Zohreh Bagherzadeh21 - Webs · Vocational training has been underscored in the majority of world countries especially developed industrial nations, because without exaggeration, economic

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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS

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A Comparative Evaluation of Vocational Curriculum in Britain, Japan, Germany,

USA, and Iran

Alireza Assareh20

Zohreh Bagherzadeh21

Abstract

Vocational training has been underscored in the majority of world countries especially developed

industrial nations, because without exaggeration, economic and industrial success of these

countries is indebted to the design and execution of innovative and efficient policies in the fields

of vocational curriculum. The aim of this study is to identify characteristics of tertiary vocational

curriculum within the three elements of goals, evaluation process, and technical trainer

competency in the US, Germany, Britain, and Japan in order to improve the vocational

curriculum in Iran. This study is of descriptive-survey type and has been executed on a

comparative basis. Collection of data was carried out using documentation and library studied,

and internet research in relevant websites such as UNESCO, and educational ministries of the

studied countries. George Brody‟s method was been employed in the comparative study. The

sample group of this study constitutes developed countries, which among them four countries,

US, Germany, Britain, and Japan have been emphasized and chosen as samples due to their

development and varied vocational training models. Study results show that 1) in compiling the

US curriculum, emphasis has been placed on group development, whilst personal development is

the main consideration in Iran‟s vocational curriculum. On the other hand, Britain and Germany

have focused on the direct connection of vocational training with economic growth; 2) Teacher

competency in Germany and Britain have been compiled based on managerial and administrative

standards, while Japan and Iran perceive competency as the overall vocational system‟s authority;

and 3) In all countries except Iran, appraisal is performed by a group of specialists. In order to

improve the status of Iran‟ vocational training, we can promote the entrepreneurship ability of

graduates by means of inspiration from other developed countries‟ successes, and employing their

relevant models and training approaches in the country. Among adaptable teaching methods are

the discovery teaching method, discussion method, group teaching method, or project method (in

order to promote creative learning). Other methods include personal creativity and developing

student capacities in sub-field, process oriented, and self-focused learning, and teaching based on

competency and professionalism.

Keywords: Curriculum, Tertiary Vocational Training, Comparative Evaluation, USA, Germany, Britain,

Japan, Iran

20

Alireza Assareh(PHD), Assistant Professor of curriculum studies, Shahid Rajaee University, president of Iranian

Curriculum Studies Association (ICAS)

21 Ph StuDdent, Curriculum Planning, Khorasgan (Isfahan) Islamic Azad University, Iran

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Introduction

One factor to achieve development is to emphasize by International Organization is to focus on the

curriculum of technical and professional program. In the statistic of 2005 issued by UNISCO a direct

relation between then number of enrolments at vocational and technical institutes and crud national

production was observed (Office of social research, 2009). In addition, one of the indices of development

of a country is the ratio of students at vocational and technical schools to the number of students at

secondary school. The vocational and technicalinstructions at secondary level are considered as tool to

achieve culture and development and global citizen social cohesion (Bryan Hibert22

and William

Borangen23

, 2002). Giasic (2007) and Khalaghi (2007) also have emphasized the influence of these

instructions on the degree of development of the nations. The curriculum of vocational and technicalis not

only based on instructional process but also encompasses the tangible results. This factor is one of the

reasons that why the vocational and technicalcurriculum is different from the rest of the other schools

curriculums and the reason behind the fact that why the developer of this program should passes higher

understanding of programming (Finch and Krankitten, translated by Khaleghi and colleagues, 2009).

Vocational and technicalcurriculum like general school curriculum has been the focus of experts for last

years. However, its special nature of this kind of general education and its relation with work and trade

market and industry, the issue of special relation with it, make the vocational and technicaleducation

system distinct from other theoretical educations. In addition, the program should be schemed such that it

can receive sufficient budget from the charter of school to the work market and should have three

components learning based on school learning24

work-based learning25

, communication, activities, which

school and work based create meaningful bond. This rule is considered by so many people as a rule that

provide all the necessary conditions to form and organize a curriculum and a solid education system. This

rule supports the design of curriculum in a cooperative and creative manner so that the applied and

scientific studies can intermingle in a meaningful manner (Finch and Kranklitin, translated by Khaleghi and

colleagues, 2009). It seems that the characteristics of curriculum of vocational and technicalprogram have

22

Bryan hiebret 23

William Boraragen 24

School-based learning 25

Work-based learning

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been bonded with entrepreneurship products and creative orientation and hence has a closer relation to

international scientific movements and local occupational opportunities and occupational needs are being

identified and educational process relating to type of communication with local work place will be

emerged. One of the most important characteristic of curriculum of vocational and technicalprogress is to

be responsive to needs of technology in the society. Therefore, innovations should be inserted into the

curriculum, so that the graduates could compete over a job and once they secure that, they should be able to

demonstrate their outmost. One other characteristic of curriculum the facilities, provisions opportunities

and educational sources, which are important, costing effect, is another factor too. Care should be taken to

avoid any inaccuracy and waste capital. Hence, developing this type of program plays an important role in

culture, economy and employment and predisposes the ground for emerging the significance of vocational

and technicalcurriculum in local, regional and international economy.

