Educational Needs Assessment of technical and vocational education fields in South Khorasan Province Based on the on Regional Development Plan Document
Subject Areas : اندازه گیری اثرات و نتایج برنامه های آموزش و توسعه
hadi barati
1
,
Fahimeh Habibi
2
1 -
2 - Assistant Professor, Department of Physics, Ferdows Faculty of Engineering, University of Birjand, Birjand, Iran
Keywords: Needs assessment, technical and vocational education, Regional Development Plan Document, regional development, South Khorasan,
Abstract :
The present study was conducted with the aim of identifying the educational needs of technical and vocational schools in South Khorasan Province based on the Regional Development Plan document. This research is applied in nature and follows a mixed-methods approach. In the qualitative phase, an inductive content analysis of the Regional Development Plan document was performed, and using MAXQDA 2020 software, 62 open codes, 18 axial codes, and 12 selective codes were extracted. Subsequently, through purposeful sampling, 15 key stakeholders in education were selected, and data were collected via semi-structured interviews and analyzed thematically. The validity of the findings was enhanced through triangulation of data (documents, field observations, and interviews). In the quantitative phase, a researcher-made two-dimensional questionnaire was designed, and the Borich model was used to prioritize educational needs. The findings revealed that the Regional Development Plan identifies four key areas as the main axes of development, encompassing 18 academic disciplines and 55 specialized occupations. However, more than 85% of these fields either do not exist in the current system or lack adequate quality. According to the Borich model, the agricultural sector has the highest priority with an index of 482, followed by services, industry, and art. Key overlooked fields include saffron processing, smart greenhouse management, renewable energy, desert tourism, and astronomy. The study emphasizes the need to revise curricula, collaborate with the private sector, and strengthen practical skills training.
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