شناسايي مؤلفه هاي مسئوليت پذيري اجتماعي در برنامه درسي دانشگاه مهارتي

Identifying Components of Social Responsibility in Curriculum of technical and Vovcational University

امروزه كه سياست بازنگري و اصلاح برنامه درسي به دانشگاه ها تفويض شده فرصتي مناسب براي ايجاد تمايل بيشتر بين ذي نفعان نظام آموزش عالي مهارتي شده تا با ايجاد تعامل بين آن ها، در راستاي نقش اجتماعي آموزش عالي و مسئوليت پذيري اجتماعي راهبردهاي لازم براي بهبود فرايند طراحي و اجراي برنامه درسي مطلوب اتخاذ و اجرا گردد. هدف از پژوهش حاضر شناسايي مؤلفه هاي مسئوليت پذيري اجتماعي در برنامه درسي دانشگاه مهارتي بوده است، پژوهش از نوع كيفي بوده است؛ جامعه آماري در اين تحقيق كليه خبرگان مهارتي اعضاي هيئت علمي دانشگاهي و مربيان و سياست گذاران و برنامه ريزان آموزش هاي مهارتي در كشور بودند؛ بر اساس نمونه گيري هدفمند 81 نفر از خبرگان مهارت آموزي در اين پژوهش شركت داشتند، روش تجزيه وتحليل داده ها، تحليل مضمون و شبكه ي مضامين بود؛ نتايج پژوهش نشان داد سه مقوله اصلي محتواي آموزشي، فعاليت هاي يادگيري و ياددهي و ارزشيابي مستمر مقوله هاي مسئوليت پذيري اجتماعي در برنامه درسي دانشگاه مهارتي را تشكيل دادند. بر اساس اين مقوله ها مدل مفهومي مسئوليت پذيري اجتماعي در برنامه درسي دانشگاه مهارتي ترسيم شد. بدون شك ارتباط بين اجزا و عناصر برنامه درسي به عنوان خرده نظام آموزشي و برنامه هاي كلان آموزشي مي توانند نهاد اجتماعي آموزش عالي مهارتي را بيش ازپيش توانمندتر كند.

Playing the role of an active citizen in civil society is possible by augmenting the sense of social responsibility in the community. Therefore, to achieve this goal, teaching the principles, methods and approaches of social responsibility should be reflected in the curriculum. The goal of this report is to identify the components of social responsibility in the curriculum of technical and Vovcational University as one of the most universities for creating sustainable employment. Methods A qualitative method was used in this study according to the purpose and nature of research. Statistical sample includes 18 experts in the field of skills training; Sampling was performed purposefully. Data collection tools are semi-constructive interviews and data analysis methods based on thematic analysis technique. Findings from the study showed that educational content, learning and teaching activities, and continuous evaluations are principles that, in terms of social responsibility, lead higher education curricula toward skill-oriented curricula. The connection between the components and elements of the curriculum as an educational sub-system and macro-educational programs can make the social institution of higher education more capable. Results The results showed that the three main categories of educational content,learning and teaching activities, and continuous assessment are social responsibility categories in the curriculum of Skills University. Based on these categories, a model of social responsibility was developed in the curriculum of Skills University. Discussion Achieving social responsibility requires that technical and vovcational University change the curriculum paradigm and the elements contained in it to institutionalize the components of social responsibility in the core of curriculum activities. The establishment of a social responsibility research center in technical and Vovcational University and affiliated colleges to monitor the curriculum contexts, behaviors and structures according to the components identified in this study can be considered a turning point for this goal.