The Strategies for the Competency Development in the Era of Education 4.0 of Vocational Students in the Institute of Vocational Education Central Region 2 Under the Office of Vocational Education Commission
Article Sidebar
Main Article Content
Abstract
The research article consisted of the following objectives: 1) to study the components of competency of the vocational students in the era of education 4.0, 2) to study the current states of the desirable states for developing the competency of vocational students, and 3) to develop the strategies for developing the competency of vocational students in the era of education 4.0. The study was mixed methods research. A sample group consisted of 290 persons. The research instrument was the questionnaire with the reliability equal to 0.93. The statistics used were percentage, average, standard deviation (S.D.). and priority needs index modified (PNI). The research results revealed as follows: 1) There are 4 components of competency of the vocational students in the era of education 4.0 which are 1. desirable characteristics, 2. core competencies and general competencies, 3. professional competencies, and 4. the vocational education 4.0; 2) The current states of the desirable states for developing the competency of vocational students overall are found to be at a moderate level, while the desirable states overall are at the highest level; 3) From studying the strategies for developing the competency of vocational students in the era of education 4.0, it was found to have 4 strategies, 40 measures, and 57 indicators of success, namely, 1st strategy on the core competencies and general competencies consist of 10 measures and 10 indicators of success, 2nd strategy on professional competencies consist of 8 measures and 10 indicators of success, 3rd strategy on desirable states consist of 12 measures and 24 indicators of success, and 4th strategy on vocational education 4.0 consist of 10 measures and 13 indicators of success.
Article Details
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Chaiprasit, K. (2009) Model of knowledge management organization of Thai community Business. (Doctoral Dissertation). Chiang Mai University. Chiang Mai.
Dumrong (2016). Factors contributing to the success of good governance in schools: interviews with people involved in education. Journal of Educational Research, 8(2), 200-211.
Greg, & Bounds. (2010). Beyond Total Quality Management: Toward the Baldrige Criteria:
Non-Academic Swevice Units in a Large University. (Doctoral Dissertation). University of Nebraska-Lincoln. Nebraska.
Kaewsisuan, N. (2013). Development of Academic Administration Model in State Vocational Education Institutions. (Doctoral Dissertation). Rajabhat University Surat Thani. Surat Thani.
Kanchanawassi, S. (2009). A Set of Self-Learning Tools for School Administrators' Development. Bangkok: Office of the Basic Education Commission.
Nilsook, P. (2018). Promoting Learning in the 21st Century to Support Thai Society in The Digital Age. Journal of Lampang Rajabhat University, 6(1), 173-184.
Office of Vocational and Vocational Standards. (2013). Introduction to the Office of Vocational Education Standards and Vocational Diploma 2013 B.E. Bangkok: Office of the Vocational Education Commission Ministry of Education.
Phakaphaswiwat, S. (2008). Strategic Management. (18th ed.). Bangkok: Amarin.
Thamchoti, J. (2008). Simple Strategy Planning That Is Practical. Bangkok: Thammasat University.
Taba, H. (1962). Curriculum Development Theory and Practice. New York: Harcourt, Brace and World.
Vocational Education Commission (2009). Office of the Private Education Commission Arrange vocational education Bangkok: Office.
