The strategy for technical and vocational education and training (TVET) for supporting eastern economic corridor (EEC)

Abstract

          The purposes of this research were 1) to study to conditions and the components for Technical and Vocational Education and Training (TVET) for supporting Eastern Economic Corridor (EEC), 2) to develop the strategy for TVET for supporting EEC 3) to review the driving of strategy and supplest the policy for TVET for supporting EEC. The samples for quantitative research who were obtained Multi-Stage Sampling consisted of 344 persons namely 15 school administrators, 256 teachers and 73 trainers in the establishments. The samples for qualitative research who were obtained by Purposive Sampling consisted of chief executive in the Office of the Vocational Education Commission, the school administrators of vocational institute, teachers, teachers, trainers in establishments government and private sector representatives and the experts in strategic management. The research instruments were strategic reports, a questionnaire, an interview, issue meeting and focus group discussion. The data were analyzed using percentage, mean, standard deviation, and content analysis. The results revealed that  

1. The components for TVET for supporting EEC were as follows: 1) Developing instructional system which focused on knowledge setting and technological implementation.  2) Improving manpower’s abilities for innovative and technology research. 3) Enhancing equitable vocational education and integrating learning management for educating the concept of environmentally friendly. 4) Developing teachers and educational persons and trainers in establishments and 5) Strength the cooperation and network management of TVET
2. The strategy for TVET for supporting EEC consisted of 5 strategies as follows: 1) Developing instructional system to enhance students’ competencies for knowledge setting and technological implementation in order to let students get the jobs and be excellent entrepreneurs. This strategy had 2 strategies 6 indicators and 3 projects.  2) Improving manpower’s abilities for innovative and technology research for supporting EEC with 1 strategy, 2 indicators and 1 project. 3) Enhancing equitable vocational education and nitrating learning management for educating the concept of environmentally friendly with  2 strategies, 5 indicators and 3 projects. 4) Developing teachers and educational persons and trainers in the establishments for knowledge and technology and innovation. This strategy had  2 strategies, 5 indicators and 2 projects, and 5) Strength the cooperation and network management for TVAT for supporting EEC with 1 strategy 3 indicators and 2 projects. The developed strategies passed the evaluation of agreement, appropriateness, possibility and utility at the highest level. The results of the evaluation for the fourth strategy and the fifth strategy passed Baseline criteria. Informant’s satisfaction was at the high level.
3. The review for driving the strategy for TVET for supporting EEC was found that the researcher collected the performances of 5 strategies and 8 sub strategies. The result of the evaluation was found that they passed Baseline criteria. Informants’ satisfaction was at the highest level. The suggestions for the policy for TVET for supporting EEC were as followed: Developing manpower to be consistent with industrial requirement. The others policies were budget allocation, network management and evaluation.