Peyman:

The U.S. has a good system of graduate assistantships that allow undergraduate and graduate students to be able to gain work experience while studying. There are several good studies here on RG that discuss this topic to which I have included the link.

Many thanks,

Debra

https://www.researchgate.net/search.Search.html?type=publication&query=Graduate%20Assistantships&tabViewId=570660c7dc332d6df54e8dd2&previous=researcher

Dear Debra

Thanks a lot because of very valuable guidance to me. I will fallow your comments. 

All the best

Peyman

Dear Mr. Singh

Thanks a lot because of sharing your knowledge and information. I will fallow the matter. 

All the best

Peyman 

If each student could self-learn one skill, then 100 students could teach each other 100 skills!

Dear Ian

Thank you very much because of your valuable contribution. 

Best wishes

Peyman

 Dear Peyman,

I am not certain if I understand your question.  If your concern is that graduate students do not bring adequate skill levels into coursework, then options include better evaluation of preparatory classes and skills testing.  The EU is working to develop a uniform capability to classify "prior learning" skills and knowledge for University credit.  Multiple Institutions in the United States have their own options for this same thing where testing or other evaluation provides credit toward both Undergraduate and Advanced Degrees.

If you want options to organize courses to enhance transfer of skills and knowledge between students as Ian Kennedy suggests, the Appendix of my Master's Thesis may help: 

http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=3671&context=capstones

I had success in South Africa with horizontal learning with my postgraduate class of 8 students.

In class, each student had to choose which 2/16ths of the syllabus each wanted to specialise in, from a list of 22 topics I gave out on a "first-come, first-allocated" basis. See link below.

The students each had to uniquely research 2 different topics and prepare 2 learning objects (i.e., modules or webpages) on the topics. Success was ensured by the students also attending my "How to do Research" course, and a clear specification for what was expected. Each learning object had to have references.

Because this was not an "encyclopaedia" but a "textbook", each learning object also had to include an example, an exercise and a solution. They pooled the results. The exercises could have been harvested for a class quiz. They spent much more time than they should have, which shows that they accepted and enjoyed the challenge. Their work has generally survived for nearly a decade. See the link.

In theory, students could present to each other and mark each other. So "all" the lecturer needs to do is to initially identify the syllabus topics for the homepage! 

https://en.wikiversity.org/wiki/Teletraffic_engineering

Skills development in students require the ability of the teacher to interact with students and engage them in learning towards identifying and building  their  capabilities,  The teacher fosters learners' skills by giving students different tasks to perform in the identified area of interest.The individual learner's progress is therefore monitored through periodic assessment of task performed to improve learners competence in the particular skill.

Dear Ed 

Dear Ian

Dear Adeolu

Thank you very much because of your excellent participation in my searching for some experiences on learning by doing styles in different countries. We also have some experiences in applied science university in Iran. In this case at least  70% of the courses' Issues and curriculum must be applied or practical and the rest should be theory. But in conventional universities and other scientific universities there is no obligation for this purpose. More over some the lecturers are not interested in giving practical issues to the students. The outcomes of this system is some graduate persons without working skills. This is the main problem and we are looking for some solutions to solve this problem. I looked to the Ed's Master thesis Appendix. I think It could help me to evaluation of the learning by doing processes.

I also  looked to the Ian Kennedy's site (wikiversity). I think it is very useful. 

I agree with Mr. Adeolu opinion and I think one of the most important factors of increasing working skills of students is lectures and trainers skills and attitude about the matter.

Thank you again

All the best 

Yours sincerely

Peyman        

You can find my formal paper on students building their own textbook at

https://www.researchgate.net/publication/238910461 

Article Pedaglue Teaching for Lifelong Learners: Rapid Development b...

By giving skill acquisition mandatory status in curriculum, with the condition that no degree will be granted without acquiring specific hands on skill relevant to students' selected field, then only, it is possible to make skill learning, a possibility e.g. in health care education either it is medical, nursing, and allied health sciences; students must have to complete their clinical hours and core competencies to complete the course requirement, without completing your credit hours whether in class rooms or in clinical; and passing the exams with enough verbal, demonstrative and written knowledge of these core competencies, students are not awarded a degree. Same can be applied in any field, to make hands on learning compulsory, and credit hours allotted to fulfill that requirement in field could solve issue of not learning skill along with theoretical knowledge.

Hope, it will help.

We can do this through the method of teaching individual learning, which is based on assigning each student an educational task commensurate with his level of learning