The current study is a survey-descriptive one in which the statistical population includes the experts working at TECHNICAL AND VOCATIONAL TRAINING ORGANIZATION AND its subordinate offices, experts working in the industrial section, faculty members AND scientific centers. The required data for this study were collected through researcher-made questionnaires AND check lists. Analytic Hierarchy Process was employed to help choose the best courses AND skills from four different perspectives (needs of job market AND industry market, attention to entrepreneurship development, attention to job creation for university graduates AND equality of priorities). The results showed that the priorities from the perspective of choosing the skills based on the need of the job AND industry market are as follows: the first priority is the skills of repair AND maintenance of gem spectrometer, the second one is assigned to the skills of working with gem spectrometer, the third priority belongs to the skills of repair AND maintenance of X-Ray emission spectrometer, the forth one is the skills of repair AND maintenance of gas chromatography-gem spectrometer AND the last priority is the skills of working with X-Ray emission spectrometer. From the viewpoint of attention to entrepreneurship development the priorities are as follow: the first one is related to the period of working in chromatographic laboratory as a user having the skills of working with gas chromatography-gem spectrometer, the second priority is having the skills of a furnishing mill user, having the skills of working with furnishing mill, the third priority is the skills of X-Ray user having the skills of working with X-Ray emission spectrometer, the forth one is the skills of repair AND maintenance of visible-ultraviolet spectrometer AND the fifth priority is the skill of working with refract meter. From the perspective of attention to job creation for university graduates the priorities are as follows: the first one is the skills of working with the device of sedimentation in vacuum with fire vaporizer, the second priority is the skills of repair AND maintenance of gem spectrometer, the third priority is the skills of working with gas chromatography-gem spectrometer, the forth one is the skills of repair AND maintenance of nuclear magnetic resonance-immediate transfer AND the fifth one is the skills of working with chromatography of provided liquid. From the perspective of equality of priorities, the result showed that the first priority is the period of working in the spectrometric laboratory as a user having the skills of repair AND maintenance of gem spectrometer. The second priority is assigned to the period of working as a user in the relevant chromatographic laboratory having the skills of working with gas chromatography-gem spectrometer. The third one relates to the period of working in the spectrometric laboratory as a user having the skills of working with gem spectrometer. The forth priority is the period of working as a user of X-Ray spectrometer having the skills of working with X-Ray emission spectrometer AND repair AND maintenance of it.

TECHNICAL AND VOCATIONAL TRAINING ORGANIZATION considers the improvement AND promotion of financial resource efficiency as one of the main strategies to implement a comprehensive system of skills AND technology across the country. Therefore, the identification of influential factors in the financial resource allocation is very crucial for policy makers AND managers in the ORGANIZATION. This is the main objective of this research. Statistical society includes all provincial departments of VOCATIONAL TRAINING used in this study during 2012-2013. The methodology is based on Panel Data. The results represent allocating financial resource to VOCATIONAL AND TECHNICAL TRAINING centers in provinces should consider five influential variables, namely unemployment, educational commitment, number of instructors AND staffs, AND finally, number of workshops. This means that the allocation of financial resources in provinces must be done according to the coefficients %15, %26, %30, %28 AND %4 respectively, based on unemployment rate, responsible TRAINING hours, number of instructors, number of administrative staffs AND number of workshops.

This descriptive study aimed to evaluate the appropriateness of the curriculum (in terms of curriculum elements) of VOCATIONAL TRAINING from the perspective of trainees. In this study, we sought to assess the appropriateness of the curriculum element (aims, content, teaching AND assessment) in TECHNICAL AND VOCATIONAL education. The study population included all the students (male AND female) of professional centers of SanANDaj city, out of which a sample of 344 was rANDomly selected. A researcher-made, 48-item questionnaire based on four main elements of the curriculum was administered to collect data. Descriptive (mean, stANDard deviation, frequency) AND inferential statistics (t test, univariate analysis of variance AND Friedman test) were used to analyze the data. The results showed that the TECHNICAL AND VOCATIONAL education have proportionality with three elements (objectives, content AND assessment). The proportionality of other element (method) was reported to be above average level of fitness. Moreover, the value of F was significant AND indicated that there exists difference between the proportion of VOCATIONAL AND TECHNICAL education AND curriculum elements.

