مجله آموزش عالی ایران
سال دوازدهم شماره 3 (پیاپی 47، پاییز 1399)

The aim of this study is to design a model of vocationalism in Iranian universities. Considering that the topic covered in this study is new and there are no reliable theories about it, the exploratory method was used. In fact, the present research design was qualitative in terms of data type and was implemented based on the Grounded Theory. Sampling in this study was done purposefully and the number of purposely selected samples to reach theoretical saturation reached 12 and the method of reaching the experts was snowball sampling. The statistical population in this study were experts who were active in the field of skills and higher education, experiences, research and background and were able to collect in-depth qualitative data. After data collection and in the analysis section, three-step open, axial and selective coding were used to achieve the paradigm model that was the purpose of the research. The findings of the analysis indicate that human capital and sustainable development as causal categories, and independence, legal rail and vocationalism eco-system as intervening conditions and external attention(open doors), discourse and convergence of actions with vocationalism as higher education strategy and developments. Higher education strategies, the importance of the university and attitudes towards vocationalism are the underlying conditions in the paradigm model. The results show that fulfilling social responsibility and improving quality and achieving accountability as consequences of vocationalism in universities are significant.

The present article has been written with the aim of analyzing the foundations and developments of education in vocational, technical and vocational universities in the light of the Fourth Industrial Revolution. Using the method of qualitative meta-analysis, the theoretical foundations and infrastructures of the developments resulting from the four industrial revolutions have been studied. Then the effects of these revolutions, especially the fourth industrial revolution on higher education centers and skill, technical and vocational universities were examined. The results show that it is necessary for the universities of technical and vocational to review the theoretical foundations of their university education in the light of the developments of the Fourth Industrial Revolution. Such a revision is mainly in the realm of flexibility, uncertainty, complexity. The Fourth Industrial Revolution is defined on the basis of two emerging trends: on the one hand, based on general innovations and changes in skills and technical training and advanced level professions, and on the other hand, the integration and convergence of technologies in the Industrial Revolution with A combination of humans and technologies such as: 3D printing, augmented reality, cloud computing, hologram, biometrics, IoT, artificial intelligence ... to improve learning and adaptation to better meet the expectations of society and the fourth industrial revolution . In such circumstances, the system of professional competence has emerged with an approach derived from the theoretical foundations of the Fourth Industrial Revolution.

The purpose of this study is a narrative analysis on the history and functions of technology institutes as the first roots of the formation of modern technical and vocational higher education in Iran, using a narrative qualitative review method. All research studies, documents and sites in the field of history and functions of former institutes of technology and modern technical and vocational colleges have been searched with specialized keywords without time limit. The findings support and guide at least four eras, including pre-Islamic, post-Islamic, Pahlavi and post-Islamic eras. In the pre-Islamic era, the Sassanids, Achaemenids and Parthians have been studied and analyzed. In the post-Islamic era; The Safavieh, Afshari and Qajar eras and the foundation of the Dar al-Fonun school have been studied. The Pahlavi period has been analyzed by dividing it into two parts, the first Pahlavi and the second Pahlavi. In the post-Islamic period, after describing the situation and a brief description of the situation of technology institutes, by analyzing the existing documents, higher technical education and university professions have been studied and analyzed in three periods. Findings show that higher technical and vocational education has always had a serious position in the Iranian education system due to political, social, economic and technical requirements and demands. Also, the need for sustainable development, productivity and national security, and social justice, requires that higher technical and vocational education continue to be of increasing concern to policymakers and planners.

Considering the increasing importance of skill training and considering the complex and numerous issues that this type of training is involved in, this article tries to show the growing trend of these two subsystems. The custodians of the skill field of the higher education system of the country are studied and analyzed and the pathology of these two sub-systems is addressed in a way and the possible gaps of these two sub-systems are covered.

The researcherchr('39')s data collection tool in this research was a library method that includes all printed and electronic documents.

