A Theoretical Model for Vocational Education Curriculum Based on the Philosophy of Education of the Islamic Republic of Iran

This study was undertaken to put forward a theoretical model for vocational education curriculum based on the philosophy of education of the Islamic Republic of Iran. The research method was qualitative and analytic-deductive. Accordingly, based on Frankena's deductive model, certain principles were derived from foundations and goals. The data collection tool included index cards. The research population comprised the philosophy of education of the Islamic Republic of Iran and the entire literature on vocational education. Purposive sampling was carried out according to the elements of vocational education curriculum. Data analysis methods included categorization, codification, and interpretation which were simultaneously carried out with data collection. Results indicated that the goals of vocational education are hygiene, health and physical strength, knowledge of acquiring skills and gaining insight on vocations, and fostering collaboration among students in vocational education. Additionally, some principles extracted from the theoretical model in the area of the content of vocational education are: boosting understanding of job safety principles, relationship between the content and subject matter, probing social and historical aspects of careers, relationship between the content and future career needs of students, as well as inclusion of knowledge, skills and insights on vocations. The extracted principles in the domain of learning are: paving the way for generating hypotheses, learners’ interaction with each other, and assisting peers. The extracted principles in the domain of teaching are: development of skilled actions and transformation in students’ perceptions of the career, incorporating Islamic notions on vocations, boosting students’ collaborative work, possessing a holistic perspective in the teaching process, educational fairness and equity in vocational teaching, and congruence between assignments and students’ capabilities. And finally the extracted principles in the domain of evaluation are: cultivating students’ sense of responsibility regarding evaluation of their own knowledge, skills and insights on careers, incorporating the levels of knowledge, skills and insights on careers in the process of evaluation, as well as considering students’ ability and capabilities in the process of evaluation.