The purpose of this study is to identify the components of strategic management of TECHNICAL AND VOCATIONAL TRAINING in order to apply optimal strategic management in interaction AND adaptation to the environment. This research is applied in terms of purpose. In terms of implementation method, it is a cross-sectional descriptive-survey AND in terms of data, it is mixed (qualitative AND quantitative). In the library study section, 28 valid sources were sampled based on theoretical saturation AND the strategic components of TECHNICAL AND VOCATIONAL education were identified based on grounded theory of 12 components AND 35 subcomponents. AND for strategic management in general, 6 components AND 22 subcomponents were identified, including: conceptual exploration, environmental scanning, strategy making, implementation AND evaluation of achievements, AND strategic leadership AND monitoring. Research findings include: Employment (employability AND self-employment, entrepreneurship, innovation AND creativity); Educational attractiveness (diversity of audiences, improved access, increased traction AND attractiveness of education); Lifelong learning (adult learning, employee skills development, empowerment of individuals); Axis demAND (employer survey, labor market information, needs assessment, demographic census); Identify job changes (job changes, technology changes, skill changes); Pivotal research: (comparative studies, follow-up studies AND employment status monitoring); Flexibility (e-learning, combination TRAINING (virtual AND face-to-face AND mobile TRAINING)); Modernization (educational space AND equipment, advanced educational technologies AND simulators); Educational Economics (Skills Development Fund, Realization of TRAINING AND Examination Tariffs); Strengthening educational assistants (supporting emerging ORGANIZATIONs, financial AND supportive incentives, educational cooperation of enterprises in internships, student professors); Improving the assessment system (third-party auditing, recognition of what has been learned AND previously learned, performance stANDards test stANDards, acceptance status of learners' skills); Quality Assurance (Professional Development of Instructors, Professional Qualifications System of Instructors, Competency Based TRAINING, Professional Competency Based Curriculum, Accreditation of Institutions AND Rankings, TRAINING Management StANDards, Educational AND Career Counseling AND Guidance) then, by conducting a semi-structured interview including 6 mANDatory questions AND an optional question with 10 experts, the components were linked AND organized in order toformulate the final quality model AND validate it, AND the degree of appropriateness of the model was 95%. Finally, several suggestions were made that the managers of the TECHNICAL AND VOCATIONAL Education ORGANIZATION, by recognizing the above components, can successfully apply strategic management.

This study is based on the argument of what is the level of Strategic thinking of Iran TECHNICAL & VOCATIONAL TRAINING ORGANIZATION (Iran TVTO)’ s? The Conceptual model of this study is designed on the ideas of Jean Lydka (1998 AND 2005), in the expression of variable dimensions of strategic thinking. The study is based on the result, an applied-developmental, based on objective, descriptive AND based on the method of data collection, survey AND field branch. The most important statistical techniques used in this study include One sample t test AND ANOVA. Statistical population of this research includes senior, middle AND base managers of Iran TVTO Headquarter, as many as 104 people, AND 83 people were selected for the sample size based on Cochran formula. In this study sampling method is simple rANDom AND the questionnaire used is researcher made AND has the necessary validity AND reliability based on Cronbach's alpha coefficient 0. 920. It consists of 53 specific questions AND the type of closed questions with a measuring scale the whole five-item Likert. Data were analyzed by using SPSS. The major findings obtained from the survey showed that current level of strategic thinking of Iran TVTO’ S managers is upper than the average. But the point is that there is a considerable gap between this level AND the ideal one.

A glance at Iran’s education system history shows that its education systems are always exposed to modification AND change. The most important reasons for these modifications are making the education system parallel with the changes in the political, economical, AND social environments AND in the recent decades haven been causing the speeding-up of economical modifications. Therefore modification of TECHNICAL AND VOCATIONAL TRAINING system can be considered a main priority for modification of country’s education system. This is an important tool for TRAINING AND increasing the performance of human resources, for the purpose of making the ground for economical modifications AND expansion.One of the countries – in late 1980s – which was in the same conditions as ours – today – (in such ways as dependency on export of raw material, protective economy, facing youths’ unemployment AND economical downfall, lAND space, geographical distribution, AND cultural variation) is Australia. This country began  economical expansion based on modification of TECHNICAL AND VOCATIONAL Education system in late 1990s. Hence, the country gained valuable achievements by the end of the decade AND the beginning of the twenty first century. Therefore, the study of the characteristics of this system can bring with itself lessons for the modification of TECHNICAL AND VOCATIONAL Education in Iran. Three important characteristics exist in the TECHNICAL AND VOCATIONAL Education System, especially in TECHNICAL AND Complementary Education, which provides for movement AND flexibility of the system in responding to industry needs as well as expansion AND continual modification. These characteristics include: 1- ORGANIZATIONal independence of TECHNICAL AND VOCATIONAL Education System; 2- Communication with Production AND Services sector; AND 3- The creation of research centers AND communication with universities AND scientific centers. By describing AND researching into usage of these characteristics in Iran’s TECHNICAL AND VOCATIONAL Education System, this article has shown that paying attention to it can help Iran’s mentioned educational system. Of course in order to take place, these modifications require the setup of opportunities such as making the university structure research-based, setup of research centers in the field of TECHNICAL AND VOCATIONAL TRAININGs, as well as ORGANIZATION AND expansion of civic AND complementary ORGANIZATIONs so that with their help we would be able to setup mediator ORGANIZATIONs, which would be able to provide for direct relationship between education AND production sector. At the end of the article, a set of suggestions have been made for the modification of  TECHNICAL AND VOCATIONAL Education System in Iran.

