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This research is based on the experience of the faculty members of the College of Mathematics, Engineering, and Basic Sciences (STEM) at Ferdowsi University of Mashhad in 2017 in implementing professional development curricula. The data of this research were extracted from a qualitative and descriptive phenomenological method with semi-structured interviewing tool. Data is analyzed through coding and categorization. Sampling in this section was targeted through a criterion type and a total of 21 people participated. To credited, Delphi technique was agreed by the experts and experts on issues. Given the research structure and the four areas in the curriculum, researchers' perceptions of the themes and concepts related to each field were referred. A total of 37 categories and finally four general categories including design, implementation, field and evaluation in three areas of strengths, leading issues and desirability of curriculum. The results of this study showed that a great deal has been reported between the design and implementation of the programs, as well as a conceptual model based on the life experiences of the faculty members and, finally, suggestions were presented.

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This paper reports  employability skills determination using exploratory blended method from the viewpoint of the experts of higher education, graduates, the workforce and experts in the field of employability .Sampling method in the qualitative section was purposeful and theoretical sampling. The qualitative data collection was carried out through in-depth interviews and constant comparison of the findings with the research literature and analyzed with Glaser model. The statistical population consisted of faculty members of Tehran universities (N= 335). . In this research, 66 components of employability were identified which were categorized into three main categories of general knowledge and skills, and knowledge and specialized skills of the field, knowledge and skills related to the work environment , personal attitudes . The teamwork and group work component was recognized as the most important component of employability.

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The aim of this study was to examine the restrictions of parental involvement in secondary schools. The research approach was qualitative and phenomenological. The instrument for data collection was a semi-structured interview and research data was gathered  from 6 parent, 5 teachers, 3 principal and 4 students in three schools in Tehran 6th district. The content of the living experiences of those groups was analyzed according to Colaizzi pattern. The research results showed the restrictions of parental involvement in 3 Emergent Theme and 7 Theme Clusters including, school related factors  such as, Lack of Teacher and principals Preparation, Teachers Preconceptions about Parental Culpability, Home-School Scheduling Conflicts and Cultural difference between school / home. As parent related factors such as, Socio-economic condition and Lack of parental understanding of the value of their role, and finally, adolescent related factor such as, vagueness as to the role of parent involvement during adolescent years.
 

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The aim of this study was to analyze the views of graduates and students-teachers about the redundant curriculum in primary education. The approach of qualitative research and its method is content analysis. Sampling was purposeful and 18 people were selected to participate through semi-structured interviews. Findings show that parts of the curriculum content of this field are redundant and inefficient due to their theory, repetition, obsolescence, inappropriate source, disproportion of optional and compulsory courses, which are the most The frequency of redundant courses is also related to general courses and Islamic education. Also, parts of the curriculum are considered redundant due to learning experiences, with participants pointing to the role of teacher, student, and assessment. The results showed that in terms of content, it is necessary to remove parts of the general curriculum and allocate them to specialized and specialized-educational courses.