ANALYSIS OF CURRICULUM PROBLEMS OF HIGH SCHOOL ART GROUP IN TECHNICAL / VOCATIONAL EDUCATION AND SKILL TRAINING WITH EMPHASIS ON KARDANESH BRANCH

ew system of secondary education has been incepted in 1992, consisting of three study branches of theoretical, technical/ vocational, and Kardanesh. Regarding the founding philosophy of Kardanesh branch, i.e. provision of skilled manpower proportionate with labor market need and also training skilled, semi-skilled and master workforce, art students may receive Kardanesh high school diploma providing that they pass general courses and skill standards as well as all remaining courses up to 96 credits. It is in such condition that they may continue their post diploma study in the related fields. Main objective of Kardanesh and technical/vocational skill training branches is training of required manpower in industry, agriculture, and service sections, in accordance with country’s economic, social, and cultural development needs. This objective should be fulfilled in a way that all employed individuals or employment applicants in society acquire sufficient knowledge, skill and attitude for the occupation they are already involved in or are interested. In this article, research problems in technical/vocational and skill training curriculum activities and content have been studied. Main emphasis has been on skill fields of art group in the Kardanesh branch. Reviewing more than two hundred fifty research results in the area of technical/vocational and Kardanesh education has shown absence of analysis of problems in the art education domain. Considering some curriculum parameters such as art teachers role, learning opportunities, and development and implementation of curriculum, organization of content and activities as well as problems related to art group are studies as follows: 1- Provision of entrepreneurship ability for educated students and graduates employment (labor market) ; 2- Diversity of art students and art teachers’ education needs ; 3- Required educational equipments and spaces ; 4- State of implementing curriculum activities and content ; 5- Existing learning opportunities in curriculum and educational programs. This writing describes the students’ transition trend from high school technical/vocational and Kardanesh branches to labor market and university art schools. It, therefore, provides art universities professors with background and information related to students diagnosis evaluation at high school cycle, and before university thoughts. Results of this study, which has been undertaken by descriptive and analysis method of five above mentioned problems through refers to research reports and discussion with scholars of high school art group in technical/vocational and skill training, imply that following matters should be taken into consideration: Taking advantage from technical/vocational research results in other countries ; Proportionality of country’s regional capacity with technical/vocational and skill training curricula; Providing manpower (art teacher); Designing, developing and implementing technical/vocational and skill training curricula in a way as curriculum guide; Horizontal and vertical relevance of high school art group curricula its correspondent fields in technical and art university schools; Paying attention to curriculum elements in implementing technical/vocational and skill trainings; Other similar subjects. Paying attention to curriculum elements in implementing technical/vocational and skill trainings; Other similar subjects.