In order to achieve this, the planner should pay more attention to the main nature of curriculum and

introduce ways to assist the quality of this program. These ways or factors are governing the elements and

details of curriculum. Therefore, in this section the experts‟ viewpoints will be accredited high in achieving

this goal. One of the three main factors is the competency of instructors, curriculum goals and method of

evaluation. Instructors‟ qualifications include competencies orientations, which include the necessities,

required for different stages and professional exercises. Moreover, the goals encompass the educational

ideas, which stems from present philosophy and conditions (George Spotti and colleagues, 2008, p10).

Evaluation is the process of data gathering, change and implementation of information aiming the

instructors to decision making capabilities. Therefore, this evaluation has two characteristics: A) the

process that encompasses the test, evaluation and assessment B) leads to decision making (Seiko 2005.

Page 26)26

2….

Few projects have been carried out in the educational system of Iran particularly in curriculum

programming and little achievements have obtained as a research work. Based on some findings, graduates

have declared that their learning played little role in educating the instructor and confront with realities,

little benefit has gained from the investment made (Stirg, 1995). The major specialized subjects fulfills only

26

Zeliko

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certain part of the instructor„s knowledge in technical skills and lack of facilities and little practical

subjects, lack of text books are among the main obstacles in instructor education in physical educations

(Kashef, 1999)

Among 180 researchers (abstract of technical and professional researches, 2004), there are explicit

indication that the educational equipment and side facilities in the school of arts and the other member of

vocational institutes are not useful. Mir Drikvand (2003) conducted a research with the title of

investigation on ways to improve the ability of instructors and trainees of central province. He indicated

that the main problem in most communities specially the underdeveloped countries is the excess number of

unskilled people. In general and specialized levels of education system, most people are trained in non-

technical manner and they receive insufficient general education for employment. Most important problem

facing the central province in vocational and technicalprogram is the scarcity of labor and poor applied

educations. From the managerial stance, absorbing specialized trainee is among the most important factors

in order to excel the quality of vocational and technicalinstitutes. The book on the abstract of technical and

professional educations research (2004).The vocational and technicalgroup in more than 70 researches have

investigated the accommodation of vocational and technicaleducations with the needs of job market. The

researches have explicitly pointed out that the country‟s educational program is not accommodating with

the job market requirements and the three-segments of economy. In addition, the education in art school is

not in harmony with the technology. Salimis‟s studies (2007) determined that the vocational and technical

educations benefited the training of experts (human wealth)

In addition, training of entrepreneurship labor (self-employment) and it could play an effective role in the

development of human wealth by bypassing the Path. In addition, to achieve more, serious attentions

should be paid to the correspondences of education(content and policy) Maarofi (2005) in his research

concluded that vocational and technicaleducation administration should review its educational program and

try to implement the technical skills into the educational curriculum (quoted by Abdolahi and Saadatmand,

2011).

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Spotti and colleagues (2008) in an article under the title of quality indices acknowledged that the

standardization of vocational and technicalinstructors and the standards of professional trainees influenced

the instructors in decision-making. Scheming the education and confronting with learning environment, the

students relationship with companies and the principle of motivation for learning and communications and

dealer shipments.

Alnora Villegas and Reimers27

(2000) in his studies: ”the professional growth of teachers as lifetime

learners: patterns, exercises and other effective factors” of the teachers education system and the ways of

their professional expansion were compared in 15 countries such as England, Germany, Holland, Spain,

Sweden, Portugal, okra, Japan, China, Malaysia, Singapore, Australia, Israel, North Africa, and Canada.

The result of this study shows that the professional expansions should be considered as a processing type,

which should start from before the time of starting the service and continue all their life. In addition, their

professional expansion should be designed, support and budgeted in an orderly fashion so cause promotion

in their life.

