مدل سازی سیاستی بر پایه تجارب بین المللی برای توانمندسازی تربیتی نوجوانان بی سرپرست و بدسرپرست
محورهای موضوعی : علوم تربیتی
محمد جواد حسین زاده سلجوقی
1
*
,
بهاره مقیمی
2
,
علیرضا محرابی
3
1 -
2 - دانشگاه تهران
3 - موسسه خیریه کوثر گناباد
کلید واژه: توانمندسازی مهارتی, نوجوانان بیسرپرست, آموزش فنیحرفهای, حکمرانی محلی, اشتغالپذیری, مؤسسه خیریه کوثر,
چکیده مقاله :
نوجوانان بیسرپرست و بدسرپرست از جمله گروههای آسیبپذیر اجتماعیاند که در معرض طرد شغلی، فقر بیننسلی، بزهکاری و انزوای اجتماعی قرار دارند. در پاسخ به این چالش، پژوهش حاضر به طراحی یک مدل بومی برای توانمندسازی مهارتی این گروه پرداخته است که در چارچوب مأموریتهای مؤسسه خیریه کوثر ایران قابل اجرا باشد. روش تحقیق کیفی و مبتنی بر «تحلیل سیاست تطبیقی» بوده و با بهرهگیری از تجارب موفق چهار کشور منتخب (آلمان، کانادا، مالزی، و هلند) انجام شده است. نتایج تحلیل تطبیقی منجر به تدوین الگوی «مرکز مهارتآموزی تحولگرا (TMEC)» شد.
این مدل شامل چهار بُعد کلیدی است: ۱) حکمرانی مشارکتی با حضور نهادهای محلی، ۲) مسیرهای آموزشی تلفیقی در سه محور فنی، نرم و کارآفرینانه، ۳) خدمات روانی-اجتماعی مکمل و ۴) نظام ارزیابی و پیوند ساختاری با بازار کار. همچنین سه فاز اجرایی برای توسعه منطقهای و ملیسازی مدل پیشبینی شده است. یافتهها نشان میدهد که این الگو، با ادغام آموزش، سلامت روان و اشتغال، میتواند نقشی مؤثر در گذار نوجوانان آسیبپذیر از وابستگی به خوداتکایی ایفا کند و بستر تحقق عدالت اجتماعی و توسعه انسانی در مناطق کمتر برخوردار را فراهم آورد.
Orphaned and vulnerable adolescents are among the most socially at-risk groups, often facing employment rejection, intergenerational poverty, delinquency, and social exclusion. In response to these challenges, this study aims to design a localized model for skill-based empowerment of these adolescents, tailored to the mission of the Kosar Charity Foundation of Iran. The research employs a qualitative approach based on comparative policy analysis, drawing on successful experiences from four selected countries: Germany, Canada, Malaysia, and the Netherlands. The findings of the comparative analysis led to the development of the Transformational Model for Empowerment Centers (TMEC), which encompasses four key dimensions:Participatory governance involving local institutions,Integrated educational pathways across technical, soft, and entrepreneurial skills,Complementary psychosocial services, and, An evaluation system structurally connected to the labor market. Furthermore, the model includes a three-phase implementation strategy aimed at regional expansion and national scaling. The results indicate that this model—by integrating training, mental health support, and employment strategies—can effectively assist vulnerable adolescents in transitioning from dependency to self-reliance, thereby fostering social justice and human development in underserved regions.
1. Banton-Brown, K. (2020). Teachers creating success stories: Alternative-education programs for at-risk students (Master’s thesis, University of Saskatchewan). University of Saskatchewan eCommons. https://harvest.usask.ca/
2. Busemeyer, M. R., & Trampusch, C. (2011). Review article: Comparative political science and the study of education. British Journal of Political Science, 41(2), 413–443.
3. Canadian Council on Learning. (2007). State of learning in Canada: No time for complacency. Ottawa.
4. Canadian Council on Learning. (2010). State of learning in Canada: A year in review. Ottawa.
5. Cedefop. (2016). Vocational education and training in the Netherlands: Short description. Luxembourg: Publications Office of the European Union.
