A comparative study of technical and vocational curriculum with an emphasis on Entrepreneurship education in the countries of Canada and India with Iran

Document Type : Original Article

Authors

1 Curriculum Ph.D Student, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 Associate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

3 Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

 Objectives: In today's world, entrepreneurship education has become one of the most important and extensive activities in the Technical & Vocational education system, especially at higher education level. This research has been conducted in the field of vocational education with the entrepreneurial approach and is a comparative study. The purpose of this study is to compare the curriculum of technical and vocational training (official and academic) of the two most prosperous countries in the field of entrepreneurship education with Iran (our country)
Method: This applied-descriptive research has been carried out applying comparative study method of George Brody, and the main elements of the curriculum including purposes, content, teaching-learning activities and evaluation methods in technical and vocational education have been observed approaching the promotion of Entrepreneurship education.
Results: The results of this study show that there is a high similarity between the chosen country with Iran in discussing the goals and content of the curriculum, but there is a great deal of difference in the discussion of teaching-learning activities and evaluation between selected countries and Iran. Iran continues to use traditional methods in teaching and teaching-learning activities, but the approach of the chosen countries is a new one based on goals and content as well as group methods. Moreover, in the evaluation methods, the selected countries use a variety and novel methods, but in Iran, oral and written tests are still employed traditionally.
Conclusions: based on the study, it seems that Iran needs to review and change the approach to new and emerging approaches in the execution stage of the curriculum.

Keywords

References

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International Journal of Schooling
Volume 1, Issue 1
April 2019
Pages 1-16

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