Knowledge and Understanding of Vocational Education Administrators and Teachers in Southern Border Provinces towards the Implementation of Vocational Education Curriculum 2024

Abstract

The objectives of the study on knowledge and understanding of vocational education administrators and teachers in southern border provinces towards the implementation of vocational education curriculum 2024 were to: 1) study the level of knowledge and understanding on the implementation of the 2024 vocational education curriculum of administrators and teachers in vocational education institutions in the southern border provinces and 2) study the problems and obstacles in the implementation of the 2024 vocational education curriculum in vocational education institutions in the southern border provinces through quantitative research. The target group included administrators and teachers from 8 vocational education institutions in the southern border provinces derived by purposive sampling technique. The research results revealed that the level of knowledge and understanding of the target group on the implementation of the 2024 vocational education curriculum was in overall at a high level. When considering on each aspect, it was found that the output aspect of the curriculum was rated the highest, followed by the process aspect of the implementation based on the criteria of the context while the aspect of input factors was rated at the lowest average values. The problems and obstacles regarding the implementation of the 2024 vocational curriculum in vocational education institutions in the southern border provinces were on the following aspects, i.e., insufficient study time at the higher vocational certificate level for teaching and learning (34.69%),  the problem on the lack of understanding in the implementation of the curriculum from the organization (24.49%), the problem on the difficulty in organizing teaching and learning particularly on integrating with the specific vocational subjects for vocational training or vocational competency training which could not comply with business and locality contexts (14.29%), and other problems including implementing the curriculum without notice, outdated tools and teaching equipment, inappropriate textbooks, and unprepared teachers (6.12%).