In addition, in other accommodating studies which took place between America and Japan in 2001there

was an indication of the ways of bringing changes and modifications and rejuvenate in the professional

growth of teachers in both countries and the exigency of researching report came from an international

center. (Kilnstone and Anova, 2001)28

In other report, Spati (2008) the decision making and the command of teachers in relation to pertinent

profession, educational design, expansion of performance for learning, communicating and dealing

application in educational medias and command on the history of vocational and technicaleducation

systems and usage of investigable education and being updated of changes and consequently the work

place, they are considered as teachers qualifications. Amini in his primarily pattern divided that into two

sections, principle and base. In the first stage, the principle and fundamentals, which the art and curriculum

should be based on and the second stage that main point is the pattern, following discussion have been

27

Villegas &Reimers 28

Collinson&Ono

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introduced. Recommended-base monitoring the overall design frame work for the art class at the primary

school, the un-recommended base including flexibility and in focus in the curriculum of art class in the

primary, combination base in the art curriculum. In the recommended base, goals, content, methods and

evaluation are discussed. Evaluation should monitor the judging on the capabilities, works done, and the

result of practical art curriculum based on collection of criterion and patterns while is clear it should not be

poor in scale. In the evaluation of art education, the important thing for the teacher is the investigation and

observation of growth of student during his artistic activities. After the researchers design the pattern, he

will accredit the evaluation by receiving comments from experts who were interviewed (2005). In another

research, by studying the literature and the present anecdotal about the education improvement educations

in Iran and in the world.The pattern includes following components to be designed and after modifications

made by the responsible individuals finalized: The fundamental (philosophy and scientific), principle

(evaluation of all aspects of student, consistency in curriculum, teaching and learning and evaluation and

processing orientation, variation of method and tools of evaluations, consistency and visualization), goals

(constant upgrading learning processing effort to evaluate student‟s artistic potentials in the emotional

cognition and skills and providing necessary ground for the usage of tools in evaluation of students

educational improvement in art), perspective (visual wise, mental wise and combinational) and method of

(portfolio, Jojzhman, self-evaluation, applied tests and pen and paper tests)

Based on the literature and history of the research, for any one of the three previously mentioned factors, a

group of hints is designed and after obtaining the comments from those who responded and making

necessary modifications, as many as 30 hints (12 hints in cognition, 9 in emotional and 9 in skill domain)

were finalized and delivered. Regarding this current research, while exploring the pattern taking, the results

of accommodating analyses in vocational and technicaleducational system in America, England, Germany,

Japan and Iran concerning the education in the secondary school level with instructor‟s competency pivotal

and method of evaluation based on previously mentioned pattern will be delivered. The goal of current

research is determining the similarities and differences in curriculum of vocational and technicalof

secondary school from a selected country with that of Iran.

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In current research, we have taken the American, German, English, and Japanese, as a pattern and since the

pragmatic-oriented Germany‟s vocational and technicalis introduced as international exemplary and a giant

economy potential has been built in Germany. Now 28 to 500 initial submitters of vocational and

technicalfrom around the world are from Germany. Germans pay special care to the vocational and

technicaleducations. These educations due to their correspondence to the current job openings in the

community are enjoying the variety of courses and terms. Now, the educational systems of this country

start at the fifth level in parallel with other courses (Drati and Marjani, 1991:68). In England, there are rules

to provide related education in accordance with job market such as job opportunity with the type of degrees

and professional skills. Job-based educational system is found in England with emphasize on educational

trainings through vocations (Refernet Kingdom 2009:3). 29

Amongst the countries around the world, only

few countries can be found like Japan, which freed from ill economy with stunning high speed, but also has

become one of the patterns to so many underdeveloped countries in relation to its social and cultural

cohesion (Livington, 2003).30

America was the first country after W.W. II to made changes into its

curriculum and educational system. Paying more attention to vocational and technicaleducation was among

one of the changes (Drani and Marjani, 1991:84).

In England, too, the education is based on qualification, usage of different tools such as IT, supporting the

cooperative methods and resolving problems, combination and generalizationand the evaluation during the

course. In all the systems of these countries, the influence of vocational and technicalon the employment

has been positive based on Yasi and colleagues (2002). These four nations are amongst the far-industrial

nations in the world. In all these systems, at least one educational connection existed to the job market. All

of these countries are included among the 20 countries in the world in terms of labor expansion indices.

Whereas, Iran ranks 94 in the vocational and technicalamong the 136 nations of the world in terms of

indices of manpower expansion (the president office, social studies, 2009)

29

Refernet United Kingdom 30

Livingston

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The question of research

The curriculum of vocational and technicalat secondary level (three components, goals, qualifications and

evaluation method), the question is what differences and similarities these countries do have with Iran?