6. Cedefop. (2020). Vocational education and training in Germany: Short description. Luxembourg: Publications Office of the European Union. http://data.europa.eu/doi/10.2801/329932
7. Courtney, M. E., Dworsky, A., Brown, A., & Klodnick, V. V. (2011). Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 26. Chapin Hall at the University of Chicago.
8. Dejaeghere, J. G., & Baxter, A. (2013). Entrepreneurship education for youth in sub-Saharan Africa: A capabilities approach as an alternative framework to neoliberalism’s individualizing risks. Progress in Development Studies, 14(1), 61–76. https://doi.org/10.1177/1464993413504353
9. De Gobbi, M. (2014). Making youth entrepreneurship work in sub-Saharan Africa: Some factors of success. Open Journal of Business and Management, 2, 305–313. https://doi.org/10.4236/ojbm.2014.24036
10. Employment and Social Development Canada (ESDC). (2023, April 24). Youth employment and skills strategy (YESS). https://www.canada.ca/en/employment-social-development/services/funding/youth-employment-strategy.html
11. European Commission. (2020). Youth Guarantee Country Reports – Netherlands. Employment, Social Affairs & Inclusion.
12. Eurofound. (2014). Mapping youth transitions in Europe. Luxembourg: Publications Office of the European Union.
13. Fazlina, M. S., Sumintono, B., & Abdullah, Z. (2023). The implementation of professional learning community: A study in TVET MARA College in Malaysia. International Online Journal of Educational Leadership, 7(1), 19–33.
14. Forum of Labour Market Ministers. (2019). A pan-Canadian framework for the assessment and recognition of foreign qualifications: 10-year anniversary report, 2009–2019. Government of Canada.
15. Ghafur, A., Ahmad, H. H., Mansor, M. F., & Mustafa, W. A. (2023). An integrated approach in empowering technical and vocational education and training (TVET) for Malaysian Asnaf in the IR4.0 era. Journal of Advanced Research in Applied Sciences and Engineering Technology, 30(2), 255–271. https://semarakilmu.com.my/journals/index.php/applied_sciences_eng_tech/index
16. Haasler, S. R. (2020). The German system of vocational education and training: Challenges of gender, academisation and the integration of low-achieving youth. Transfer: European Review of Labour and Research, 26(1), 57–71. https://doi.org/10.1177/1024258919898115
17. Hippach-Schneider, U., Krause, M., & Woll, C. (2007). Vocational education and training in Germany. Cedefop Panorama Series; 138. Luxembourg: Office for Official Publications of the European Communities.
18. Maes, M. (2004). Vocational education and training in the Netherlands: Short description. Luxembourg: Office for Official Publications of the European Communities.
19. Mustapha, R. (2017). Skills training and vocational education in Malaysia. In Education in Malaysia (pp. xxx–xxx). Springer. https://doi.org/10.1007/978-981-10-4427-4_9
20. Nga, K. H., Choong, P. W., Kesumo, A., & Leong, K. Y. (2025). Understanding Shared Prosperity Vision 2030 from the Malaysian grassroots, perspective. International Journal of Asia Pacific Studies, 21(1), 61–94. https://doi.org/10.21315/ijaps2025.21.1.3
21. O’Reilly, J., et al. (2019). Comparing youth transitions in Europe: Joblessness, insecurity, institutions, and inequality. In J. O’Reilly et al. (Eds.), Youth labor in transition: Inequalities, mobility, and policies in Europe (pp. xx–xx). Oxford Academic. https://doi.org/10.1093/oso/9780190864798.003.0001
22. OECD. (2023). Youth policy in the Netherlands. Netherlands Youth Institute.
23. Sharpe, A., & Gibson, J. (2005). The apprenticeship system in Canada: Trends and issues (CSLS Research Report 2005-04). Centre for the Study of Living Standards.
24. Whitley, J., & Hollweck, T. (2020). Inclusion and equity in education: Current policy reform in Nova Scotia, Canada. Prospects, 49(2), 1–16. https://doi.org/10.1007/s11125-020-09503-z