The Development of Competency-based Curriculum Course Structure for Enhancing the Professional Competence-skills towards the Knowledge Transfer and Experience in Vocational Certificate Program

Abstract

The purposes of this research were to: 1) study competency-based curriculum structure framework, 2) develop the course competency-based curriculum, and 3) evaluate the development of course competency-based curriculum structure. The group of informants and experts included 50 participants derived by purposive sampling technique from network partners in the Education Innovation Area of Songkhla Province consisting of representatives from university sector and representatives from educational sector. The research instruments were study records, interviews, forms for appropriateness and quality assessments calculated by mean, standard deviation, and content analysis.

The research findings were as follows.  1) The course competency-based curriculum structure framework consisted of the following aspects: (1) the course competency for career teaching matching or being consistent with course competencies in the Vocational Certificate Program of not less than 60 percent and (2) the number of study hours is not less than the number of study hours of the Vocational Certificate Program courses. 2) The course competency-based curriculum structure framework consisted of 9 components, i.e., components 1: course name, components 2: number of study hours, components 3: course competencies, components 4: course description, components 5: content, components 6: measurement and evaluation, components 7: tools/materials/equipment, components 8: documents and learning resource, and components 9: learners’ basic knowledge or qualifications of 24 subjects. The results of the of the appropriateness evaluation of the course competency-based curriculum structure for enhancing the professional competence skills towards the knowledge transfer and experience in the vocational certificate program achieved the overall appropriateness at the highest level. 3) Finally, the quality of the evaluation of the development of course competency-based curriculum structure reached the overall outcome at the highest level.