طراحی برنامه درسی مبتنی بر شایستگی در نظام آموزش عالی مهارتی (مطالعه موردی: دانشگاه جامع علمی کاربردی)
محورهای موضوعی : پژوهش در برنامه ریزی درسیمریم هادی زاده 1 , علی‌اکبر خسروی بابادی 2 , علیرضا عصاره 3 , رضا نوروززاده 4
1 - دانشجوی دکتری برنامه‌ریزی درسی، واحد تهران مرکز ی، دانشگاه آزاد اسلامی، تهران، ایران.
2 - دانشیار گروه روانشناسی و علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران.
3 - دانشیار گروه روانشناسی و علوم تربیتی ، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران (عضو مدعو در دانشگاه آزاد اسلامی واحد تهران مرکزی).
4 - دانشیار موسسه پژوهش و برنامه‌ریزی آموزش عالی، وزارت علوم، تحقیقات تهران، ایران (عضو مدعو در دانشگاه آزاد اسلامی واحد علوم تحقیقات)
کلید واژه: صلاحیت حرفه‌ای, اشتغال‌پذیری, برنامه درسی, شایستگی, فارغ‌التحصیلان,
چکیده مقاله :
هدف این پژوهش طراحی برنامه درسی مبتنی بر شایستگی در نظام آموزش عالی مهارتی بر اساس الگوی پارادیمی بود. پژوهش حاضر ازنظر هدف کاربردی و ازنظر روش، کیفی است. اطلاعات از طریق مصاحبه‌های نیمه‌ساختاریافته و یادداشت‌ها و مشاهدات پژوهشگر جمع‌آوری و با استفاده از راهبرد نظریه زمینه‌ای تحلیل شد. جامعۀ آماری پژوهش شامل متخصصان برنامه درسی بود که 16 نفر به‌صورت نمونه‌گیری هدفمند (گلوله برفی) انتخاب و با استفاده از فن‌های تطبیق توسط اعضا، توافق کدگذارها، بازبینی نتایج توسط متخصصین و بررسی توسط همکار از روایی و پایایی پژوهش اطمینان حاصل شد. یافته‌ها در شش گروه از مقوله‌ها با عنوان 1. عوامل یا شرایط علّی 2. پدیده‌محوری 3. مقوله‌های راهبردی 4. شرایط زمینه‌ای 5. مقوله‌های واسطه‌ای و 6. مقوله‌های پیامدی شناسایی و تبیین شدند. راهکارهای بهبود کیفیت فرایند تولید و اجرای برنامه‌های درسی مهارتی در آمورش عالی به‌ویژه در دانشگاه جامع علمی کاربردی به‌قصد افزایش اشتغال‌پذیری فارغ‌التحصیلان پیشنهاد شدند.
The purpose of this study was to design a competency-based curriculum in VET higher education system based on a paradigmatic model. The present study is applied in terms of purpose and qualitative in terms of method. Data were collected through semi-structured interviews and researcher notes and observations and analyzed using the grounded theory strategy. The statistical population consisted of curriculum experts who selected 16 individuals by purposeful sampling. Validity and reliability were ensured by using member checking, transient coding agreement, expert review of results, and peer review techniques. Findings were divided into six groups of categories: 1. Causal factors or conditions 2. Core phenomenon 3. Strategic categories 4. Background conditions 5. Mediating categories, and 6. Outcome categories as identified and explained. Suggestions graduates were made to improve the quality of the production and implementation process of higher education VET curricula, especially at the University of Applied Science to increase the employability of the graduates.
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