Method of research

This research is a qualitative studies with the accommodating method based on Beredy pattern31

. In

addition, descriptive analyses method. Beredy pattern includes four stages: description, interpretation,

juxtaposition and comparison32

. In description, the research phenomenon based on evidences and

information, notes taking and provision of sufficient evaluation and narration are to be taken afterwards. In

interpretation, the explained data are analyzed and investigated first. In the juxtaposition, the classification

takes place and stacking data gathered in last two stages for forming a framework for the comparison of

similarities and differences are conducted. In comparison stage, investigation and comparison of research

with regard to details in the similarities and differences are conducted. In addition, making response to

questions is done (Agazadeh, 2007). In this research, the statistic community is composed of the nations of

the world and the documents and curriculum of vocational and technicalof secondary school level. The

statistic from four nations, America, England, Germany and Japan from one hand and Iran on the other

hand are the statistic samples. In choosing four countries, it has been attempted to choose a country from

each continent with successful record and outstanding position in different groups especially in the

vocational and technicaland employment success. Hence, the method of sampling is a goal oriented.

The documents of vocational and technical education at the secondary level of nations are the tools of

Informative collection. The final validity of these tools was not important as is the case for other common

tools, but they received approval from the experts. To achieve that experts and lecturers who had sufficient

familiarities with the selected nations‟ educated system were employed. In addition, the judgments from

experts of the ministry of vocational and technicaleducations have been used to judge the authority of

documents: to raise the credibility of documents in this research an attempt was made to use documents

31

Bredey 32

Description, interpretation, Juxtaposition, comparison

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from official educational entities of countries and use their books, sites and official magazines. At the end,

the gathered information about the secondary level of vocational and technicaleducation of selected nations

has been analyzed by the qualitative measures.

Research Findings: In the present research findings has been pattern zed in three pivots, the goals of

curriculum of vocational and technical, instructor qualifications at secondary level and measures of

evaluation of vocational and technicalart schools based on pattern.

The goals of vocational and technicalcurriculum

Table (1): The goal of secondary level vocational and technical

Country The goal of secondary level vocational and technical

Iran 1- The level of general knowledge and culture

2- Better recognition of talents and interests of students

3- Providing proper ground leading them toward useful

Employment and predisposing them for further education

Japan 1- Combination of education and …….. Process

2- Emphasize in few learning subjects with respect to overall perspective

3- Job creation for 18 year old and older and building up confidence in youth

4- Training skillful workers holding professional qualification certificate.

Germany 1- Increase in the growth of practical training

2- Upgrading the transition and security of routs

3- Enhancing the principle of professional employment in making flexible

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trainees

4- Employment security

5- Promoting the students qualification

6- Assurance of International education situation

7- Enhancing cooperation between science and industry and politics

8- Providing the infrastructure of policies of future-oriented professional

education

England 1- Upgrading the skills level labor globally

2- Increasing the grace time for education of vocational and technical for the

ages of 14 to 16.

3- Preparation of youth in mobilizing from Interest to talents

4- Familiarities of people with occupational path and wide spectrum of campuses

work place

5- Expansion of vocational and technical educational provisions toward more

6- Flexibility and self- confidence of students active in vocational and technical

field.

7- Students to have sufficient work experience and educations led to acquiring

professional level qualification.

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America

1- possessing vocational qualifications at the age of 17 and 18

2- Preparing students to be a responsible citizen, more learning and productive

employment and self-confidence and having cooperative spirit for developing

a productive society

1- 3-Enabling students in paying college expenses at 18.

Similarities and Difference of goals dominating vocational and technical Curriculum

Similarities: England and Germany both have focused on the economical and job performances of

individuals in future. Iran and England have focused on individual Growth more than other countries. In

four nations of Japan, America, England effect of these teaching on employment has been positive and the

most resemblance was between Iran and England‟s goals.

Differences: Iran has emphasized on promotion of culture level and recognition of talents where as Japan

had more overall look and Germany & England have focused more on professional capabilities and

employments, but America emphasizes both on individual and group aspects and Germany more than any

other country implement balance of education with International markets.

Instructor’s Qualifications

Table (2): Qualifications of vocational and technicalinstructions at secondary level.

Country Instructors Qualifications

Iran In Iran according to pertinent charter, the holders in various art schools are employed and

by passing an employment test, could secure a teaching position.

The course of vocational and technical education for instructors despite its nature it is not

aligned with students‟ needs and has no special differences with general educations.

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Teachers hold an important stance. The more educated the instructor, the better quality of

courses will be taught.

Japan Japan is extremely sensitive in educating their teachers and more than anything else, they

pay attention to their characters and with this view point they invest high capital to train

their teachers and consider this ass a national wealth. They educate in a three- year

college. The colleges link to universities and companies. The students of a technical

instructor in Japan is its ability to solve problems and also produce and have a command

on a special subject. Considering the nature of education and their role on work-related

learning following problems islinked to that: Balance of predetermined structural

incoming factors, teaching true abilities and capabilities, bonds between instructing

courses and teaching capabilities, vocational and technical instructors with the boss having

close relation, Japanese bosses accredited the high grade of students.

England Britain has set up a national framework to settle the unrest in the instructors education and

reached to a god result in this matter. If an instructor does not pass the scrutinizing

process, he will not enter the vocational and technical. A thorough balance exist between

the theory and technical teachings and also 18 hours of applying practice. Perspective base

on qualifications results in competency in many aspects.

In this country, holding a bachelor‟s degree is necessary for teaching at vocational and

technical institute. Off course, they should acquire the national qualification certificate

before entering this institute.

Germany Germans confronts with their new perspective very flexibly and they seriously regard the

job market needs with the education of their instructor and skillful workers. In addition,

the subjects taught at vocational and technicalCollege. Theses dominant perspective on

this education is based on qualifications. Technical instructors holding Diploma with very

long work experience could be employed to these colleges. The technical instructors in

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Germany should attend in AEVO Exam and aptitude tests. Technical instructors should

passes following standards: familiarities with principle of teaching of professional work,

background in professional teaching, method of teaching concept of professional teaching,

teachers employment opportunities, learning and teaching theories, professional evaluation

and recognition, familiarities with job market, familiarities with organizations and

development of educational institute at the national and international, investigable

perspectives in the education of vocational and technical, analyses of decision making in

professional act regarding the number of hours of studies per week, passing 12 hours of

Pedagogic psychology. Professional educations have the highest portion in the curriculum

and are deliveredin three phases of instructors educations. Phase one: 60 hours of phases

study in each term including three subjects: professional, optional and specialized phase 2

duration is 1.5 to 2 years of practical training in companies and workshops and phase three

is about updating the qualifications of instructors approved by an expert being appointed

by the offices. Hence, teaching in this type of institute is closely related to experiences

and skills of the applicants and receive constant monitoring from the experts.

America This country holds various medals granted to professional instructors and employments

but there is a strong tendency in this country in employing instructors with practical

training background. If a person does not hold practical training, he should take the

NOLTI test and passes that with a passing grade. In some fields, teachers are employed

with a passing grade in some fields. Teachers are employed with 9 years of experience and

they bring assurance to succeed in one of the teaching components in the classroom. In

fact, the qualification of a teacheris defined in two categories, Command in his specialty,

and familiarities with the principle of education.

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Differences and similarities of teacher’s qualification in the curriculum of vocational and

technicalinstitutes.

Differences: In Germany, the selection of teachers is in accordance with national exam code of trainee

education. In England, holding a QST degree is one of the conditions and obtaining this degree requires 3

to 4 years college or pursuing a master degree program. The requirements for the selection of vocational

and technicalinstitutes are governed under national framework of “NVQ” In America the exam to rank the

qualification of instructor is done through NSPIE. In Japan, they trained in 3- Year College and perhaps

Japan is the only country that absorbs the instructor s through colleges, which in return provides sufficient

requirement for the employment at vocational and technical. Nevertheless, in Iran, now, based on pertinent

charter, the instructor with ……degree is employed and after succeeding in the exam, they would secure an

instructional occupation. Japan pays more value to the position of instructor compare to Iran.

Communication of instructor with the industrial firms is quite fluent except in Iran. In the curriculum of

most countries there is more educating courses included, but in Iran, there exist more theoretical courses

involved.

Following qualifications are not remarked as the other qualifications of other countries. The managerial

skills to handle project and decision making in England and familiarities with the code of professional jobs.

The history of professional education, the method of professional teaching, the concept of professional

education and….Education, job opportunities for teachers, professional recognition and evaluation, and

familiarities with job market and organization and expansion of educational institute at national and

International level. Research perspective in technical education in Germany ability to provide conditions

for psychological health and ergonomics in campuses, ability to correspond with administrative related

process in Iran.

Two countries, Germany and England have launched a program in setting up an institute for

standardization of bringing quality to educate the instructors as their goals. This institute has a direct

relationship with central offices of managing the instructor education. Developing standards assist students

and instructors to access the qualifications and expectations. Because, these standards clearly define the

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ability and expectations in helping the evaluation process.However, in two countries of Japan & Iran, goals

are defined in the framework of overall qualification and potentials.

Similarities: In 4 countries of our selection which are an advanced industrial nations, the curriculum of

technical and professional teachers education are composed of two parts, theory and practice and in each

week the practical sessions is more than theories but the study does not show any major differences in

talent and professional education with the general education system except that the specialized courses

depending on the subjects determines practicality and skillfulness. The communication of teachers with

companies is remarkable. All countries consider the general goal of this education system and concentrate

on the evaluation of teachers. The subject of bringing quality to teachers is a combination of 1) raising the

knowledge of education, the knowledge of subjective contents, skills and viewpoints necessary for effective

teaching, strong understanding of growth and changes of students. Effective communicative skills, having

responsible ethics and ability to continue learning through lifetime and become updated.

Regarding the qualification, all countries recommend the command of specialized subjects and experience

and awareness in psychology. The ability in creating secure and safe learning environment is concerns of

all countries except Iran. In four industrial countries, each instructor performance under inspection of an

expert master and teacher hold national qualification certificate. Work experience is the requirement to

enter the profession of vocational and technicalworkforce. In all selected countries except Iran, 9 or even

15 years of work experience is essential. Each teacher produces from 110 to 160 hours per month.

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Method of evaluation

Table (3): Methods of vocational and technicalevaluation at secondary school level

Country Method of evaluation

Iran

Evaluation on education is done in three stages of recognition, execution, ending. Exams

are conducted in two-theory per section, theory with possible score of four, Practical

part of 14 and a score of two for emotional skills. The evaluation tools (skills) in Iran in

written exams, short response tests, two choices, descriptive and research project, in

addition, sort making type. In the practical section, the standard environment is the

apparatus that the students have provided on month before in Iran. The instructor does

the evaluation of three sections of a subject and plays the role of inspector during the

executions of theoretical and practical tests.

Japan

In Japan high importance is given to the discipline and cooperative and new

perspectives in professional ethics. Evaluation is done in two parts theory and practical.

The emotional and ethic section regarding the indices is being evaluated tools with

applied testing method like test, multi-choice, and blank space is done. However, in

practical assessment, submitting projects are essential. In this country like other

countries, the number of companies in spite of the fact 95% of the students manage to

succeed in receiving a certificate and this indicates that they are in track.

England

Evaluation differs in each province. However, the characteristic and position of students

and ranking the students potentials by instructor of students and ranking the students

potentials by instructor in a given period is the same in all provinces. Competitive

events are mostly criteria. They want to know mostly that what occupation the students

fit most, with consideration that the criteria for evaluation are a criteria oriented, but the

pervasive perspective in evaluator is the qualification itself. Evaluation is performed in

two practical and theoretical sections. The evaluation tools in the theoretical sections are

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in the form of composition test and short- answered tests and the type of sort making

tests. In the practical section, a sample work or project is being used. Constant

evaluation stems from evaluation expansion perspective evaluation of individual in

terms of progress in professional ethics carries high significance and about grade 4 is

allocated to this section depending on subject matter. The evaluator panel composed of

experts in that field and its instructor. British national exams also have their own

significance. These tests take place each year after the local examinations. Hence,

ministry official inspect the test and the approval of graduates would follow that.

Germany

Evaluation of academic program is done in two levels general and practical tests. The

practical test requires a project to be submitted and the method of test differs depending

on the subject matter. The structure of tests in the country is the same. The evaluator

tools for written tests, practical and descriptive, short-answered, blank- space or oral

.combined test each student at the end of course, participate in the final test to show that

he has achieved the necessary professional qualification. For organizing these tests, the

room in charge, a representative of boss, a representative of civil servant in equal

number and at least a technical teacher member of examiner should be present. In

Germany, evaluation from the intending occupation is made. The global perspective

regard the professional ethics, which Germany is one of the pioneers in this matter,

evaluation is made based on its components.

America Three kind of basic evaluation were found at schools. Classroom evaluation, general

evaluation, national evaluation of classroom assessments evaluate the goals. Students

receive scores in this evaluations and parents receive the report. This evaluation has

close relations with work in classroom performance and is the pivot and that happens

during the term or school year. General test: In fact, evaluation takes place by someone

except the teacher who has taught the course. Like an evaluator institute and its other

characteristic is its execution in a standard condition. One of its advantages is in

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selecting people in terms of their qualification national evaluation: This process deals

with the evaluation of progress of a learner in the connection with national standard. In

addition, those are based on similar academic course. In addition, their results are taken

as criteria for overall progress in a given group or age or as a base for on-going

inspection of national standards during a period.

In America, evaluation is an integrated and continues process which creates a common

work. Evaluation skills for vocational and technical teachers are remunerated as

specialized skills for teachers. One member from companies and other institutes are

selected and are active in the process. Professional ethics and its evaluation is an

important factor to success of an individual. Evaluation tools are in written test, sorting

and in composition test types. However, in the practical exams, doing a project and

completing a pertinent form is necessary.

Differences and similarities of evaluation method in the curriculum of vocational and

technicalinstitutes.

Similarities: In all countries, precognitive evaluation, final and....... and on-going evaluation and regard to

emotional field are being used. The differences exist inn countries in the evaluation of emotional field and

the effectiveness magnitude of this component vary.

In this regard, Japan values the evaluation of ethic most. Rest of countries except Iran rank in lower

hierarchy in this regard.

Evaluation tools in all countries, standard test, oral questions and portfolio are in the emotional sections.

Evaluation tools are done by the method of applied exams, and multi-choice and blank space type. In the

practical section, there is an emphasize on submitting a practical work or project. In all the countries, a

panel of examiners test the students, which usually a person from a company or institute is selected. In Iran,

the teacher is the only evaluator.

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Differences In Japan, the final exams in the vocational and technical educations are highly valued. In

England and America national exams and in Germany final exam are the only way to pass an academic

year, but in Iran, this is not taken very seriously.

Conclusion

The technical and professional goals in every country determine the status of that country in terms of

importance that given to their education and its role in the economy. However, according to Lutan Coy

goals are to be studied. For example, based on studies made in Iran and in the countries that was introduced

in the previous sections, it was determined that the education of VOCATIONAL AND TECHNICAL at

secondary level in Germany, Japan, England and America respectively have positive impact on

employment and skilful works who are trained to satisfy the market needs.

However, in Iran researches indicate the lack of accommodation of graduate‟s qualifications with the job

market and dissatisfaction and trusts of job owner and bosses toward the graduates of these institutes

(Novidi, 2004). In this research, goals are subjected to comparison from the cognitive aspect but they have

not been evaluated from goal achieving point of view. Attention paid to employment is off concerns to all

countries. In Iran and England, the research explicitly implied to talents and interests of students, the

VOCATIONAL AND TECHNICAL exams to discover the talents and interests, but in England, an

emphasize is made to the link between the talents and interest. This goal stems from theories governing the

vocational conducts. In July 2007, a research was launched in England. This research discovered that there

was not enough vocational education at school level and found that existed lack of accommodation of

youth‟s talents and their occupation. Hence, providing data, understanding and recognition of their

occupations and future job satisfaction and self-recognition tests and practical training courses were all

suggested. Off course, in Japan the organization of vocation research has emphasized on, exams,

experience and expertise as the factors in expanding the employment of student at the VOCATIONAL

AND TECHNICAL schools. In Japan, goals are defined in terms of technical education and having multi-

learning domain. In this country, the content of practical section is more than content of theories in Iran,

explicitly in the definition of goal, the combination of theories and technical overall perspective have not

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been focused as ...... in practice, the method of teaching-learning and evaluation of content and ....... the

teacher‟s professional skills are mixed with practical and theoretical theories in England. Japan and

America there is an emphasis on self-confidence building and ethics. However, in Iran, the professional

ethics has explicitly been outlined. Iran can observe this as the first goal. This goal in the methods of

evaluation, educational, and teaching qualifications could present cooperative perspective and processing

wise evaluation and with regard to job, potentials could bring about the marketing. The continuation and

enhancing principle are in the heading of goals of Iran, Germany, and England. In the English goals and

Japan, national qualification is defined and this is to assure the industry and bosses of national

qualifications. For example in Japan, bosses emphasize in the grade of students. However, in Germany,

because there is a close relation with industry, automatically there is a trust. Even though the nature of

work is same, but each country thing differently.The point is that there is some kind of similarities of Iran‟s

goal with any one of the country‟s goal. All three goals of Iran are regarded by the far-industrial countries.

Among those, the goal of Iran is closer to English goals. The widest difference is the Iran‟s goal with that

of Germany. In Iran, fewer economy and international goals are sought compare with other nations. For

example in the goals of America, the growth of American students is such that they can afford their college

expenses at the age of 18. It can be observed that in Germany, the attention is made toward the work-

oriented, social, and international plight, like assuring of the potentials of international education market

and providing future-oriented professional education.

Educating the VOCATIONAL AND TECHNICAL teachers with holding the certificate and successfully

passing tests of qualifications is not in the centre of their interest to our educational organization.

According to the related ....... holders of are employed in art schools and with participating in the entrance

exam, they can attend at any one of the field of VOCATIONAL AND TECHNICAL and they take

specialized courses as well as the general ones.(Karimi,1389, p 69). In Iran, the minimum requirements of

degree for teaching are a higher diploma and their criteria for qualification are the degree itself. However,

in Germany, more attention is paid to their work experiences. Their college studies are about 4 to 5 years.

