STRATEGIC DEVELOPMENT FOR DRIVING POLICIES ON PRODUCTION AND ENHANCEMENT OF HIGH-QUALITY, HIGH-COMPETENCY VOCATIONAL MANPOWER ALIGNED WITH NATIONAL DEVELOPMENT PRIORITY

Abstract

              The purposes of this research were to 1) study the environment and analyze the strategy for driving policies on production and enhancement of high-quality, high-competency vocational manpower aligned with national development priority, 2) develop the strategy for driving policies on production and enhancement of high-quality, high-competency vocational manpower aligned with national development priority, 3) evaluate the strategic implementation and 4) set policy proposal. This research was research and development methodology. The sample group responding to the questionnaire consisted of 195 educational administrators and 520 teachers and educational personnel, totaling 715 participants.
The SWOT analysis and draft strategy formulation were conducted through workshops involving
78 scholars and experts. The developed strategies were verified through expert seminars (Connoisseurship) with 19 experts, and their quality was assessed by 22 experts using an evaluation form. The strategies were then implemented in real educational settings during the 2024 academic year (B.E. 2567) and evaluated using multi-stage sampling, with a sample size of 720 participants. Research instruments included questionnaires, interviews, focus group discussion guides, evaluation forms, and reports. Data were analyzed using percentage, mean, standard deviation, and content analysis.  

            The findings were as follows: 1. The overall environment for driving the policy on the production and development of high-quality and high-competency vocational manpower was at a high level.
The strategic analysis identified five key components: 1) goals for producing and developing vocational manpower, 2) collaborative networks for manpower production and development, 3) development of teachers, educational personnel, and in-company trainers, 4) development of learners’ competencies, and 5) monitoring and evaluation of operations. 2. The developed strategies for driving policy implementation consisted of a vision, 5 missions, 5 goals, 7 strategies, 25 indicators, and 26 performance-based projects.
The strategies demonstrated the highest levels of consistency, appropriateness, feasibility, and usefulness. 3. The evaluation of strategy implementation, based on reports, indicated that: 1) collaborative networks with enterprises under the dual system (A.Kor.A.Or.) were expanded to 58 institutions at OVEC level and 210 at the institutional level; 2) 99 Vocational Manpower Management Centers (CVMs) were established; 3) 73 short-term vocational programs linked to the Credit Bank System were developed in line with industry demands for upskilling and reskilling learners and the public; 4) vocational learning was promoted under the concept “Anywhere, Anytime – Free Learning with Employment Opportunities” through the development of 800 episodes of vocational learning media and platforms; 5) 149 research projects by teachers from 66 institutions received funding; 6) competency-based curricula were developed and revised for 12 vocational fields and 105 programs at the certificate level; and 7) 3,751 learners and members of the public/unemployed individuals who completed training in vocational and entrepreneurial programs gained employment and income. The satisfaction level of administrators, teachers, and educational personnel toward the developed strategies was rated at the highest level. 4. The policy recommendations suggested that the developed strategies-comprising the vision, 5 missions, 5 goals, 7 strategies,
25 indicators, and 26 performance-based projects-should be formally adopted as a policy framework.
The evaluation of these policy recommendations indicated the highest levels of appropriateness, feasibility, and usefulness.