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Assoc.
Prof. Dr. Krismant Whattananarong
Department of Technological Education
Faculty of Technical Education
King Mongkut’s Institute of Technology North Bangkok’
1518 Piboonsongkhram Rd., Bangsue, Bangkok 10800, Thailand
E-mail: krm@kmitnb.ac.th
Abstract
The purposes
of this study were to identify the occupations needed for training
and making occupational profiles, to investigate the perception
of employers or enterprises, vocational teachers and administrators,
current students on the DVT system and issues of vocational education
and training, and to propose a narrative model of vocational education
and training for drafting the bill of vocational education and training.
There
were 7 response forms (Q1, Q2, Q21, Q3, Q31, Q4, Q41) used for data
collection. The samples were 666 employers or enterprises, 390 teacher
and administrators, and 624 students. The questionnaire Q1 was used
for data collection from 408 employers or enterprises to gather
their opinions pertaining to the occupation needed for training
and making occupational profiles. A Delphi technique was applied
for 3 times of data collection from 258 employers or enterprises
by using Q2 to ensure the consistency of their responses. Conclusions
were draw from the third response.
The
Q21 was used for interviewing 114 employers or enterprises. There
was one time data collection from 390 teachers and administrators
by using the Q3 and from 161 teachers and administrators by using
the Q31. The Q4 was used for one time data collection from 352 DVT
students and 272 non-DVT students. The Q41 was used for interviewing
209 DVT students and 112 non-DVT students.
Data
were analyzed by percentage, mode, mean, standard deviation, and
a t-test statistic using the Statistical Package for the Social
Sciences for Windows (SPSS/FW). A level of .05 was set to determine
statistical significance. Results of the study indicated that the
12 occupations needed for training and making occupational profiles
rated by the employers or enterprises are electrical technicians,
automotive services technicians, electricians, automotive painting
and finishing technicians, automotive collision repair mechanics
and technicians, agrotechnology, refrigeration mechanics, factory
automation, mechanical & maintenance, bookkeepers, drafting,
and plumbers respectively.
The
employers or enterprises, teachers and administrators, and students
perceived the information given in the questionnaires and positively
responded to the questions. Majority of the samples agreed with
the issue of regulations, mechanisms, and implementations of vocational
education and training system given in the questionnaires.
There
was no significant difference between the DVT students and non-DVT
students on the perception of the vocational education and training
system. The model of vocational education and training should be
divided into school-based and work-based systems in which the linkage
must be regulated by law. The mechanism should be feasible and autonomous.
And the implementations should be cooperated between educational
institutes and employers or enterprises. Taxes should be imposed
and generated back to the employers or enterprises that provide
training.
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