Vocational Education Reform in Thailand

    By Chinnapat Bhumirat

The current situation of vocational education in Thailand
    
Strength
            1. There are more than 800 vocational education institutions (public/private) all over the country.
            2. There are 9 ministries responsible for human resource development. This can provide a variety of curricular and different forms of training to suit target groups.
            3. The number of private vocational institutions is quite high, about 345. This shows their interest in participating in vocational education.
            
Weakness
            1. There is a lack of unity in terms of policy guidelines. The country does not have a master plan for human resource development. Therefore, the provision of vocational education is more supply-driven.
            2. The most crucial problem is quality of the output. A significant number of graduates have weaknesses in both theory and practice. The issues of curriculum and the process of training must be addressed.
            3. The lack of R&D on vocational education to produce new technology and also generate new jobs.
            4. The lack of qualified and experienced teachers. Most teachers do not have direct experience in the industry.
            5. The lack of incentives for vocational teachers.
            6. The lack of cooperation between vocational institutions and the industry.
            
Opportunity
            1. Our constitution of 1997 and the National Education Act 1999 give high priority to education and vocational education.
            2. Private organizations, such as the Federation of Thai Industry, the Council of Thai Commerce, are keen to play a role in the policy process, standard setting, quality assurance, and training activities.
            3. The cabinet has just approved in principle on Skill Development Fund (about 300 million baht) which could promote the concept of lifelong learning/training.
            4. Thailand has an expanding infrastructure on information technology which could be utilized for vocational education and training.
            5. The society is well aware of education and work. In the past people had more value on certificate and diploma.
            6. Thai labor force has a good potential. In the Skill Olympics, Thailand has improved every year from 1993-1999.
            
Threat
            1. The economic crisis in Thailand has made it very difficult to improve vocational education, particularly on large investments.
            2. The state policy is not sustained due to the frequent change of governments.
            3. Based on the existing HRD programs, it is expected that Thailand would have a shortage in human resources in many industrial areas for the next 10-15 years.
            
At present ONEC and DOVE are in the process of drafting the Vocational Education Act. Main points for the draft Vocational Education Act
            1. Vision statement will cover
    • Quality, standard, and efficiency;
    • Equal opportunity, lifelong learning, variety, and articulation;
    • Cooperation, shared responsibility between public, private, and community; · Modernity, technological advancement, internationalization;
    • Learning with practical experience, competency-based training, entrepreneurial skills, and work ethics;
    • Relevance with economic and social context.
                
    2. Principles for vocational education and training (VET)
        2.1 Providing opportunity for everyone who has interest and is capable of learning in vocational education;
        2.2 Vocational education must be instilled at the basic education level in order to develop appropriate knowledge, attitude and skills;
        2.3 The provision of VET must give priority to learner's needs and allow an individual to progress to an advanced degree level;
        2.4 There should be a system of vocational qualification to bridge between education and work, so that, an individual could enter the world of work and come back to education and training at any time.
                
    3. Administrative system should promote
        3.1 Unity in policy guidelines and variety in management;
        3.2 Networking between educational institutions, i.e., public institutions, private institutions, and industry;
        3.3 Vocational education administrative system should have two levels:
      • National level: there shall be the Committee on Technological and Vocational Education;
      • Institutional level: there shall be networking of vocational education institutions.
                    
    4. Teaching and learning
        4.1 The target group for VET shall cover school-age population as well as the labor force who wish to upgrade knowledge and skills;
        4.2 Teaching and learning must provide a good proportion between theory and practice and promote the application of universal knowledge in the Thai context;
        4.3 There should be competency standards for learners at each level;
        4.4 The evaluation should emphasize on application of knowledge more that just theory;
        4.5 There shall be research and development to promote the transition from vocational education to the world of work.
        
    5. Cooperation with community and industry
        5.1 The provision of VET must draw community participation at every stage from planning to implementation;
        5.2 Effective incentives are necessary for private participation, such as, tax incentives, coupon for VET.
        
    6. Quality and standard
        6.1 License for vocational education teachers may be required;
        6.2 Provide continuous and systematic in-service training for vocational teachers;
        6.3 Establish funds for vocational teacher development;
        6.4 Develop vocational qualification framework.
        
    7. Financing and resource mobilization
        7.1 Resource mobilization from public and private sectors;
        7.2 Provide financial support for those who do not wish to continue beyond compulsory education to obtain vocational training of at least one year before entering the labor market.