فصلنامه مهارت آموزی
پیاپی 35 (بهار 1400)

Better training increases the likelihood of getting a job during a crisis. Higher education helps train a skilled workforce and facilitates response to changes in market demand in current knowledge. The aim of this study is to compare university education and chargeable training and their impact on entrepreneurial skills and improvement strategies among entrepreneurs in Hormozgan province. This research was a descriptive correlational study. The statistical population of the study includes entrepreneurial companies, Hormozgan University Growth Center, companies located in the Science and Technology Park, all companies covered by the Industrial Estate, the house of entrepreneurial managers, companies. Participants in this study were a sample of 106 people. Data were collected using three questionnaires: standard training effectiveness questionnaire, KAB training questionnaire and entrepreneurial skills questionnaire. Their validity was confirmed and the reliability of the questionnaires was confirmed according to Cronbach's alpha coefficient of 0.927, 0.966 and 0.943, respectively. The collected data were analyzed using SPSS software. Multiple regression and comparative t-test were used to test the hypotheses. The results of hypothesis testing showed that chargeable training has a significant effect on entrepreneurial skills and there is a significant difference between university education and chargeable training in terms of impact on entrepreneurial skills.

The general purpose of this study is to assess the perception of graduates in the fields of theoretical and skill education of the phenomenon of employment and earning income. The present study is applied in terms of purpose; And it is qualitative in nature. The statistical population of the study includes graduates graduated in technical fields with a technical diploma and people with a diploma in experimental, mathematical and humanities in Garmsar in 1400. The sample size was 30 people, 15 of whom were members of the experimental, mathematical and humanities secondary schools and 15 of whom had graduated in skill fields. Sampling method is continuous or sequential sampling (increasing the sample size until it reaches sufficient). In-depth and in-depth interviews were used to gather information.The initial questions that were designed for research at the beginning of the research were: How important was the subject of employment in your tendency to acquire theoretical and skill education?The results showed that people with a degree in mathematics have a significant advantage in employment over the humanities and experimental sciencesHolders of professionally trained computer disciplines are also more satisfied with earning more than other skill disciplines. Also, people with an experimental degree have a significant advantage in employment compared to the humanities and experimental sciences. Holders of professionally trained knitting 70
disciplines are also more satisfied with earning money than other skill disciplines..

The overall purpose of this study is to identify and rank the barriers of technical and vocational training to trainees among technical and vocational schools in Golestan province electronically, using AHP hierarchical analysis method. The present study is an applied research. In terms of how to access the data, this is Descriptive-survey research. The statistical population of the study is included the managers, experts (General Administration and Centers), founders, and educators of free technical and vocational schools in Golestan province. The statistical sample of this research are 29 managers, experts (general administration and centers), founders, and instructors of free technical and vocational schools in Golestan province. Data analysis is done using the Expert Choice Team and Excel software. The research results have shown that the factor of managerial barriers with a relative weight of 0.453 is in the first place and the factor of educational barriers with a relative weight of 0.267 is in the second place and the factor of technical barriers with a relative weight of 0.184 is in the third-place and individual barrier factor with a relative weight of 0.097 is in the fourth place

Technical and professional training is one of the effective methods in training of specialized staff. Therefore, investing in these trainings in today’s societies is a vital and effective factor for employment in various sectors and reducing unemployment. One of the skills required to be included in the curriculum of training courses is entrepreneurship. Given the importance of the entrepreneurship role in creating transformation and new ideas to prevent the decline of organization, innovation and entrepreneurship are ladders of progress that must be successfully and consciously climbed. Unfortunately, many university graduates in our country, cannot apply their scientific ability in a practical dimension after graduation due to lack of familiarity with the field of skills and entrepreneurship. In this regard, the present applied study has been conducted with the aim of examining skills development and entrepreneurship strategies in technical and professional centers, using the library method and based on data collection. The results show that in other countries, almost all educational institutes are involved with some technical and professional way, so that combined education can create a path of educational-professional growth to achieve expertise and excellent skills in determining careers of young people in real world of work. Also, the role of technical and professional organization is undeniable in crating creativity and innovation, developing entrepreneurship, motivating the workforce and providing an opportunity to demonstrate the competencies and capabilities of young people. At the end, it is offered that organizations and educational institutes create the necessary infrastructure in the educational environment.

Virtual training at the Instructor Training Center began years before the Covid-19. However, the number of learners of virtual classes, contrary to expectations, was not only insignificant in relation to the number of attendees, but also the final result of the implementation of virtual classes was much lower than expected. Lack of experiences such as different way of managing the classroom, not paying attention to the power of expression in the way of radio program, not considering the basic differences between virtual and face-to-face training, lack of mutual understanding between instructor and trainer, unnecessary sensitivity and Hair-splitting, impatience and waiting for the class to pay back quickly, etc., all caused a drop in transfer (sending and receiving content), and ultimately led to student dissatisfaction and frustration with virtual instructors. In this action research, the work done by the first author has been a statistical comparison of 2018-2019 with 2020-2021 after applying a series of experiences and feedback, which in practice increases the number of learners, high acceptance scores, learners' satisfaction with Instructor and ultimately leads to satisfaction in e-learning.