Developing a Competency-to-Credit Integration Mechanism for a Provincial Credit Bank: The Kanchanaburi Model for Seamless Education

Development of a Mechanism for Linking Professional Competencies to a Provincial Credit Bank System for Seamless Education Using the Kanchanaburi Model

Abstract

                 This study employed a Research and Development (R&D) approach with five objectives: (1) to examine the current conditions, desirable conditions, and priority needs in the management of Vocational Certificate Programs (Type 3) in secondary schools (2) to develop a competency-to-credit integration mechanism for a provincial credit Bank,
(3) to investigate the results of implementing the mechanism in pilot and network schools, (4) to explore stakeholder perspectives on the implementation, and (5) to synthesize policy recommendations for seamless education.

                 The research was conducted through five interconnected phases: needs assessment, mechanism development, pilot implementation, stakeholder evaluation, and policy synthesis. A mixed-methods design was adopted. The sample consisted of 160 administrators and teachers, along with 696 stakeholders. Research instruments included five-point Likert-scale questionnaires with reliability coefficients ranging from 0.975 to 0.980. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI_modified), while qualitative data were collected through interviews, focus group discussions, and expert evaluations involving 20 specialists.

       The findings were as follows:

1. The overall current condition of Vocational Certificate Program (Type 3) management was at a high level (= 4.04,
   S.D. = 0.91), while the desirable condition was also at a high level (= 4.42, S.D. = 0.71). The analysis of the Modified Priority Needs Index indicated that assessment and evaluation were the most critical areas for development, followed by curriculum development, instructional management, and supporting factors. These components were found to be interrelated and mutually supportive in enhancing educational quality sustainably.
2. The mechanism developed under the “Kanchanaburi Model” consisted of four key components: curriculum management, learning management, assessment and evaluation, and supporting factors with collaborative networks. The model was designed to connect student competencies with the provincial credit bank system in order to support credit transfer and seamless education. Expert evaluation by 20 specialists showed that the overall quality of the mechanism was at the highest level ( = 4.51, S.D. = 0.54), including accuracy ( = 4.56, S.D. = 0.53), appropriateness
   ( = 4.50, S.D. = 0.55), and feasibility ( = 4.52, S.D. = 0.54).
3. The pilot implementation of the competency integration mechanism in pilot and network schools demonstrated that the model effectively enhanced students’ professional competencies, promoted moral and ethical development, and supported competency-based credit transfer in a concrete manner. Administrators, teachers, students, and parents reported high to very high levels of satisfaction with the implementation, although minor concerns remained regarding understanding of the system and readiness for competency-based assessment.
4. Stakeholder evaluation revealed that administrators rated the model at the highest level (= 4.37, S.D. = 0.53), teachers at the highest level ( = 4.48, S.D. = 0.59), students at a high level (= 4.23, S.D. = 0.65), and parents at the highest level
   (= 4.38,S.D. = 0.61). These findings indicate that the model is well-suited to the local context and can reduce educational redundancy, expand educational opportunities, and promote seamless learning pathways in a practical way.
5. Key policy recommendations include institutionalizing the provincial Credit Bank system as a permanent mechanism, developing a shared competency-based credit transfer system with higher education institutions, and expanding the model to schools in other contexts on a continuous basis.

                 In conclusion, the “Kanchanaburi Model” serves as an effective system-level mechanism for linking student competencies to certification and credit transfer at the provincial level. It has strong potential to reduce educational redundancy and support sustainable, seamless education in local contexts.