As skills acquisition is vital for an economy to compete and grow, particularly in an era of economic integration and increasing technological change, technical vocational education and training (TVET) is described as an indispensible component for building economies(Azizi, 2012; King, 2011; Hartl, 2009; Azizi and Lasonen, 2006). In addition, the impetus for the reconstructing of the countries’ training system stems from several factors, including a growing realization of the importance of skills development for equitable national growth. Skills are important to the individual for income generation and productivity in employment. Workforce skills are important to enterprises as they seek to compete in a global competitive environment. Skills are important to national economies for productivity and growth. In short, skills support not only greater efficiency in production and income growth for enterprises and the country as a whole, but are also seen as important conditions for raising people’s income and moving them out of poverty. However, due to the importance of TVET in current global economy from one hand and the necessity of restructuring, reshaping and upgrading of its policy and practice from other hand, it is very important that TVET system, policy, planning, course work and so on to be revised critically (Atchoarena, 2007; Dyankov,1996).

This study therefore, aims to investigate the Iranian TVET’s current challenges and obstacles which need to be tackled importantly and urgently by the country’s TVET policymakers. Although several steps had been taken to reform the country’s training system, but because of several structural, administrative, and executive barriers and malfunctioning of TVET, it has failed to gain its proposed goals. On the other side, the current school system in the Iran has a strong academic bias and is geared towards white collar employment. Therefore,  the vast majority of secondary students have no prospects of paid employment and the inappropriateness of imported educational models is particularly apparent and may contribute to the particularly bad performance in its educational system (Azizi, 2009; Azizi, 2008). 

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