Topic: Systemic Quality Evaluation of Technical-Vocational Schools(TVS) Objectives: The present study was conducted with the aim of proposing and developing a comprehensive framework to carry out a systemic evaluation on Technical-Vocational Schools(TVS) and implement it in girls' TVS of Tehran with the purpose of accomplishing the following: a) proposing a comprehensive framework for evaluating TVS; b) promoting and encouraging the use of systemic approaches in evaluating TVS; c) identifying strengths and weaknesses of the target TVS; d) presenting appropriate techniques for improving these centers' quality and speeding up their movements towards a desired condition. The findings of this study can first of all demonstrate the necessity and advantages of adopting systemic approaches to evaluation; and second they can be used as an efficient instrument in reconsidering and improving TVS and disseminating the culture of taking responsibility and accountability of TVE systems towards their stakeholders. To achieve this end, the following questions have been posed. Research Question: - What are the factors, indicators, and judgment criteria in Systemic evaluating TVS? - What is the quality of girls' TVS in the 5 areas of Tehran (south, north, centre, east, and west) being investigated regarding each one of the input, process, and output factors? - In general, how is the quality of the TVS of the target population? Framework: Due to the importance and necessity of developing a system of indicators to assess the efficiency and effectiveness of the education system, the general framework of the needed factors and indicators in evaluating TVS were determined by adopting available experiences, using models of organizational elements, and determining some new factors and indicators in the three sections of input, process, and product (output). The following are some features of this framework: a) taking advantage of a systemic approach in determining factors and indicators; b) making use of various, comprehensive, and indicative factors and indicators such as human relations, extracurricular activities, entrepreneurship; c) benefiting from experts opinion (evaluation specialists, evaluation and research masters, education specialists and experts); d) having a relationship with the cycle of quality. By comparing research studies carried out on the first research question it can be conclude that in most of the studies one of their aims has been to evaluate institutes or their curricula or to investigate factors influencing their evaluations, but most of these studies hold similar views on evaluation factors and therefore have been deprived of variety in using evaluation factors and have not regarded the needed cohesiveness and consistency between factors and indicators. In this study the researchers through the use of various, indicative, and comprehensive factors, along with taking a systemic approach, have tried to take practical steps towards creating variety in factors and indicators of quality. To evaluate TVS the following proposed framework , in the form of 19 factors, 237 indicators, and 129 judgment criteria was suggested.

The procedures used in this study are as follows: a) Developing a systemic evaluation framework by taking advantage of experiences related to the evaluation of quality in the skill-learning system and verifying its conformity with the objectives of the TVS, b) Determining comprehensive indicators (237indicators). The indicators were determined based on: 1) approved objectives of the Technical Vocational branches, 2) evaluation of experts' opinion 3) literature on the research conducted on evaluating skill systems, 4) conditions of TVS; c) Designing and determining the judgment criteria (by using the Delphi technique, on the three levels of Poor Quality, Mediate Quality, and High Quality), d) The data gathering instruments were designed and compiled. E) Answering the research questions. Research Instruments: Measurement instruments: a) questionnaires (the suggested judgment criteria in the phase of compilation, students, teachers, principals, Alumnus, and employers), b) documents and evidences, c) interviews and observations (to gather supplemental information;

Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools. To gain success in selecting an appropriate evaluation framework, considering the grounds, structure, and the objectives of the target system is of great importance. Also, avoiding an atomistic perspective considering interactions among organizational elements and enough attention to the external environment of the institute should all be considered. The present study through developing, applying, and proposing a systemic framework has taken a major, logical, justified, and most importantly feasible step towards providing answers and meeting the needs. Applying the proposed framework in TVS evaluation can not only help to reveal the existing realities of these schools, but can also prevent the anxieties resulting from a unidirectional, atomistic, and unfair view about TVS performance. The results indicated that the proposed framework due to containing systemic, various, and indicative factors and indicators reveals the present situation appropriately and can be used for continuous SQE of TVS. Furthermore, after applying the framework in girls' TVS of Tehran, the quality of inputs and processes were evaluated to be at a moderate level and outputs at a poor level.