Iranian Higher Education
Volume 17, Issue 4 (2026)
ihej 2026, 17(4): 1-24 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ebrahimabadi F, Towfighi J, Kaskeh S. Redefining the Mission and Structure of Iranian Skill-Based Universities in Comparison with the Canadian Colleges System. ihej 2026; 17 (4) :1-24
URL: http://ihej.ir/article-1-2179-en.html
URL: http://ihej.ir/article-1-2179-en.html
1- Assistant Professor, Educational and Curriculum Innovation Dept., Institute for Research & Planning in Higher Education, Tehran, Iran. , f.ebrahimabadi@irphe.ac.ir
2- Professor, Faculty of Chemical Engineering, Tarbiat Modares University, Tehran, Iran.
3- Assistant Professor, Board of Trustees & Audit, Ministry of Science and Technology,Tehran, Iran.
2- Professor, Faculty of Chemical Engineering, Tarbiat Modares University, Tehran, Iran.
3- Assistant Professor, Board of Trustees & Audit, Ministry of Science and Technology,Tehran, Iran.
Abstract: (15 Views)
Objective: This study aims to conduct a comparative analysis of the mission and structure of Iran's skill-based universities and Ontario's postsecondary colleges in Canada, and to propose recommendations for redefining the position of Iran's skill-based universities in alignment with the objectives of the Iran’s Seventh Development Plan.
Method: This applied qualitative research employed systematic document analysis and expert focus group discussions. The collected data were analyzed using thematic analysis.
Results: The results indicate the Ontario's higher education system consists of three distinct yet complementary subsystems—public universities, public colleges, and private career colleges—each organized around a clearly defined mission. Ontario has achieved stronger alignment between postsecondary education and economic and social needs by emphasizing mission differentiation, a structured diversity of qualifications, recognition of prior learning and micro-credentials, and the implementation of a provincial Higher Education Qualifications Framework. In contrast, Iran's skill-based universities face challenges, including mission ambiguity, institutional overlap, limited autonomy, restricted diversity of qualifications, and weak linkages with the labor market. Additionally, findings indicate that Iran’s National Skill University aligns most closely with Ontario’s public colleges, whereas the University of Applied Science and Technology corresponds to Ontario’s private career colleges. Accordingly, such subsystems should be distinguished from academic universities.
Conclusion: A fundamental reconfiguration of the role of higher education subsystems and a clear division of specialized responsibilities between them is essential for enhancing system productivity, improving graduates’ employability, and restructuring Iran's skill-based higher education sector—key objectives of the Iran’s Seventh Development Plan. It is recommended that three distinct yet complementary subsystems be formally defined within Iran’s higher education system: (1) universities with a mission of teaching, fundamental research and knowledge creation and dissemination; (2) public technical and vocational colleges (equivalent to the National Skill University) with a mission of mid-term, profession-oriented education; and (3) private applied colleges (equivalent to the Universities of Applied Science and Technology), with a mission of short-term, career-oriented education. This division of responsibilities should be accompanied by structured collaboration and purposeful task allocation between skill-based higher education institutions and other stakeholders in technical and vocational education and training—such as the Technical and Vocational Training Organization of Iran, nonprofit higher education institutions, and the private sector—to prevent institutional overlap, unnecessary waste of resources, and duplication of services. Furthermore, developing a National Higher Education Qualifications Framework for Iran—inspired by Ontario’s model—can pave the way for an integrated and responsive skill-based higher education ecosystem.
Method: This applied qualitative research employed systematic document analysis and expert focus group discussions. The collected data were analyzed using thematic analysis.
Results: The results indicate the Ontario's higher education system consists of three distinct yet complementary subsystems—public universities, public colleges, and private career colleges—each organized around a clearly defined mission. Ontario has achieved stronger alignment between postsecondary education and economic and social needs by emphasizing mission differentiation, a structured diversity of qualifications, recognition of prior learning and micro-credentials, and the implementation of a provincial Higher Education Qualifications Framework. In contrast, Iran's skill-based universities face challenges, including mission ambiguity, institutional overlap, limited autonomy, restricted diversity of qualifications, and weak linkages with the labor market. Additionally, findings indicate that Iran’s National Skill University aligns most closely with Ontario’s public colleges, whereas the University of Applied Science and Technology corresponds to Ontario’s private career colleges. Accordingly, such subsystems should be distinguished from academic universities.
Conclusion: A fundamental reconfiguration of the role of higher education subsystems and a clear division of specialized responsibilities between them is essential for enhancing system productivity, improving graduates’ employability, and restructuring Iran's skill-based higher education sector—key objectives of the Iran’s Seventh Development Plan. It is recommended that three distinct yet complementary subsystems be formally defined within Iran’s higher education system: (1) universities with a mission of teaching, fundamental research and knowledge creation and dissemination; (2) public technical and vocational colleges (equivalent to the National Skill University) with a mission of mid-term, profession-oriented education; and (3) private applied colleges (equivalent to the Universities of Applied Science and Technology), with a mission of short-term, career-oriented education. This division of responsibilities should be accompanied by structured collaboration and purposeful task allocation between skill-based higher education institutions and other stakeholders in technical and vocational education and training—such as the Technical and Vocational Training Organization of Iran, nonprofit higher education institutions, and the private sector—to prevent institutional overlap, unnecessary waste of resources, and duplication of services. Furthermore, developing a National Higher Education Qualifications Framework for Iran—inspired by Ontario’s model—can pave the way for an integrated and responsive skill-based higher education ecosystem.
Keywords: Skill-based Universities, Postsecondary colleges, Seventh Development Plan, Qualifications Framework
Type of article: Research |
Subject:
Special
Received: 2026/01/31 | Accepted: 2026/03/1 | ePublished ahead of print: 2026/05/30
Received: 2026/01/31 | Accepted: 2026/03/1 | ePublished ahead of print: 2026/05/30
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |