An Analysis of Scrap Learning Dimensions in Technical & Vocational Training (Work& Knowledge Branch) Senior High Schools

Undesirable teachings or curriculum prepare the ground for training unqualified people Among these, improving available curriculum are very significant. The present study aims to analyze scrap learning dimensions in technical and vocational training (work & knowledge branch) senior high schools. The study uses a qualitative approach. 

The present study was qualitative in nature and in terms of the type of study it was content analysis. To achieve the experts’ consensus a semi-structured interview through a snowball sampling technique was used. Theoretical saturation was found during the 11th interview. Having used a qualitative content analysis technique, the researchers encoded the data obtained from the interviews and elicited the model and dimensions of scrap learning dimensions by using MAXQDA 12.

The proposed model includes such dimensions and components as content (knowledge, skill, attitude), structural characteristics (professionalism, protectionism, concentration, formality, politicization, complexity), educational context (educational facilities, educational aids, financial resources, communication network, educational environment), learners’ characteristics (motivational ability, mental ability, cognitive ability, technical ability, the ability to achieve a goal), instructors’ characteristics (creativity, scientific ability, motivational ability, personality trait) and educational processes (inappropriate need assessment, designing, implementation, evaluation).  

Findings of the study indicate that there are a variety of dimensions and components which create and form the scrap learning. This type of curriculum can exist partially in all educational courses and levels ranging from work and knowledge high schools to higher education, even medical sciences.