Curriculum Development Model to Enhance the Standard Competency of Occupation by Tripartite Career Standard Cooperation
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Abstract
The objectives of this research were 1) to study problems and needs in developing a Tripartite Professional Standard Competency-based Curriculum, and 2) to develop and evaluate the suitability of the development model in Tripartite Professional Standard Competency-based Curriculum. This research was conducted by using mixed method approach. The participants of this research were: 1) State affiliated educational institutions, Office of the Vocational Education Commission studied through interviewing administrators and teachers, 2) executives of Department of Skill Development, 3) speakers from certified vocational standard organizations, 4) professional groups according to ordinance of the Ministry of Education, 5) trainers from the industrial establishment, 6) people who have received training Vocational education institutions. The data collection tool used was a questionnaire, and the data analysis is conducted using percentages, mean values, standard deviations, and the PNIModified index.
The result findings that
1) the overall situation and needs for developing a Tripartite Professional Standard Competency based curriculum were at the highest priority among the six sample groups were illustrated from most to least as follows; development needs, training topics for curriculum development, and training problems with organizations. Furthermore, the among the three relted groups, the highest necessary requirement was found in the areas of analysis and evaluation, with a PNIModified value of 0.41. In addition, it was found that all topics of necessary requirements are of significant importance, providing valuable data for future curriculum development.
2) In the development and evaluation of the suitability of the competency-based supplementary curriculum, it is found that the developed curriculum consists of five main stages and their sub-stages: analysis (4 sub-stages), curriculum design (4 sub-stages), development (9 sub-stages), implementation (9 sub-stages), and evaluation (2 sub-stages). The overall evaluation of the suitability of the curriculum is rated as the highest level, with an average value of 4.63. Therefore, the developed curriculum is deemed suitable as a model for various organizations in their training and development of supplementary curricula in accordance with the needs of the country’s’ manpower.
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