The Educational Management Model of the Special Program for the Higher Vocational Certificate Special Program (Knowledge and Experience Transfer) at Banlat Industrial and Community Education College
Article Sidebar
Main Article Content
Abstract
The purposes of this research were 1) to study documents, principles, theories, environmental analysis, problem conditions and guidelines for Non-formal education management format with classes Higher Vocational Certificate Program, Special Section (Credit Transfer based on Prior Knowledge and Experience), 2) to develop Model 3) to apply Model, and 4) to evaluate the results of Model. There was conducted this research into 4 parts: Part 1: to study the documents, principles, theories, environmental analysis, the problem conditions and guidelines of Non-formal education management format with classes by document synthesized, environmental analysis, problems studying by using the questionnaires and in-depth interviews with the experts. Part 2: to develop Model by focusing on groups who were involved in vocational education. Moreover, there was checking the suitability and possibility by experts. Part 3: to try out into real practicing conditions of 5 projects and implemented in the academic year 2023. Part 4: to evaluate the results of The Model of Non-formal education management format with classes. The results showed that 1) The results of studying the principles, theories, analysis of the environment problems and guidelines it was found the weaknesses that need to be solved in 3 parts: (1) Curriculum management factors (2) A process of curriculum management and (3) The development of learners according to the National Vocational Education Qualifications Framework of 3 parts, and found that the overall problem was at a moderate level. 2) The results of creating the model have 5 elements: (1) principles, (2) objectives, (3) curriculum administration factors, (4) curriculum administration processes, and (5) results. The results of examining the model and the model use manual found that Appropriate and overall feasibility is at the highest level. 3) The results of the trial by putting the model into practice in 5 projects found that the opinions and satisfaction of the participants in all 5 projects overall were at the highest average level in all projects. 4) The results of the evaluation of the model found that the academic achievement of students increased by 12.12 %. The percentage of graduates an increase of 15.35 % in terms of student characteristics regarding morality, ethics, and desirable characteristics. According to the National Vocational Qualifications Framework The overall were at the highest level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
สงวนสิทธิ์ โดย สถาบันการอาชีวศึกษาภาคตะวันออกเฉียงเหนือ 1
306 หมู่ 5 ถนนมิตรภาพ หนองคาย-อุดรธานี ตำบลโพธิ์ชัย อำเภอเมืองหนองคาย จังหวัดหนองคาย 43000
โทร 0-4241-1445,0-4241-1447
ISSN : 3027-6861 (print) ISSN : 3027-687X (online)
References
Ministry of Education. (2010). National Education Act B.E. 1999 and amendments (Second Amendment B.E. 2002 and Third Amendment B.E. 2010). Bangkok: The Transport Organization of Thailand Press.
Office of the Vocational Education Commission. (2008). Vocational Education Act B.E. 2008. Bangkok: Office of the Vocational Education Commission.
Office of the National Economic and Social Development Council. (2017). National Strategy B.E. 2018–2037. Bangkok: Secretariat of the National Strategy Committee, Office of the National Economic and Social Development Council.
Office of the National Economic and Social Development Council. (2023). The 13th National Economic and Social Development Plan (B.E. 2023–2027). Bangkok: Office of the Prime Minister.
Office of the Vocational Education Commission. (2017). Vocational Education Development Plan B.E. 2017–2036. Bangkok: Office of the Vocational Education Commission.
Royal Gazette. (2019). Announcement of the Ministry of Education: National Vocational Qualification Framework B.E. 2019, Vol. 136, Special Part 56 Ng, March 6, 2019.
Krejcie, R. V. and Morgan, D. W. (1970). Determining
Sample Size for Research Activities. Educational and Psychological Measurement.
Chongsathaporn Daoruang. (2017). The future of dual vocational education under the Office of the Vocational Education Commission in the next decade (B.E. 2016–2026) (Doctoral dissertation). Rajabhat Rajanagarindra University, Chachoengsao.
Saroj Khojuanthiao. (2019). The development of an educational administration model for industrial vocational institutions under the Thailand 4.0 policy. Retrieved August 27, 2024, from http://www.stc.ac.th/stc/data/ research/thailand40.pdf.
Office of the Vocational Education Commission. (2009). Guidelines for education management under Section 8 of the Vocational Education Act B.E. 2008. Ministry of Education, Bangkok.
Keeves, P. J. (1988). Educational research, methodology, and measurement: An international handbook. Pergamon, Oxford.
Sakchit Mathchit. (2007). The development of a school-based management model for basic education institutions in the 11th Regional Education Service Area (Doctoral dissertation, Educational Administration). Prince of Songkla University, Pattani.
Peerapong Phansoda. (2020). Vocational education management according to the KOSEN standards: The case of the Science and Technology Vocational College (Chonburi). Journal of the Southern Institute of Vocational Education, 6(2), July-December.
Patcharin Chanchaeng. (2016). The development of a manual for disbursing expenses for academic service projects at Nakhon Pathom Rajabhat University. Nakhon Pathom Rajabhat University, Nakhon Pathom.
McMillan, J. H., & Schumacher, S. (2001). Research in education (5th ed.). Addison Wesley Longman, Inc.
Preeaporn Wonganutroroj. (2010). Academic management. Sueserm Media Center, Bangkok.
Strickland, A. W. (2006). ADDIE. Idaho State University College of Education Science.
