Guidelines for school administration to develop students' vocational skills in schools to expand educational opportunities Under the Office of Suphanburi Primary Educational Service Area 2

Abstract

The objectives of this research were 1) to study the conditions and problems of school administration in order to develop students' career skills in expanding educational opportunity schools; under the Office of Suphanburi Primary Educational Service Area, Areas 2 and 2) to present educational institute management guidelines to develop students' vocational skills in schools to expand educational opportunities. Under the Office of Suphanburi Primary Education Service Area 2. The population used in the research was school administrators. A teacher responsible for academic work A teacher who teaches academic subjects, careers and teachers who teach guidance subjects in schools to expand educational opportunities under the Office of Suphanburi Primary Educational Service Area 2 in the academic year 2022, there were 27 schools. The instruments used in the research were five-level estimation scale questionnaires with a confidence value of .937

          The results of the research were as follows: 1) the condition of school administration to develop students' career skills in expanding educational opportunities; Under the Office of Suphanburi Primary Educational Service Area 2, the overall level was at a high level. When considering the aspect with the highest average, it was found that the aspect of curriculum preparation teaching management and student development activities Followed by personnel management. The aspect with the lowest average was the structure and work system. 2) Problems of school administration to develop students' professional skills in schools to expand educational opportunities. Under the Office of Suphanburi Primary Educational Service Area 2 overall was at a low level. When considering each aspect with the highest average, it was found that the structure and work system followed by monitoring, evaluation and reporting, and the aspect with the lowest average was curriculum preparation. teaching management and student development activities. 3) Educational institution management guidelines to develop students' professional skills in schools to expand educational opportunities. Under the Office of Suphanburi Primary Educational Service Area 2. The preparation teaching management and learner development activities as follows: Having a curriculum that promotes vocational skills and determines additional course structures related to vocational skills Teachers need to analyze standards and indicators in the subject matter taught in order to link them with occupational skills. Organize teaching and learning with Active Leaning for students to actually practice, Teachers have to measure and evaluate results based on real conditions through a variety of methods. Determining additional courses or activities related to vocational skills in line with student needs Determine the aims of the curriculum, emphasizing on process skills for students to actually practice. The preparation structure and work system as follows: Appointment of person in charge of the school's vocational skills development center Build a network to develop vocational skills in the community Build understanding about the objectives of vocational skills development work with various agencies in the community, coordinate with external agencies and vocational colleges to bring local scholars and speakers to pass on knowledge to students. And signing a memorandum of understanding with the vocational skills education agency in the area to promote professional skills for students Sequence work structure and appoint a working group in the form of a committee By appointing a form of orders and announcements of the school. The preparation management as follows: A survey of the need for vocational skills development activities that are in line with the needs of personnel. for teachers to create a self-improvement plan A survey of school occupational skills development background information and explore the knowledge and abilities of local speakers or scholars to plan for developing professional skills in line with the needs of personnel and local conditions, assign work to the right people according to ability and aptitude Provide support, promotion and development to personnel By inviting speakers or village philosophers to train to educate or send personnel to train in vocational skills from network partners or other agencies. organizing an exhibition showing students' work on professional skills and providing an academic forum for teachers and students to exchange knowledge and new experiences. The preparation Management and mobilization of educational resources as follows: Developing vocational skills development projects into school action plans Appointing a committee to drive professional skills development Carry out procurement according to the regulations of supplies and finance. Disburse the budget according to the project set in the action plan. Reporting of vocational skills performance by responsible teachers to the Basic Education Board and appointing a committee to audit, monitor and evaluate budget expenditures. The mobilization of resources in terms of manpower, including local sages Community vocational education establishments or agencies To educate students and staff Prepare a vocational skills development project to submit to the relevant government agency for budget support. And the preparation monitoring, evaluating and reporting as follows: Supervision of teaching and learning for vocational skills Supervision, monitoring, consulting during operations Consultation meetings are held regularly. The use of questionnaires, observational forms, and interview forms to follow up on performance. Then bring the results of follow-up supervision and the results of the past year's operational reports to revise, improve and develop professional skills operations. Availability of performance report forms and vocational skills development results report on a semester basis or at the end of every fiscal year. and bring the results of the report presented to the Basic Education Board School self-assessment is reported according to quality assurance indicators. and disseminating the performance through websites, news sheets or journals.