were analyzed through descriptive statistics methods such as frequency tables, average percentage Single-sample t-tests. The results showed that quality of educational leadership services from the viewpoint of managers and teachers of multigrade schools in the categories of human relations (30.5), the growth of professional qualifications of teachers (28.2), supervision and guidance (26.6) is more than average, and in the category of curriculum planning (19.3) less than moderate (21).

The purpose of this study was to design an innovative curriculum model in Iran's higher education system by using Grounded theory. The study population consisted of all experts in the field of educational planning in universities and institutes of higher education affiliated with the Ministry of Science, Research and Technology. Twenty-four of them were selected by purposive sampling method and then by snowball and theoretical sampling methods. The results indicated that innovative curriculum included dimensions of ambiguity, modernity, socialism, transformationalism, complexity, perfectionism, market orientation, value orientation, need orientation, and axial communication. According to the findings, the causal factors influencing the development of innovative curriculum included instructor characteristics, management, university approach, curriculum structure, decentralization, resources and teaching methods, motivational-supportive factors, higher education structural factors, and learner characteristics. Contextual factors influencing the development of an innovative curriculum included university facilities, rules and regulations, socio-cultural factors, working conditions, and economic factors. Intervention factors that influenced the development of innovative curriculum included technology, policy, and macro-management factors. Suggested strategies for developing innovative curricula included constituencies'  feedback, need assessment studies, feasibility and future research, decentralization in higher education, action research studies, providing funding and conditions, conducting courses and workshops, establishment accreditation centers,  the identification and support of creative and thinker individuals, the formation of formal and informal structures and networks, developing a  university ranking system based on the innovation index, and paying attention on to pivotal learning and knowledge management approach. The findings showed that the most important consequences of implementing an innovative curriculum are achieving the core vision, missions, and goals of higher education, empowering learners, developing entrepreneurship and sustainable employment, enhancing the university's relationship with the labor market and industry, improving community well-being, and achieving a comprehensive sustainable development.

In language didactics, the authenticity concept increases with the communication approach. This one insists not only on authentic documents insertion beside teaching documents in language classes, but also on the authentic exploitation of those documents and even on authentic use of the target language. Rich in form and information, the use of the authentic documents, requires a teaching planning and a didactic method according to the concerned public. Exactly from the elementary levels, the teaching tasks conceived to approach these documents, will permit learners to undertake many activities, which will prepare them to face the reality of the language.This achieving within teams, acquires on one hand a sense of security for each team member improving the result, and on the other hand involves interactions in target language. An authentic use of the language, which will replace use of artificial dialogues for an imaginary situation, is a remained audio-visual heritage in our communicative practices.

The artistic and aesthetic dimensions are two aspects of being a human being which are developed through art education. This article aims at analyzing and evaluating current situation of such trainings in educational system of Iran. The weak and strong points of this system will be identified according to the main components of education. The challenges and solutions will also be discussed. Qualitative-analytic approach is used in this research. For gathering the data, the researcher has referred to deeds and documents in addition to research reports in the field. The findings show that there are lots of weak points in respect to managing system, supplying and educating the human resources, and curriculum development. At the end, main challenges are mentioned and some solutions will be offered.

In the pathway of the evolution of higher education, there are footprint of different approaches and models of educational planning and curriculum that analytic perspective on approaches and fields reveals that each one is based on conditions, needs and constraints, and this is why continuous thinking about Curriculum is essential. The curriculum is not separate from the discipline, and in its broadest meanings it is what is learned to the learner. Content of curriculum contains of organized and stored knowledge, terminology, information, reality, facts, principles, methods, concepts, generalizations, phenomena and issues related to the subject. Agriculture is a systematic science that is described by social and ecological systems, while the content of agricultural education programs focuses on separate disciplines (insectology, botany, etc.), which does not prepare students to deal with complex systems of Agriculture. Therefore, there is an urgent need in the agricultural education system and agricultural education and extension in order to change the orientation of the curriculum based on the interdisciplinary education approach. In this regard, the purpose of this paper is rethinking about the curriculum content of the undergraduate in the field of agricultural education and extension based on the principles governing the interdisciplinary approach. Which is Used the methodology of qualitative and quantitative content analysis and the technique of semi-structured interviews,to survey and identify the subjects and central signage; Topics, educational orientations and skills; and complementary disciplines and collaborative organizations from the perspective of faculty members and experts in the field of agricultural education and extension.

The purpose of present study was to analyze the current status of Handcrafts’ education in Iran’s Art universities in the context of sustainable development discourse. This idea was shaped due to the potential and actual capacity of handicrafts’ industries encountered an education model for sustainable development. The main question was how is the current status of bachelor of Handcraft education to reach an education model for sustainable development? A qualitative case study methodology was chosen for this study. The sampling method was purposeful. The data collection was done through semi-structured interviews with Handcraft education experts, which was done until the theoretical saturation was achieved. Using thematic analysis 16 pivotal themes were identified  and categorized under four comprehensive themes including specialty-based policymaking, traditional/transitional education instead of learning, absurd curriculum and hard perceptions. Findings showed that the current status of academic education of Handicraft in Iranian Art universities on the path to fulfilling their role in reaching the goal of sustainable development is critical. Therefore, improving the knowledge, attitude and skills of policymakers, planners and professors in the educational and curriculum planning process as well as the teaching and learning processes of handcrafts based on the education for sustainable development approach are essential. Results showed that although there exists common medium with sustainable development discourse, education of handcrafts in bachelor degree in order to reach the education for sustainable development need fundamental revision.

The purpose of this research was to provide a model based on the development of students' entrepreneurship for educational and curriculum planning in higher education. The grounded theory was used to identify the dimensions of students' entrepreneurship through semi-structured interviews with 15 experts. In the quantitative part, the statistical sample included 384 students of Tehran Azad University. The obtained model in the qualitative section was in the form of a researcher-made questionnaire whose content validity was confirmed and its reliability was obtained with Cronbach's alpha of 0.88. The validity of the data collection tool was determined by content validity and structural validity. The method of qualitative data analysis was coding and for quantitative data analysis the Structural Equation Modeling test  was used. Finally, students' entrepreneurial development model for educational and curriculum planning with three dimensions  (entrepreneurial development, entrepreneurial development methods and entrepreneurial development mechanisms), 9 components (entrepreneurial attitude, entrepreneurial knowledge, entrepreneurial skills, direct presentation methods , interactive methods, applied-operational methods, entrepreneurship in real environment, entrepreneurship in virtual environment, entrepreneurship in university environment) and 77 indicators was designed. The results showed that "entrepreneurial knowledge", "interaction method" and "entrepreneurship mechanism in the virtual environment" had the highest correlation with entrepreneurial development.