Designing a policy-making model in skill based education using a Grounded Theory approach

The purpose of this study was to present a model for policy making in technical and skills education. Ruling paradigm over this study was a constructivist interpretation and a qualitatively methodology. This research was conducted using Grounded Theory (Strauss and Corbin design). In order to design a policy-making model, the experts in the subject of skill training policy were interviewed and the open, axial and selective coding procedure. The study population was 41 of University of Applied Sciences and Technology' administrators of which 19 were selected by purposive sampling method. According to the aim of the study, in-depth and semi-structured interview method was used to collect data.  Findings showed that identifying educational needs of the work market and necessity of the dynamic and flexible policy-making is for those axial components that is being affected by casual factors including political, economic and managerial factors. Internal and external factors such as intervening conditions and internal organizational environment, external organizational environment and social factors are the underlying conditions that influence policy strategies. Internal and external factors such as intervening conditions and internal organizational environment, external organizational environment and social factors are the underlying conditions that influence policy strategies. The policymaking model with managerial and educational strategies leads to results in three dimensions: social-individual, managerial-governance and scientific.