Whereas in Iran, the minimum of two years is enough for studies for a skill worker

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The direction for education in Germany is based on competencies and necessary requirements are based on

the national exam. In Iran, an individual should only go through the entrance exam and selection, interview

and scrutinizing test. Practical training is limited to companies and professional schools, but in Iran, all of

these are handled within the colleges and workshops. The responsible body for education in England is the

ministry of employment, the minimum degree is the QST, to obtain that one should study 3 to 4 year at

college or a master degree, and its requirements are set by NVQ. In England 18 hours of education per

week is for the practical studies whereas in Iran that is only 70 hours for the whole period.

In America, holding a minimum of bachelor degree and work experience is minimum. Requirements fifer

from one state to another sometimes having 9 to 15 years of work experience is essential. In America, the

test for qualification is NSPIE. However, in Iran, through an employment exam and an interview thy can be

employed. In Japan, the trainers should pass one year of practical training. However, in Iran, the relation of

companies and institutes even in teacher‟s education of VOCATIONAL AND TECHNICAL is not solid

and they try to focus on virtual studies and theories. In general, the qualification of teachers is in three

phases, before entering to the teaching occupation, during the entry and after the entry. Before entry in all

countries is based on the national Diploma and high work experience and during the entry is based on the

theoretical and practical education and after the entry the work under supervision of experts. Since the key

to success for each educator is in the hand of an instructor, then is a good idea to regard these phases

strongly. Considering that, the VOCATIONAL AND TECHNICAL education introduce few skills, in new

perspective, the evaluation is done only from the practical stance, but also the overall general skills. In

Japan and America, England, Germany the professional ethic and the degree of cooperation among the

colleagues have a high value in evaluations

Nations to evaluate these cases, they have provided certain tools. Among these tools, portfolio and folder of

the student‟s daily performances and...are used. For instance, in Japan, every instructor after his classroom

and daily activities take the notes of the performance in terms of cooperative and interactivity of the

students and write down the progress of each student in consecutive days. In Japan, high emphasize is

placed on the support of student during the evaluation process. The perspective in expansion evaluation in

America has been introduced toward upgrading the VOCATIONAL AND TECHNICAL education. In

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Germany, since the students educate in real atmosphere the constant evaluation in Germany and on-going

feedback take place. In England due to mid-focused to this issue and emphasise of bosses on the national

certificate based on scores, they become absorbed in the job market with regard to the score that ZELIKO

in 2005 has done for evaluation of secondary school. In America, Japan, Germany, England, Iran at the

level of recognition, motion an evaluation take place. At recognition level, written exam and theories were

focused in all countries, at motion level tests of practicality and delivering a project is defined. Iran only in

the constant and process evaluation has regarded lesser significance and feedbacks were limited to the night

of the exam. Iran with regard to emotion and ethic due to religious commitments and moralities, this is a

base to all education. However, it has been seen that some instructors distance from that and they only

regard the written test result. This sometimes gives the student a pseudo-trust and makes him with a mind

full of knowledge but empty skill. Miradi(1381) has brought this in his research that in Iranian evaluation,

the teacher is only evaluator , but in Japan, Germany, America and England due to engagement with

companies and factories the other kind of evaluators interfere with this. In Iran, the resultant-based of the

dominant evaluations domain has formed traditional and old- philosophy perspective, whereas in Germany,

America, Japan, England a perspective of process-based in teaching and evaluations can be observed.

Suggestion and alternative

Researchers take the responsibility of submitting suggestion and alternatives based on the outcome of

earned results.

1- The exigency of raising budget of VOCATIONAL AND TECHNICAL education at the secondary

level.

2- The exigency of coordination between the educational institute and large cooperation and campuses.

3- The exigency to regard the pervasive perspective and directing them toward qualification-based

educations.

4- The exigency to regard earning education during the time of engaging teaching for the new teaching

method.

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5- Exigency of regarding the communication between schools and companies for practical training which

requires the formal documentation at the ministry level.

6- The increase of internal and external performances of VOCATIONAL AND TECHNICAL educations.

7- ......the technical expertise and formal and informal progress of technical education in a framework of

an organized system.

8- Accommodation of curriculum and the content of education with the needs of society and

circumstances due to .....and teaching expansions.

9- Modernization of VOCATIONAL AND TECHNICAL education in step with the social and economy

expansion

10- Bringing a balance to VOCATIONAL AND TECHNICAL education according to the needs of

country‟s expansion. Exigency of a program to absorb new coming instructor. There is a transitional

period between the pre-employment and during the employment for instructors which have been left

unnoticed, therefore, it is better to introduce a program for the education of teachers with little or no

experience in order to bring quality to the system.

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