Guidelines for the Development of Bilateral Vocational Education Management in Government Colleges under the Office of Vocational Education Commission Nakhon Si Thammarat Province

Abstract

The objectives of this research were to: 1) study the management conditions of the bilateral system of vocational education of government colleges under the Office of Vocational Education Commission Nakhon Si Thammarat Province, 2) draft guidelines for the development of bilateral vocational education management of government colleges, under the Office of Vocational Education Commission Nakhon Si Thammarat Province, and 3) evaluate the developed guidelines for bilateral vocational education management of government colleges, under the Office of Vocational Education Commission Nakhon Si Thammarat Province. The purposive sampling method was employed to derive the sample group divided into 3 groups. The first group providing information about the current situation consisted of 23 participants from dual vocational work supervisors, teachers, workplace trainers, and students. The second group providing information on development guidelines comprised 6 participants of college directors, academic deputy directors, and teachers. And the third group providing information on the appropriateness and feasibility of development approaches consisted 7 participants of educational directors and workplace trainers. The data were gathered via interviews and calculated by percentage.

The research findings revealed that 1) the current situation were appropriate and suited the needs of the enterprise. However, the lack of modern learning equipment is still a big problem. Another problem is that the supervision does not align with the supervision plan and the trainers are not involved in the planning of supervision. Therefore, the suggestion is on a reduction of the core competency area. 2) The development approach for managing dual vocational education shows that there are 5 areas with a total of 13 development approaches, i.e., 1) the area of dual vocational curriculum with 2 approaches: (1) implementing a dual vocational curriculum that aligns with the current career conditions and (2) creating a website for the dual vocational curriculum. 2) In the area of teaching and learning management, there are 2 approaches, i.e., (1) reducing the number of credits and learning hours and (2) educational institutions should procure new modern equipment. 3) In the area of collaboration, there are 3 approaches, i.e., (1) educational institutions should create memorandum of agreements with enterprises, (2) a joint plan for learning, vocational training, and supervision should be developed together, and (3) the selection of enterprises must ensure readiness in terms of facilities and personnel. 4) There are 4approaches under Supervision, i.e., (1) providing training courses for supervising teachers to develop teachers in educational institutions and trainers in establishments, (2) supervising teachers and trainers jointly develop supervision plans, (3) if supervising teachers cannot conduct supervision, they must send a written notice to the educational institution, and (4) conducting supervision and reporting the results of the supervision. 5) For Measurement and evaluation, there are 2 approaches, i.e., (1) measurement and evaluation should follow the regulations of the Office of the Vocational Education Commission (OVEC) and (2) educational institutions should develop their internet signal system. Finally, the research findings number 3) show the assessment results of the percentages of suitability on each area that: 1) 100% on the dual system curriculum, 2) 78.57% on the teaching management, 3) 100% on the cooperation, 4) 92.85% on the supervision, and 5) 100% on the measurement and evaluation.