عوامل مؤثر در اجرای برنامه‌های درسی آموزش فنی و حرفه‌ای مدارس استرالیا

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

2 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان

3 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

4 استادیار گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

هدف: اجرای هر برنامه درسی به عواملی وابسته است که توجه به آن، موفقیت برنامه درسی را تضمین می‌کند. در همین راستا، هدف این پژوهش شناسایی عوامل مؤثر بر اجرای برنامه درسی آموزش فنی و حرفه‌ای در مدارس کشور استرالیا می‌باشد.
مواد و روش‌ها: روش پژوهش کیفی و در دو مرحله انجام گرفته است. در مرحله اول برای شناسایی عوامل موفقیت برنامه درسی فنی و حرفه‌ای در استرالیا از روش تحلیل محتوای کیفی از نوع استقرایی و در مرحله دوم برای اعتباریابی مؤلفه‌های شناسایی شده از روش دلفی استفاده شده است. جامعه آماری پژوهش در مرحله اول، مقالات پژوهشی، پایان‌نامه‌ها و اسناد نظام آموزشی فنی و حرفه‌ای استرالیا بودند که 28 سند منتخب به‌عنوان نمونه هدفمند در نظر گرفته شدند و در مرحله دوم، 11 نفر از خبرگان برای گروه دلفی از میان اساتید هیئت علمی گروه علوم تربیتی در دانشگاه‌های ایران و استرالیا با سابقه پژوهش در موضوع آموزش‌های فنی و حرفه‌ای به صورت هدفمند انتخاب شدند. در این پژوهش، ابتدا اسناد منتخب تحلیل و در سه مرحله کدگذاری، مفاهیم اولیه، مقوله‌ها و تم‌های اصلی با استفاده از نرم‌افزار Maxqda توسط محقق استخراج گردید و سپس این مؤلفه‌ها با استفاده از پرسشنامه آنلاین توسط اعضاء گروه دلفی اعتباریابی شد.
بحث و نتیجه‌گیری: یافته‌های پژوهش نشان داد که مهم‌ترین عوامل مؤثر بر اجرای برنامه درسی آموزش فنی و حرفه‌ای در سه مضمون کلی عوامل فنی (دسترسی و مشارکت، کیفیت، عناصر برنامه درسی، تعهد کارکنان، اطلاع‌رسانی و تجهیزات)، عوامل سیاسی (هدف‌گذاری، ارتباط با صنعت، بودجه، پشتیبانی، تعامل بین سازمانی و ارتباط با آموزش عالی) و عوامل فرهنگی (آگاهی بخشی جامعه، نگرش مثبت، شناخت والدین، طرح‌های تشویقی و مسیرهای جایگزین آموزش عالی) شناسایی شد. شناخت عوامل موفقیت استرالیا در اجرای برنامه درسی آموزش فنی و حرفه‌ای در مدارس متوسطه، برای نظام آموزشی ایران جهت بهبود کیفیت برنامه‌های درسی فنی و حرفه‌ای رسمی حاوی نکات ارزنده‌ای می‌باشد.
 

کلیدواژه‌ها


عنوان مقاله [English]

The Factors Affecting the Implementation of Technical and Vocational Education Curricula in Australian Schools

نویسندگان [English]

  • Ali Shahraki 1
  • Mohamadjavad Liaghatdar 2
  • Ahmad Reza Nasr Isfahani 3
  • Ali Asghar Khallaghi 4
1 Ph.D. Student, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
3 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
4 Assistant Professor, Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran
چکیده [English]

Objectives: Implementing any educational curriculum depends on factors that ensure the success of it. In this regard, the purpose of this study is to identify the factors affecting the implementation of the technical and vocational education curriculum in Australian schools; it has two stages.
Materials and Methods: The research method is qualitative and has been done in two stages: In the first one, inductive qualitative content analysis method was used to identify the success factors of technical and vocational curriculum in Australia, and in the second stage, Delphi method was used to validate the identified components. The study population in the first stage were research articles, dissertations and documents of the Australian Technical and Vocational Education System, in which 28 selected documents were considered as purposefully samples and in the second stage, 11 elites were purposefully selected for the Delphi group from among the faculty members of the Department of Educational Sciences in Iranian and Australian universities with a background in research on technical and vocational education. In this study, first the selected documents were analyzed and in three coding stages, the main components were extracted by the researcher using Maxqda software and then these components were validated by the members of the Delphi group using an online questionnaire. 
Discussion and Conclusions: The findings showed that in the most important factors affecting the implementation of technical and vocational education curriculum were identified in three main themes: technical factors (access and participation, quality, curriculum elements, employee commitment, information and equipment), political factors (goal setting, relationship with industry, budget, support, inter-organizational interaction and relationship with higher education) and cultural factors (community awareness, positive attitude, parent recognition, incentive schemes and alternative paths to higher education). Recognizing the success factors of Australia in the implementation of technical and vocational education curriculum in secondary schools, for the Iranian education system to improve the quality of formal technical and vocational curricula contains valuable points.

کلیدواژه‌ها [English]

  • Technical and Vocational Education
  • Australia
  • Curriculum
  • Qualitative Study
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