Model for the Development of Vocational Education Students in Business and Services Program for the World of Work

Abstract

The objectives of this research, titled "Model for the Development of Vocational Education Students in Business and Services Program for the World of Work," were as follows: 1) studying the current situation and development of vocational education students in business and services program for the world of work. 2) developing a model and produce a manual for the development of vocational education students in business and services program for the world of work. 3) implementing and evaluating the effectiveness of the model for the development of vocational education students in business and services program for the world of work. and 4) proposing the policy recommendations for the development of vocational education students in business and services program for the world of work to the Office of the Vocational Education Commission. The utilized research instruments included data recording forms, opinion questionnaires, and opinion evaluation forms. The data analysis involved content analysis, and the calculation of the mean, standard deviation (S.D.) and the t-test statistic.

The results revealed as the following 1) The study of the current state and development of vocational education students in business and services program for the world of work resulted in preliminary guidelines for drafting the development model. The model's key goal was to enhance the capability of producing and developing vocational manpower in business and services, ensuring that the graduates possess competencies required to cope with changes in technology, digitalization, innovation, occupational shifts, and to drive national development both currently and in the future. This necessitates collaboration among the entrepreneurial sector, educational institutions, and professional standard-setting organizations. 2) The development of the model and manual for development of vocational education students in business and services program for the world of work included the following details. (1) Relevant contexts, including policies and laws related to vocational education, the context of vocational education management, the context of business and services vocational education, cooperation system in vocational education management, curriculum and learning management based on NQF (National Qualifications Framework) and occupational standards, preparation for the world of work in the business and services sector, and related concepts, theories, and principles, emphasizing the necessity for collaboration among the entrepreneurial sector, educational institutions, and occupational standard-setting organizations. (2) The model for development of vocational education students in business and services program for the world of work comprised of three key components: cooperation system, learning management system, and preparing students for the world of work system. The model would be operated by driving the cooperation system between institutions and the entrepreneurial sector, managing learning through educational institutions, and driving the preparing students for the world of work through professional standard-setting organizations. This structure aimed to cultivate the occupational entry competency of graduates in vocational business and services, enabling them to adapt appropriately to the world of work and perform effectively. (3) outputs: graduates possess the required competencies for entry into the changing world of work; teachers' potential for adapting to new knowledge and technology increases; and educational institutions were strengthened in developing student quality. (4) outcomes: graduates would be employed, received appropriate income, and had occupational advancement; the entrepreneurial sector would acquire manpower that aligns with its demands; collaborative efforts from the entrepreneurial sector in vocational education management would be strengthened; vocational business and services manpower serves as a key mechanism for driving the nation's economy and society; and the positive image of vocational education would be enhanced. 3) The results from the implementation and evaluation of the development model for development of vocational education students in business and services program for the world of work in the expansion group institutions revealed the following. The overall opinion scores from the Director, Deputy Director, heads of academic departments, and teachers were at very high which was the highest level.  The comparison of the mean opinion scores of the key informants regarding the model and manual post-test, analyzed using the t-test, showed that the mean scores were significantly higher than the established criteria at the .05 level of statistical significance. The implementation of the model in all expansion group institutions confirmed that every institution agreed with the prescribed details of the model and manual in all three components: the cooperation system, the learning management system, and the preparing students for the world of work generates the successful implementation led to the creation of internal synergy within the institutions, strengthened external collaborative networks, ensured that instruction was linked to occupational standards, and significantly increased opportunities for students to gain employment appropriate to their potential and abilities. 4) Policy recommendations for development of vocational education students in business and services program for the world of work the Office of the Vocational Education Commission (OVEC) were proposed as follows: 1) Cooperation system: emphasis should be placed on fostering internal synergy within educational institutions and strengthening external collaborative networks. This intended to collectively determine the direction of manpower production and development, manage vocational education, mobilize resources, and enhance the quality of vocational education in the business and services sector. 2) Learning management system: curriculum and learning management should be revised and developed to ensure a strong linkage with occupational standards or professional performance standards at both the national and international levels. 3) Preparing students for the world of work system. Promote and create opportunities for students to develop both competencies and essential workplace skills (Social/Soft Skills) that aligned with their potential and capabilities. This must be achieved through the entrepreneurial sector, collaborative efforts among educational institutions, and occupational standard-setting organizations.