علوم تربیتی

الگوی مدارس مهارت­آموز و ارتباط آن با بازار کار: یک مطالعه­ نظریه داده بنیاد

10.22055/edus.2025.50321.3794
دوره 33، شماره 2
شهریور 1405
صفحه 1-20
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

سمانه رحمتی نیا 1
سکینه جعفری 2

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه سمنان، سمنان، ایران

2 دانشیار گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران

چکیده
هدف پژوهش حاضر ارائه الگوی مدارس مهارت­آموز و ارتباط آن با بازار کار بود. این پژوهش با رویکرد کیفی و با روش داده بنیاد انجام گرفت. جامعه مورد مطالعه این پژوهش شامل تمام هنرآموزان شاغل در مدارس مهارت‌آموز در شهرستان تربت جام بودند که از طریق نمونه­گیری هدفمند، از نوع ملاک­محور، نمونه موردنظر انتخاب و نمونه­گیری تا رسیدن به حد اشباع نظری داده­ها ادامه یافت. داده­ها از طریق مصاحبه نیمه ساختاریافته با 14 نفر از هنرآموزان به دست آمده است. به‌منظور تجزیه و تحلیل داده­ها از روش کدگذاری باز، محوری و گزینشی استفاده شد. برای تأمین روایی و پایایی از معیارهای گوبا و لینکن استفاده شد. نتایج نشان داد که پتانسیل‌ها و موانع مهارت‌آموزی به‌عنوان مقوله اصلی، تحت تأثیر شرایط علّی شامل مدیریت توانمند، منابع و امکانات آموزشی، ارتقای صلاحیت حرفه‌ای هنرآموزان و پاسخگویی به نیازهای بازار کار هستند. شرایط مداخله‌گر (حمایت دولتی و خصوصی، فناوری‌های نوظهور، موانع اجرایی) و شرایط زمینه‌ای (آگاهی عمومی، زیرساخت‌ها، هم‌راستایی با نیاز بازار) نیز بر این فرآیند اثر گذارند. راهبردهای ارتقاء مدارس مهارت‌آموز شامل بهینه‌سازی برنامه‌های درسی، توانمندسازی نیروی انسانی و آماده‌سازی دانش‌آموزان برای بازار کار است. پیامد این فرآیند توسعه مهارت‌ها، شایستگی‌ها و اشتغال پایدار دانش‌آموزان و اثرگذاری اقتصادی مثبت است. یافته‌های پژوهش، مدلی مفهومی از عوامل مؤثر بر موفقیت مدارس مهارت‌آموز ارائه می‌دهد که می‌تواند در بهبود عملکرد این مدارس و تحقق توسعه پایدار اقتصادی مؤثر باشد..

کلیدواژه‌ها

الگو
مهارت آموز
داده بنیاد

عنوان مقاله English

A Model of Skill-based Schools and its Connection to the Labor Market: A Grounded Theory Study

نویسندگان English

samane Rahmatinia 1
sakineh jafari 2
1 Ph.D. Student, University of Semnan, Semnan, Iran
2 Associate Professor, Department of Educational Management, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
چکیده English

The development of skills-based schools has become a strategic priority for strengthening the relationship between education and the labor market in response to rapidly changing economic and technological demands. However, insufficient alignment between vocational education and labor market requirements continues to limit graduates' employability and workforce readiness. This study aimed to develop a grounded theoretical model explaining the factors that influence the effectiveness of skills-based schools and their connection to the labor market. A qualitative research design based on Strauss and Corbin's systematic grounded theory methodology was employed. Participants consisted of 14 vocational education professionals from skills-based schools in Torbat Jam, selected through purposive criterion-based sampling. Data were collected through semi-structured interviews, and theoretical sampling continued until data saturation was achieved. The data were analyzed using open, axial, and selective coding. The trustworthiness of the findings was ensured according to Guba and Lincoln's criteria. The findings identified the potentials and barriers of skills education as the core phenomenon. This phenomenon was influenced by causal conditions including competent educational leadership, adequate educational resources and facilities, enhancement of instructors' professional competencies, and responsiveness to labor market needs. Contextual conditions included public awareness, educational infrastructure, and alignment of educational programs with labor market demands, while intervening conditions comprised governmental and private-sector support, technological developments, and implementation challenges. Strategic actions focused on curriculum improvement, professional development of human resources, and preparing students for successful entry into the workforce. These processes ultimately contributed to the development of professional competencies, sustainable employment opportunities, and positive economic outcomes. The findings of this study present a conceptual model of the factors influencing the success of skill-based schools, which can contribute to improving the performance of these schools and promoting sustainable economic development.

کلیدواژه‌ها English

  • Skills-Based Schools
  • Labor Market
  • Vocational Education
  • Grounded Theory
  • Workforce Development
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