Abstract
The purpose of the present research is to review the causes of lack of reception of students of vocational schools of arts. The statistical population has been composed of 16 counselors, 588 students and 588 parents and in proportion with the Delphi method, 16 consultants, 58 students and 58 parents were selected in which the consultants were selected through census and students and their parents were selected randomly. By using the researcher-made questionnaire, data was gathered and the obtained data was analyzed by using the indexes of descriptive and inferential statistics. The results obtained from the research are: in total, 30 causes of lack of reception of vocational institutes have been recognized; in which field, in terms of consultants, based on their opinions, the first priorities are in the field educational factors, lack of success of vocational course in creating and presenting educations in proportion with the need of working market, cultural and social factors: priority of employment, economic factors: duration of the time of unemployment of graduates, individual factors: lack of curiosity associated with the way technical tools work are among them. Also in terms of students, based on students' opinions, the first priorities are in the field of educational factors of making undesirable connections between the system of education and occupation, cultural and social factors: social value and status of technical vocational education, economical factors: rate of income and individual factors: unawareness of vocational majors. DOI: 10.5901/mjss.2016.v7n2s2p176
Highlights
Vocational educations are activities prepared by a person to obtain profession, employment and work or increase his or her efficiency and ability in doing them (Sarizadi and Sarizadi, 2012, p 15)
The results obtained from the research are: in total, 30 causes of lack of reception of vocational institutes have been recognized; in which field, in terms of consultants, based on their opinions, the first priorities are in the field educational factors, lack of success of vocational course in creating and presenting educations in proportion with the need of working market, cultural and social factors: priority of employment, economic factors: duration of the time of unemployment of graduates, individual factors: lack of curiosity associated with the way technical tools work are among them
In terms of students, based on students' opinions, the first priorities are in the field of educational factors of making undesirable connections between the system of education and occupation, cultural and social factors: social value and status of technical vocational education, economical factors: rate of income and individual factors: unawareness of vocational majors
Summary
Vocational educations are activities prepared by a person to obtain profession, employment and work or increase his or her efficiency and ability in doing them (Sarizadi and Sarizadi, 2012, p 15). One of the important issues faced by the vocational system is how talented students are encouraged, conducted and attracted to be interested in and join these educations. It is inferred from the results of researches and reviews in this regard that most of the students don't welcome vocational and technical and these educations have had negative growth in terms of the number of students in comparison with theoretical educations and students are mostly attracted to theoretical majors (Jamal Zadeh and Yar Mohammadian, 1998, p 139)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
