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

Rahmatinia, Samane; Jafari, Sakineh

doi:10.22055/edus.2025.50321.3794

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

10.22055/edus.2025.50321.3794

Volume 33, Issue 2
September 2026

Pages 1-20

Document Type : Research Paper

Authors

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

Abstract

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.

Keywords

Skills-Based Schools

Labor Market

Vocational Education

Grounded Theory

Workforce Development

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