This research has been done to investigate AND compare the effectiveness of FORMAL AND inFORMAL TECHNICAL AND VOCATIONAL TRAININGS ((TVTS)). In order to achieve this objective, a survey was conducted AND a rANDom sample of 1321 educators of the statistical population was selected. For data analysis, discriptive statistics, parametric AND nonparametriced methods were used. In this context, two aspects of effectiveness were analyzed: first, increasing the employment capacity AND second promoting the employment improvement, success, sustainability, AND stability. Comparing the effectiveness of FORMAL AND inFORMAL training on job improvement showed that in general, inFORMAL TRAININGS are more advantageous than FORMAL ones. Thus, it is recommended that similar to the past, specific attentions have to be paid to inFORMAL TRAININGS. In other words, any supportive policy towards developing public AND private TECHNICAL AND VOCATIONAL training centers can improve the employment in the country.

Training rural women is an effective step toward sustainable rural development. The general purpose of this descriptive survey was to evaluate inFORMAL TECHNICAL AND VOCATIONAL TRAININGS of rural women. The study population included rural women in SanANDaj city. According to Krejcie & Morgan’s Table (1980), a sample of 120 respondents were selected using stage sampling method. Research instrument was a questionnaire whose face AND content validity was approved by a panel of experts. To estimate its reliability a use was made of test-retest method which indicated its reliability. The findings of the study pointed to a significant difference between respondents’ skills prior AND subsequent to receiving the TRAININGS. An exploration of the knowledge changes of rural women in regard to their education, further, indicated that there was a significant difference in knowledge changes as far as their education levels were concerned. The aim of these TRAININGS is job creation in order to foster economic growth of rural areas. Unfortunately, there is, however, faint possibility for rural women to work in hANDicrafts industry due to limited funds AND unprofitable small-scale production. To solve this problem, it is suggested that cooperative companies of rural women AND those of carpet-making be set up in villages.

Purpose: This research aims to identify the key components for implementing knowledge management in institutions AND organizations that offer inFORMAL TECHNICAL AND VOCATIONAL education in Iran. It is an applied research focused on achieving this goal.Methodology: The research methodology involves a combination of exploratory AND qualitative approaches, utilizing meta-composite AND Delphi methods. Initial data collection was done using the meta-combination method, analyzing 142 relevant sources AND narrowing down to nine studies. Categories were identified through this method AND validated using the fuzzy Delphi method with expert input through questionnaires.Findings: Through text analysis, five categories AND seven components were identified, including policy AND planning, structure, human resources, process, AND infrastructure. Human resources participation, organizational leadership support, AND government backing were highlighted as crucial for successful knowledge management implementation.Conclusion: Human resources involvement, support from organizational leaders, AND government backing are essential for establishing effective knowledge management practices in organizations.Value: This research introduces a novel model for knowledge management in Iran's inFORMAL TECHNICAL AND VOCATIONAL education sector, marking a departure from conventional methodologies. By integrating metacomposition AND fuzzy Delphi methods, AND gathering insights from experts, this research contributes to the advancement of knowledge in this field.

The purpose of this study was to provide a strategic business management model in private TECHNICAL AND VOCATIONAL schools using interpretive structural modeling. The research method in this research is exploratory AND applied in terms of purpose. The present study was conducted with a mixed approach. The required data were collected through library studies, interviews AND distribution of questionnaires. The interviewees team included managers AND experts of the TECHNICAL AND VOCATIONAL Education Organization AND managers AND instructors of private TECHNICAL AND VOCATIONAL schools in Golestan province, as well as theoretical experts including university professors in related fields. The number of experts was 25 based on theoretical saturation. Through qualitative content analysis, 12 components AND 73 indicators were identified which were graded using interpretive structural modeling technique. According to the findings of this section, organizational attitude AND management skills are at the seventh level, which is the lowest level of the model. The factor of creativity AND innovation is at the sixth level, facilities AND resilience at the fifth level, tuition AND cost, advertising AND marketing at the fourth level, apprentice value at the third level, human resource development at the second level, AND finally efficiency, quality AND competencies at the highest. Based on the research findings, it is suggested that TECHNICAL AND VOCATIONAL education institutions use international service quality stANDards AND existing models in this field to improve the quality of services of the institution under their supervision.

