Identifying the antecedents of entrepreneurial education in technical and professional colleges

The allocation of resources towards skill training is a fundamental determinant of a nation's equitable and enduring progress. It is very clear that the necessity of this investment in different conservatories, including art, agriculture, and technical and professional schools, which deal with a large number of students every year, is twofold. One of the most important parts of the education system of any country is the technical and vocational education system, and paying attention to it is one of the basic policies of the countries for training efficient human resources at the pre-university level. The appearance of some signs of the ineffectiveness of the secondary education system, the exponential growth of technology, and the need for skilled and semi-skilled workers in the industries, prompted the trustees of the educational system to make fundamental changes in the formal education structure of the society, to solve this basic need. (Gholipour et al., 2009). Today, the role of entrepreneurship in creating productive independence has caused many educational systems to include entrepreneurship education in their curricula to educate self-reliant people who are aware of opportunities and want to start independent businesses. Entrepreneurship education includes activities to develop entrepreneurial insight, attitude and skills and cover various aspects such as idea creation, startup, growth and innovation. Entrepreneurship education covers different types of audiences, objectives, content and education methods (Bernard et al., 2019). Therefore, according to the above explanations, the researcher in the current research is looking for an answer to the question: What are the antecedents or underlying factors for the curriculum planning of conservatories in the field of entrepreneurial education with emphasis on the curriculum?

The research conducted employed an exploratory qualitative method approach, which aimed at gathering comprehensive and in-depth insights into the subject matter. The data was collected through interviews with 18 academic and entrepreneurial education experts who were carefully selected for their expertise, knowledge, and experience. The theoretical saturation point was reached at the twelfth interviewee, ensuring that the data collected was sufficient and representative of the study's objectives. The qualitative data analysis method was exploratory and was done using theoretical coding. Theoretical coding is the process during which the data are analyzed, conceptualized and placed next to each other in a new way, and it is the main process during which the theory is compiled based on the data. This method has three main cores: concepts, categories and theorems. In this way, theories are formed based on raw data. Data analysis is the main axis of the theory arising from the data. In any study as a whole, data collection, data organization and data analysis are interdependent. To analyze the data obtained from in-depth interviews, three types of coding were used: open coding, central coding, and selective coding. In this research, MAXQDA software was used for coding.

After revising the core codes, the education and learning component was mentioned in the scientific and technological component and the financial and physical component in the economic and social education component, and six components were presented as the precursors of vocational education in technical and vocational schools. Finally, based on the opinion of experts and experts, the following components were approved as the precursors of vocational education in technical and professional conservatories: Financial and physical component; human resources; education and learning; scientific and innovation; economic and social education; management and evaluation, educational counseling; physical, mental and mental education.

One challenge facing different societies is graduates with the necessary personal abilities and skills to start a suitable business. Creating an entrepreneurial attitude in people is a necessary condition for the emergence of entrepreneurial behavior on their part. Entrepreneurship in education is a regular and continuous process that leads to the identification and effective exploitation of all internal and external resources of the educational system. On the other hand, it creates new opportunities for teaching and learning, and this process is realized by relying on the two axes of comprehensive entrepreneur education and providing the context for its emergence. Therefore, entrepreneurship in education is a regular and continuous process that leads to the identification and effective use of all the educational system's internal and external resources, creating new opportunities for learning and memorization. This process is achieved by relying on the two axes of comprehensive entrepreneurship education and providing the context for its emergence. Establishing and including skill training branches in the educational system is one of the results of this decision. Despite the importance of establishing these centers, it is very important to develop mechanisms to improve their quality. This research is limited to conservatories in Tehran and does not include other organizations in other parts of the country. This research has studied only managers, assistants, and teachers of technical and professional conservatories in Tehran. Therefore, it is suggested to conduct similar research in other educational organizations or in other industries and compare the present results. Variables such as educational information technology and knowledge management systems in the conservatories of Tehran should also be investigated. It is also suggested to conduct research to determine the infrastructure needed to implement the proposed model.