An assessment model for competency-based curriculum in vocational education and training in Iran

Abstract

Aim: The complexities of current labor market have led fundamental transition in vocational education and training curricula, and it's become much significant, a competency-based point of view and simultaneous attention to technical and nontechnical competencies. To evaluate the quality of technical and nontechnical competencies used in vocational education and training curricula in Iran in order to present an assessment model was the objective of this research. Methods: The research method was a survey, and the statistical population was a group of 30 experts in authoring and editing of vocational education and training textbooks. All the samples were censured, due to a small population. The research tool was a two-part interview, containing questions about the existing situation and the desirable situation of attention to technical and nontechnical competencies in vocational education and training curricula. Kruskal-Wallis and Mann-Whitney tests were used to analyze statistical data. Results: The results in technical competencies part showed that the average attention rating to tasks like: The proper way to work with tools, paying attention to all aspects of a profession and work environment health and safety is higher than average but still is far away from the desirable situation. Conclusion: The average attention rating in nontechnical competencies part to tasks like teamwork, professional ethics, new technologies, entrepreneurship, and resource management is lower than average and is too far away from the desirable situation.