بررسی جایگاه توانمند سازی شغلی در برنامه‌ی درسی دوره‌ی متوسطه حرفه‌ای دانش‌آموزان آهسته‌گام ‌آموزش‌پذیر

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 2، شماره 5، فروردین و اردیبهشت 1390، صفحه 135-166   

نوع مقاله: مقاله پژوهشی

نویسنده

معصومه السادات ابطحی^*

استادیار گروه علوم تربیتی دانشگاه آزاد اسلامی واحد زنجان

تاریخ دریافت: 16 آذر 1394،  تاریخ پذیرش: 16 آذر 1394 

چکیده

هدف اصلی از این پژوهش «بررسی جایگاه توانمندسازی شغلی در برنامه درسی دوره‌ی متوسطه حرفه‌ای دانش‌آموزان آهسته‌گام‌ آموزش‌پذیر بوده است .جهت دستیابی به این هدف‌، به بررسی میزان تأثیر عناصر برنامه درسی(هدف‌، محتوا، زمان و ارزشیابی) بر هر یک از مؤلفه‌های توانمندسازی شغلی (مهارت‌های عمومی ‌و اجتماعی‌، خود مدیریتی، خودکفایی فردی، خودکفایی اقتصادی و توانبخشی حرفه‌ای‌) پرداخته شد.روش تحقیق مورد استفاده در این پژوهش، توصیفی از نوع زمینه‌یابی بوده است. جامعه‌ی آماری در این پژوهش‌، کلیه‌ی کارشناسان ستادی(45 نفر)، کلیه متخصصان برنامه‌ریزی درسی (100 نفر)، کلیه دبیران مقطع متوسطه حرفه‌ای استان قزوین(120 نفر) و کلیه کارفرمایان(15 نفر)می‌باشد. نمونه‌ی این مطالعه با استفاده از روش نمونه‌گیری تصادفی ساده انتخاب شد که تعداد 223 نفر در این پژوهش شرکت نمودند. اطلاعات این تحقیق از طریق دو پرسشنامه،44 سؤالی محقق ساخته با معیارنمره گذاری 10-1 جمع آوری شد و با استفاده از روش‌های آمار توصیفی (جداول‌، نمودارها، محاسبه فراوانی، درصد،انحراف معیار و ضریب تغییرات) و استنباطی(t تک نمونه‌ای، تحلیل واریانس یک‌طرفه و آزمون تعقیبی LSD) مورد تحلیل قرار گرفت؛ بر اساس نتایج به‌دست آمده از تحقیق‌، دو گروه متخصصان و کارشناسان‌، برنامه درسی را دارای قابلیت بالایی برای افزایش مهارت‌های پنجگانه (عمومی‌ و اجتماعی، خود مدیریتی‌، خودکفایی فردی، خودکفایی اقتصادی و توانبخشی حرفه‌ای) دانش‌آموزان آهسته‌گام در راستای رسیدن به توانمند سازی شغلی قلمداد کرده‌اند ولی دو گروه دبیران و کارفرمایان این برنامه‌ها را دارای قابلیت اندکی برای توسعه مهارت‌های ذکر شده در بین دانش‌آموزان آهسته‌گام دانسته‌اند. بدین ترتیب با توجه به تفاوت نظر دو گروه متخصصان برنامه‌ریزی درسی و کارشناسان ستادی با دبیران و کارفرمایان، باید اذعان داشت نظر به اینکه دبیران و کارفرمایان به‌عنوان مجریان برنامه درسی مقطع متوسطه حرفه‌ای می‌باشند؛ لازم است کارشناسان ستادی و متخصصان برنامه‌ریزی درسی در تدوین برنامه‌ی درسی در راستای توانمند‌سازی شغلی دانش‌آموزان آهسته‌گام، تجدید نظر اساسی به‌عمل آورند.
 

کلیدواژه‌ها

توانمند سازی شغلی؛ مقطع متوسطه حرفه ای؛ دانش آموز آهسته‌گام آموزش‌پذیر؛ برنامه ریزی درسی

عنوان مقاله [English]

On the status of Job Empowerment Skills in the High School Vocational Curriculum for the Trainable Mentally-retarded Students in Iran

نویسندگان [English]

M Abtahi

چکیده [English]

The main purpose of this research was to explore the status of job empowerment skills in the high school vocational curriculum for the trainable mentally-retarded male students in Iran. To this end, this study concerned the effects of curriculum elements (objective, content, time and evaluation) on the elements of job empowerment skills (general and social skills, self-management, economical self-sufficiency, and professional rehabilitation). The sampling frame of this field study included all the specialists of Education Organization for the Exceptional Students (N=45), all the curriculum planning experts in the high school vocational education (N=100), all the teachers working at high school vocational education in Qazvin Province (N=120), and all the employers (N=15). The sample of the study comprised 223 respondents selected using simple random sampling. Data was collected through two research instruments, that is, a 44-item questionnaire with a scale of 0 to 10 (constructed by the researcher) and an interview. Data was analyzed through both descriptive (tables, charts, frequency, cumulative percentage, variance and change coefficients) and inferential statistics (t-test, one way ANOVA, and LSD). The results of the study indicated that the two groups of education specialists and curriculum development experts contended that the curriculum maintained high efficiency to enhance the quintuple skills (general and social skills, self-management, economical self-sufficiency and professional rehabilitation) of the trainable mentally-retarded students in Iran in order to acquire job empowerment skills. The other two groups however maintained that it had a small capacity. Paying close attention to this difference in their stance and the point that teachers and employers are the administrators of the high school vocational education curriculum, it seems essential that the two groups of education specialists and curriculum development experts in Iran basically reconsider the current curriculum in order to help the trainable mentally-retarded students gain job empowerment skills.
 

کلیدواژه‌ها [English]

Job empowerment skill, High school vocational education, Trainable mentally-retarded student, curriculum

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