ارزیابی آموزش پوشاک نساجی توسط تجزیه و تحلیل SWOT
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|5331||2009||6 صفحه PDF||سفارش دهید||1886 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Procedia - Social and Behavioral Sciences, Volume 1, Issue 1, 2009, Pages 1307–1312
Evaluating and feed backing about educations that have been given in higher education institutions is important according to the belief of the economical and technical process can only achieved with the labor quality. In this study; the education given in undergraduate and graduate schools has been evaluated by the surveys done with department-heads of the schools, with graduates of these schools who are working in different positions in different working fields, and with managers of textile-apparel industry in Turkey. Data gained from these surveys have been evaluated by using SWOT analysis. As a result of this study; in order to cover requirements of the textile-apparel industry some suggestions are given to the higher education institutions which have textile-apparel education.
Vocational and technical education is one of the most important education areas in Turkish Education System.Today; about one million students (1264870 students in high schools and 42319 students in universities -34399 technical, 7920 vocational-) are having vocational and technical education.  The main purpose of the vocational education is to educate sub-workers qualified for the industry, trade, and service sector. Due to this purpose; the vocational education can be stated as the main artery of the industry. Today’s business world expects well educated and experienced employees. However; the rates about achieving these expectations are too low in Turkey.  Vocational technical education has been explained as educating qualified people who can; turn information to production, be familiar to innovations, be aware of modern and scientific methods, good at making comments, find solutions to the problems, take responsibility and position in production and development of the goods and services.
نتیجه گیری انگلیسی
Based on education’s strengths; department-heads, industry managers, and employee evaluated the subject about development on knowledge and accomplishment about work with rates 35%, and 39% respectively. Also; department-heads, industry managers, and employee evaluated practical education subject with 24%, 12%, and 9% respectively. According to employee the university’s identification (12%) that they were graduated from is important, however the industry managers stated that the employment they are doing is more important than university’s identification by rating it with 6%. Department-heads evaluated their ideas about this subject by rating it with 9%. Based on education’s weaknesses; department-heads did not evaluate the subject about development on knowledge and accomplishment about work; however industry managers and employee evaluated it with the rates 27%, and 22% respectively. Also; department-heads, industry managers, and employee evaluated practical education subject with 19%, 65%, and 27% respectively. Industry managers thought university-industry cooperation as worthless and they did not evaluate it. On the other hand; department-heads (26%) and employee (7%) found this subject weak. Based on education’s opportunities; department-heads, industry managers, and employee evaluated the subject about development on knowledge and accomplishment about work with the rates 14%, 31%, and 26% respectively. Also; department-heads, industry managers, and employee evaluated employment opportunity subject with 25%, 20%, and 27% respectively. While the employee evaluate the identity of the university which they were graduated from as an opportunity (20%), industry managers and department-heads showed their evaluation on this subject with the rate of 18%. Based on education’s threats; department-heads and industry managers evaluated the subject about employment opportunity with 19%, and employee evaluated it with 17%. While employee and department-heads evaluated the university’s identification as a threat by rating it with 20% and 24% respectively, industry managers did not consider this subject as a threat. Besides all of these; some of the employee (37%), industry managers (13%), and department-heads (9%) thought that there aren’t any threats provided by education. When all of these taken into evaluation, based on the answers from industry managers and employees, the following suggestions can be given to education institutions:x While arranging the syllabus it must be concentrated on the subjects; development on knowledge and accomplishment about work.x To eliminate the deficiencies on education, it is useful to increase practical courses’ periods.x To create practical education areas which can also support industry’s requirements, industry supported technology practice centers should be formed. x Methods those will take industry manager’s attention about university-industry cooperation should be developed.x Government and universities should be guider for industry on creating new working areas.