Strategic management of Iran technical and vocational training organization and provide of its qualitative model

The purpose of this study is to identify the components of strategic management of technical and vocational training in order to apply optimal strategic management in interaction and adaptation to the environment.This research is applied in terms of purpose. In terms of implementation method, it is a cross-sectional descriptive-survey and in terms of data, it is mixed (qualitative and quantitative).In the library study section, 28 valid sources were sampled based on theoretical saturation and the strategic components of technical and vocational education were identified based on grounded theory of 12 components and 35 subcomponents.And for strategic management in general, 6 components and 22 subcomponents were identified, including: conceptual exploration, environmental scanning, strategy making, implementation and evaluation of achievements, and strategic leadership and monitoring.Research findings include:Employment (employability and self-employment, entrepreneurship, innovation and creativity);Educational attractiveness (diversity of audiences, improved access, increased traction and attractiveness of education);Lifelong learning (adult learning, employee skills development, empowerment of individuals); Axis demand (employer survey, labor market information, needs assessment, demographic census); Identify job changes (job changes, technology changes, skill changes); Pivotal research: (comparative studies, follow-up studies and employment status monitoring); Flexibility (e-learning, combination training (virtual and face-to-face and mobile training));Modernization (educational space and equipment, advanced educational technologies and simulators); Educational Economics (Skills Development Fund, Realization of Training and Examination Tariffs); Strengthening educational assistants (supporting emerging organizations, financial and supportive incentives, educational cooperation of enterprises in internships, student professors);Improving the assessment system (third-party auditing, recognition of what has been learned and previously learned, performance standards test standards, acceptance status of learners' skills);Quality Assurance (Professional Development of Instructors,Professional Qualifications System of Instructors, Competency Based Training, Professional Competency Based Curriculum, Accreditation of Institutions and Rankings, Training Management Standards, Educational and Career Counseling and Guidance) then, by conducting a semi-structured interview including 6 mandatory questions and an optional question with 10 experts, the components were linked and organized in order toformulate the final quality model and validate it, and the degree of appropriateness of the model was 95%. Finally, several suggestions were made that the managers of the Technical and Vocational Education Organization, by recognizing the above components, can successfully apply strategic management.