kamall dorani

Technical and Vocational University, as the principal advocate of higher technical and vocational education, lists one of its missions as training high-skilled and entrepreneurial manpower. In addition, it has made a major effort by including an entrepreneurship course in its curriculum.

Therefore, the main concern in this research is to know how much the entrepreneurial intention development is emphasized in the curriculums of higher-education Technical and Vocational University.

This research was a qualitative study and conducted by the descriptive-analytical method. The research data were collected and analyzed in two parts (documentary and interview with experts). The data collection tool was a semi-structured interview whose validity was confirmed by content validity method, and the reliability was confirmed by data triangulation method. Research data were analyzed by interview content analysis method, and the documentary part by the documentary method.

The results showed that the objectives of the university’s curriculum were to incorporate the entrepreneurial intention indexes such as entrepreneurial attitude promotion, pragmatism, and spiritual intelligence. However, the contents of the courses were formulated based on job specialties, and the intention indexes were not observed through them. In terms of teaching methodology, teacher-based methods such as speech and explanation were mostly used in practical courses and did not align with intention indexes such as theoretical courses and workshop. The applied methods of evaluation were mainly written, explanatory and in the form of practical exams (workshop courses) which did not match the entrepreneurial intention development approach.

The elements in the curriculums of Technical and Vocational University do not bear any adequate proportion to its stated objectives in terms of entrepreneurial intention development.

In today's world, entrepreneurship education has become one of the most important and extensive activities in the Technical & Vocational education system, especially at higher education level. This research has been conducted in the field of vocational education with the entrepreneurial approach and is a comparative study. The purpose of this study is to compare the curriculum of technical and vocational training (official and academic) of the two most prosperous countries in the field of entrepreneurship education with Iran (our country) This applied-descriptive research has been carried out applying comparative study method of George Brody, and the main elements of the curriculum including purposes, content, teaching-learning activities and evaluation methods in technical and vocational education have been observed approaching the promotion of Entrepreneurship education. The results of this study show that there is a high similarity between the chosen country with Iran in discussing the goals and content of the curriculum, but there is a great deal of difference in the discussion of teaching-learning activities and evaluation between selected countries and Iran. Iran continues to use traditional methods in teaching and teaching-learning activities, but the approach of the chosen countries is a new one based on goals and content as well as group methods. Moreover, in the evaluation methods, the selected countries use a variety and novel methods, but in Iran, oral and written tests are still employed traditionally. based on the study, it seems that Iran needs to review and change the approach to new and emerging approaches in the execution stage of the curriculum.