In the last decade, the growth and development of the skill subsystem, including the Comprehensive University of Applied Sciences and the Technical and Vocational University, has been very different from each other, so that the Comprehensive University of Applied Sciences has 14,273 courses from 37,159 (38% of the total country). And in other cases, the comprehensive scientific university in the academic year 1394 - 1393 with a population of 816620 and in the same year with 1011 higher education centers with a very long distance, stands above the technical and professional university. Meanwhile, the Technical Technical University has 1014 local disciplines (2.7% of the total country) and its population in the academic year 1397-1396 was 221397 people and in the academic year 1399-1398, it had 173 higher education centers.

One of the most important reasons for the growth and development of the comprehensive university of applied sciences compared to the technical and professional university can be considered the entry of the private sector and the establishment of private applied science centers. The Technical and Vocational University, in terms of its completely governmental nature and administrative bureaucracy, has established only 8 new faculties in the last decade. To the faculty, which indicates a move towards stabilizing the presence and provision of services. Upstream documents, especially recent development programs such as the fourth, fifth and sixth programs have paid much attention to the skill subsystem and have sought to grow and develop this special subsystem of the higher education system so that with different titles in the development programs The country has been mentioned as administrative, financial, equipment and physical support and attention to the consequences and the need to establish a policy-making body for its integration and efficiency.

Higher technical and vocational education is one of the tools of industrial development and consequently economic empowerment. This type of training due to the flexible nature of the socio-economic structures resulting from a specific impact on capacity-building for job creation and entrepreneurship in the labor market. However, the crystallization of the above capacity in the economic cycle of our country for various reasons such as lack of independent development model, multiplicity of decision centers, lack of attention to the real needs of society, demand-driven non-alignment with the target market and ... with significant differentiation of concepts Expected and practical needs generally do not meet the requirements of the industrial, service and agricultural sectors. Based on this, in the forthcoming research, with the aim of re-evaluating the training methods of the Technical and Vocational University as one of the main custodians in the field of higher education in the country and empirically assessing its levels as an analytical approach to investigating the relationships between effects. Environmental factors have been studied on the characteristics of technology education and entrepreneurship. Accordingly, the main question of the research is: relying on which approaches and strategic policies, the field of promotion and appropriate efficiency of the skill capacity of the technical and vocational university as drivers of higher technical education and vocational training in the country along with the needs Is the community updated on the labor market? In this regard, the research method in the first step includes documentary and library studies using descriptive survey method, which in field studies with questionnaire tools and semi-structured interviews from a statistical population of 70 university professors, industry owners and entrepreneurs, activists Social and university students were completed and evaluated. Based on the findings, education in the hypothetical university, according to the nature of its origin and establishment, has a mixed pattern and learners, while learning the concepts and theoretical principles, have passed practical and applied training in related workshops and laboratories and then entered the work cycle in the market. The results show that by combining strategies such as the use of dual education in its functional concept, reforming the structure and topics of courses, updating the content and targeting education based on the needs of industry and economics, convergence of decision-making institutions and quality of education Practical By investing in its principles, we can take steps to correct the above cases.

Higher skill education is one of the pillars of sustainable development of any country due to the training of industry experts. The main and important part of higher skills education is laboratory and workshop courses in which the student gets acquainted with the tools and equipment related to his / her field of study and learns the topics that he / she has studied theoretically and in practice. One of the challenges of practical courses is the high cost of equipping or updating laboratories and workshops. Also, the lack of available equipment in proportion to the number of students does not provide enough time for the teacher and the student to complete the learning process. In this article, considering the mentioned limitations, new approaches of skill higher education are presented with emphasis on laboratory and workshop courses. These approaches use the latest communication technologies to apply them in the service of skills training. By introducing models such as augmented reality, software simulation, group training and virtual training and the requirements for their implementation, the effect of each method in increasing the effectiveness of higher skills training is explained. Finally, with a case study of electrical engineering, each of the introduced teaching aid methods are analyzed and evaluated based on indicators such as availability, cost of equipment and implementation, impact on improving the level of teaching and covering the educational topic.