The purpose of this study is to identify the indicators affecting the business of TECHNICAL AND VOCATIONAL institutes. The research method in this research is exploratory AND applied in terms of purpose. The present research has been done with a qualitative approach. The method of data collection was field, i. e interview, AND library method through reviewing the research literature. The sampling method is non-rANDom. The study population consisted of experimental experts including managers AND experts of the General Directorate of TECHNICAL AND VOCATIONAL Education AND managers AND instructors of Private TECHNICAL AND VOCATIONAL schools in Golestan province as well as theoretical experts including university professors in related fields. The data collection tool was a semi-structured interview with 25 experts, which was finally saturated in an interview with the 18th expert. In order to determine the indicators, the data obtained from the interviews were analyzed by coding method. After that, to confirm the findings of the interview, 12 experts were consulted. The results show 90 indicators that classified into 4 dimensions of customer satisfaction with 3 components, "value", "fee AND cost" AND "advertising AND marketing", organizational characteristics with 6 components, "attitude", "human resources", "competencies", "managerial skills", "processes" AND "facilities", competitiveness with 3 components, "quality", "efficiency" AND "innovation" AND external factors with 2 components, "resilience" AND "challenges".

This research aimed to design the VOCATIONAL Qualifications Framework of trainers as well as determine the expected competencies of TECHNICAL AND VOCATIONAL trainers. The type of research is applied in terms of purpose AND it is a descriptive survey in terms of data collection. The research method is a combination of quantitative AND qualitative studies. Data collection tools are documentary study, electronic questionnaire AND interview. The reliability of the questionnaires was 0. 985 AND its validity was confirmed by experienced experts, trainers AND experts of TECHNICAL AND VOCATIONAL Education. The statistical population consisted of three groups including educators, experts AND managers of instructor training centers AND TECHNICAL AND VOCATIONAL organizations, AND foreign TECHNICAL AND VOCATIONAL education experts related to the TECHNICAL AND VOCATIONAL Education Organization. Content analysis was used to evaluate AND analyze qualitative data, mean AND stANDard deviation were used in quantitative data analysis in the data description section, AND one-sample t-test AND one-way analysis of variance were used in the inferential section. By content analysis, 112 statements of trainers' competencies including entrance competencies, general competencies AND specialized qualifications were obtained. These statements were surveyed through questionnaires AND interviews. The results of quantitative data analysis showed that all respondents, on average, strongly agreed with all the statements. The results of the Levin test showed that in any of the variables in all three groups, competencies were not significant AND the hypothesis based on homogeneity of variance was confirmed AND the results are reliable despite the inequality of the statistical population.

One may say that The Open Society AND Its Enemies (OS) offered in 1945 the first complete elaboration of the general approach proposed by Karl Popper, namely his ‘critical rationalism’, a bold generalization of the fallibilist falsificationism in the domain of the empirical sciences masterly proposed in Logik der Forschung (1934). The political content of The OS has been critically discussed. Nevertheless, not all people insist on the equally important moral dimension of the book, giving it its unity, I submit. Without morality, no critical discussion, no reason, no open society, let us say in a nutshell. I would argue that according to Popper, a strictly Christian morality of love would not be the appropriate emotional companion of critical rationalism, but that the less demANDing moral emotion of sympathy or compassion is perhaps necessary to give it its force against violence. I give some support to this line of argument. In my view, Popper proposed a somewhat unarticulated critical rationalist ‘emotivism’ of sorts. The emotion of compassion is necessary for triggering our moral decisions AND values, which are the ultimate basis of the choice for a reason against violence.

Nowadays, studies on managing AND entrepreneurship have found great importance, AND attracted the attention of many researchers. So that in this respect, various articles have been produced. TECHNICAL AND VOCATIONAL training had the achievement of reception AND publication of more than 500 articles. Variety of different issues, conflicts, contradictions or inconsistencies in the results of the studies, made us to extract 69 articles related to employment, entrepreneurship AND the characteristics of entrepreneurs in two conferences of training AND employment, through meta- analysis method. Data analysis was done using descriptive indicators. The results showed that more training in entrepreneurship AND employment issues in three categories of concepts AND conceptual models of context AND personality characteristics, AND skills of entrepreneurship has been dedicated. The Quantitative AND survey research methods were used in this study.

I have previously argued that human flourishing partly consists in the ability to exercise essential human capacities, many of which are non-distinctive AND shared with other animals. The concept of flourishing is itself species-specific. Thus, the development of essential capacities (human AND nonhuman) comprises a large part of the goods that we ought to promote. Problems about the definition of ‘essential’ are discussed, as are related issues about whether there are necessary AND sufficient conditions for the correct use of sortal universal terms. The relation of the exercise of essential capacities to basic needs is investigated, AND the essential nature of the human capacity for meaningful work, which has been disputed by John White, is defended. Finally, some suggestions are offered about what the proponents of the capabilities approach might derive from that of essential capacities.

The polite listener In EnglAND stares at the speaker attentively AND blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. AND in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture AND language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks AND language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally AND authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different AND varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture AND adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, AND teaching foreign language are put forward.