Iran TECHNICAL AND VOCATIONAL TRAINING ORGANIZATION (TVTO) arranges the National Skills Competition (NSC) annually aiming to boost youths’ self- efficacy, to generate creativity AND innovation in TECHNICAL AND VOCATIONAL TRAINING (TVT), AND to provide suitable environment for fair competitions AND entrepreneurship development, as well as TVTO discourages labor force, provides opportunity for youth in order to present their competency AND expertise, develops a mechanism for updating national- level skills on the international ones, AND prepare an enabling environment to interact between labor force AND real world of work through the competition. Introducing NSC AND World Skills Competition (WSC), the paper examined the evolution of VOCATIONAL skills competition as a significant instrument for developing TVT AND describes the benefits AND criticisms addressed to the competition. This is a review AND applied- type paper. The reliable AND valid data of Iran NSC Office AND WSC Secretariat were used. The analysis results AND authors’ experiences show that the role of competitions in developing AND promoting TVT cannot be ignored. At the end, some recommendations have been proposed for continuous improvement of competitions based on the results.

The research purpose is internal evaluation of public TRAINING centers of TECHNICAL AND VOCATIONAL TRAINING ORGANIZATION. This research is applied in terms of goal AND survey in terms of method. The population comprised all the staff members working in the executive department of TECHNICAL AND VOCATIONAL TRAINING ORGANIZATION who were selected through census method. We investigate the rate of utility based on the defined goals with 8 main goals AND 29 minor goals according to the designed factors. The results showed that the rate of access to the two main goals which were development AND improvement of educational operation (quantitative AND qualitative) based on the defined stANDards, AND aiding TECHNICAL & VOCATIONAL TRAINING ORGANIZATION in recognizing AND maximizing their potentials are in average utility level. Moreover, other six main goals are in good utility level. However, the most important factors of failure in achieving the educational goals in educational centers are lack of diversity in the implementation methods of TECHNICAL & VOCATIONAL TRAINING, lack of attention to the diversity of educational applicants AND lack of human resources’ efficiency.

Given the importance of TRAINING in ORGANIZATIONs to adapt to environmental change, the main purpose of this study was TRAINING needs assessment of TECHNICAL AND VOCATIONAL instructors in order to extract appropriate TRAINING courses for instructors. The research was selected based on the symbolic interpretive-paradigm, qualitative method AND exploratory strategy. Necessary data was collected through in-depth interviews with 40 instructors. By content analyzing the data based on DACUM technic, 23 job tasks including preparation AND compilation of educational topics, design AND planning, participation in exams, course evaluation, comprehensive assessment, mastery of teaching methods AND techniques, classroom management, modeling best practices, research AND study, being responsive, helping to engage learners, transferring views, criticisms AND suggestions to ORGANIZATION officials, TRAINING coaching, managing the purchase of TRAINING course items, managing workshop safety AND health, field development, consulting AND expertise, communicating with experts, development of communications outside the province, holding excellent classes, introducing ORGANIZATION AND new tools AND models, were extracted. In addition, instructors need 67 components of competence to perform these tasks. Based on these competencies, 110 TRAINING modules required by instructors were extracted. Finally, strengthening coaches' knowledge AND communication skills were identified as the most important TRAINING needs.

The production of knowledge-based AND job-creating is not just a slogan of the day, but a basic requirement that requires operational AND strategic measures. In this regard, the present study was conducted with the aim of providing a model of knowledge-based AND employment-generating production based on TECHNICAL-professional skills. The present study is an applied-developmental research that was conducted with a mixed exploratory research design. The statistical population of the quality department includes 15 staff AND provincial managers of the TECHNICAL AND VOCATIONAL Education ORGANIZATION. In the quantitative part, the views of 391 trainees of the TECHNICAL AND VOCATIONAL Education ORGANIZATION were used. The data collection tool in the qualitative part is a semi-structured interview AND in the quantitative part is a Likert scale questionnaire. For data analysis, content qualitative analysis method with MAXQDA software, structural-interpretive modeling with MICMAC software AND partial least squares method with SMART PLS software were used. The results showed that empowerment of TECHNICAL-VOCATIONAL trainers AND reviewing the content of TECHNICAL-VOCATIONAL TRAINING have a high influence AND affect TECHNICAL knowledge AND scientific production knowledge through entrepreneurial TRAINING. TECHNICAL knowledge AND scientific knowledge of production also significantly produce knowledge-based production. Finally, through the production of knowledge-based, the macro goals of job creation can be achieved.