Model of Enhancing the Educational Quality of Agricultural Secondary Schools in Khuzestan Province | ||
| پژوهش مدیریت آموزش کشاورزی | ||
| Volume 16, Issue 68, June 2024, Pages 67-88 PDF (657.29 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.22092/jaear.2024.365442.2009 | ||
| Authors | ||
| ALI piramoon* 1; Masuod Baradaran2; Moslem Savari3 | ||
| 1Graduate of Doctoral Agricultural Extension and Education, Department of Agricultural Extension and Education, Agriculture Sciences and Natural Resources University of Khuzestan, Mollasani, Iran | ||
| 2Professor, Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzes tan, Mollasani, Iran | ||
| 3Assistant Professor, Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan.iran | ||
| Abstract | ||
| The goal of agricultural science education at the level of agricultural secondary schools is to train human resources and create interest in them for agricultural production. But in this route, the agricultural secondary schools do not have a good educational status compared to ordinary schools, and they face several problems on the way to education. Most of these challenges have been in educational, research, institutional and structural dimensions. The purpose of this research was to design a model for the excellence of the quality of agricultural secondary schools in Khuzestan province. This research has been applied in nature and descriptive in order to collect data. To achieve the research goals, a combination of the the analytical network process method and the EFQM quality excellence model was used. Then, using the targeted sampling method, 28 Teachers from the five agricultural secondary schools Khuzestan province was selected in various agricultural fields. The findings showed that from the perspective of teachers to achieve the model of quality excellence in the order of criteria of resources and partners، Leadership and human resources have the highest priority. Also, from the perspective of teachers in leadership sub-criteria; strategies for monitoring the acceptance of high-quality students, Policy and strategy, decentralization and granting powers to managers, Human resources, the recruitment of efficient human resources in the educational, security and agricultural technicians sectors, resources and partners, paying attention to the livelihood factors of teachers and employees, and processes, increasing the quality of workshops of the greatest importance. | ||
| Keywords | ||
| Agricultural Secondary Schools; Agricultural Teachers; Quality of Agricultural Education; Analytical Network Process | ||
| References | ||
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