The necessity of curriculum modification in technical and vocational schools Based on Germany’s comparative study

Abstract

Objective: the current survey examines the necessity of curriculum modification in Iran’s technical and vocational schools. Method: this survey is based on comparative study and since Germany is one of the most prominent developed countries in technical and vocational education, we examine its educational structure and compare it with Iran’s. Society: the case study is including the whole documents and available published resources gathered by national and international associations and the organizations in charge of education in Iran and Germany. Findings: findings show that the curricula of the official technical and vocational course including two branches work and knowledge, and industrial school composed of 53 and 58 basic lessons and approximately 43 and 39 special lessons, respectively. Holders of technical and vocational diploma certificate can embark on their careers after their graduation and military service or based on the rules and regulations, they can directly enter junior colleges and after passing 72 units, receive an associate degree. But the skill system in Germany is based on dual educational system. This system is called dual, since it operates in two educational environments; in economical institutes, and professional schools. These teachings normally take 3 years. The duty of this system is creating qualitative skills based on professional education rules and regulations and vocational orientation of education process. The objective of education in dual system is presenting basic educations regarding professions and the abilities and competencies that are required to perform professionally in the ever changing world, in the form of an integrated training course. Results: results indicate that technical and vocational curricula is not compatible with economic triple sector and inventing and developing courses and educational units and content editing do not take into consideration the needs, resources and contingencies of different parts of the country and the presenting education in industrial schools usually is dissonant with the technological requirements and progress. But Germany’s share in its graduates and market’s apprentices is above the average of European Union, the comparison made between Germany and other UN countries suggest that 60% of Germany’s population aged 25-64 is included while this statistics in EU is 47%. The reason behind it is using dual system in Germany’s educational skill system.