شناسایی ابعاد و مؤلفه‌های توسعه‌ای آموزش فنی و حرفه‌ای متناسب با ظرفیت‌های صنایع
محورهای موضوعی : آموزش و پرورشزهره پاكدل 1 , کلثوم نامی 2 , محمود صباحی زاده 3
1 - دانشجوی دکتری مدیریت آموزشی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس، ایران
2 - گروه علوم تربیتی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس، ایران.
3 - گروه علوم تربیتی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندر عباس، ایران
کلید واژه: فنی و حرفه‌ای, بازار کار, ظرفیت های صنایع.,
چکیده مقاله :
هدف: مطالعه حاضر باهدف شناسایی ابعاد و مؤلفه‌های توسعه‌ای آموزش فنی و حرفه‌ای متناسب با ظرفیت‌های صنایع شهر بندرعباس انجام گرفت.
روش: این مطالعه به‌صورت کیفی با استفاده از تکنیک تحلیل مضمون به ارائه‌ی مدل پرداخت. جامعه‌ی آماری شامل 6 نفر عضو هیئت‌علمی دانشگاه در رشته مدیریت آموزشی، 14 نفر نیز خبرگان و متخصصان و صاحب‌نظران حوزه مدیریت فنی حرفه‌ای (روسا، متخصصان، مدرسان و پژوهشگران) و صنایع بودند. پس‌از انجام 20 مصاحبه، کدها به حد اشباع نظری رسیدند. ابزار گردآوری داده‌ها مصاحبه‌ی نیمه ساختاریافته با خبرگان بود که الگوی استخراجی با استفاده از دو شاخص تناسب و کاربردی بودن که یکی از روش‌های ارزیابی اعتبار کیفی است و همچنین نظر دهی در مورد پایه‌های تجربی پژوهش به تائید رسید.
یافته ها: نتایج نشان داد مدل ارائه‌شده دارای 9 مضمون فراگیر (بررسی بازار هدف؛ نحوه جذب مشتری؛ تعیین هدف و برنامه‌ریزی؛ ارزیابی و کنترل؛ توجه به تجربه و تخصص؛ آموزش؛ ظرفیت و توسعه و زیرساخت؛ قوانین و برنامه‌ریزی؛ نیروی انسانی متخصص) و 18 مضمون سازمان دهنده (1. جمع‌آوری اطلاعات 2. برنامه‌ریزی پرسنل 3. ارزیابی 4. دسته‌بندی اطلاعات 5. تجربه 6. توسعه و زیرساخت 7. مطلوبیت و توانمندی آموزشی 8. کنترل 9. ترغیب و توافق 10. برنامه‌ریزی جذب و گسترش 11. برنامه‌ریزی توسعه 12. شایستگی 13. ظرفیت 14. قوانین 15. توانایی 16. نیازهای آموزشی 17. تخصص 18. مذاکره) بر اساس 56 مضمون پایه بود.
نتیجه گیری: آموزش فنی و حرفه‌ای زمانی به شکلی اثربخش توسعه پیدا می کند که از ظرفیت ها صنایع شهری بخوبی بهره برداری کند.
Purpose: The present study aimed to identify the dimensions and developmental components of technical and vocational education tailored to the capacities of industries in Bandar Abbas.
Method: This qualitative study utilized thematic analysis to propose a model. The population included 6 members of university faculty in educational management, and 14 experts and stakeholders in technical vocational management (including leaders, specialists, educators, and researchers) and industries. After conducting 20 interviews, theoretical saturation of codes was achieved. Data collection tools included semi-structured interviews with experts, utilizing an extraction pattern based on two indices: appropriateness and practicality, which are qualitative validity assessment methods, along with feedback on research empirical bases.
Results: The results indicated that the proposed model comprised 9 comprehensive themes (market analysis; customer attraction; goal setting and planning; evaluation and control; attention to experience and expertise; training; capacity and infrastructure development; regulations and planning; specialized human resources) and 18 organizational themes (data collection; personnel planning; evaluation; information categorization; experience; development and infrastructure; desirability and educational capability; control; encouragement and agreement; recruitment and expansion planning; development planning; competence; capacity; regulations; capability; training needs; expertise; negotiation), based on a foundation of 56 core themes.
Conclusion: Technical and professional education is developed in an effective way when it utilizes the capacities of urban industries.
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