A Comparison of the Education Management for Vocational Courses in Abroad

Abstract

This article aims to study the objectives of comparing the policy of education management of vocational courses abroad and in Thailand. Problems and obstacles And recommendations to contribute to the success factor of the management of vocational education abroad Using qualitative research methods Conduct research, data analysis, documentary research, or documentary research starting from the study of concepts and processes related to vocational policies. In relation to research results and academic articles concerning the formulation of vocational education policy Both academic documents of various types within the country and abroad Including academic information obtained by searching through electronic media or on various related websites Then analyze the content to find the consistency of the various information. According to studies, Administration of justice in foreign countries foreign countries in America and Japan are countries where governments are stable and continuous. Upgrading the Education Council on behalf of the Government with the qualifications directing the Education Advisory Board and proposed it as a policy to the government the said committee consists of experts Stakeholders and the Board have a temporary agenda only. When the policy proposal is received, the government will give it to the Ministry or the Educational Policy Organization for further action. For educational policy organizations, almost all countries are in the Ministry of Education. It may be a department of the ministry. It is known as the agency "planning" (planning) or "research" (research) and has a policy committee as an advisor to many ministries such as Australia, China, South Korea, Japan, Laos, Vietnam, Myanmar, Thailand, Indonesia, and Malaysia. Educational Research Provides information from research to the Ministry of Policy Development, some countries such as Korea, Japan, require national educational research institutes independent of the command of the Ministry of Education. Japan has a public organization of the Research Fund, which allows NIER to develop both quantitative and qualitative research and mobilize researchers both internally and externally. Meanwhile, Vietnam and Singapore have the National Institute of Education (NIE) focused on research, education along with teacher production and development. In addition, Singapore's NIE, Japan's NIER, and KEDI of the Republic of Korea emphasizes the development of the agency to play an outstanding role in international leadership By providing research assistance and cooperation as well as human resource development for other countries, for example, NIER provides scholarship tours to researchers, education, cooperative countries, KEDI represents UNESCO-IIEP in personnel training. Education planning for underdeveloped countries Singapore's NIE develops education administrators for Brunei, Vietnam and Bahrain. The problem; it sees leadership factors and organizational leadership vision as key conditions for success in the development of educational research and policy.  In addition, the independence of the research organization is another condition for the independent operation of the research institution. Not under the command of political parties Suggestions for success factors for managing vocational education abroad consist of policy-level success factors (2) school-level success factors, (3) student-level success factors, and (4) community-level success factors.