Approaches for sustainable professional skill development for vocational education students in Thailand

Introduction

Education is crucial for the creation of a high-quality workforce with capabilities that support national development, particularly in vocational education. The goal is to produce a skilled workforce that meets the demands of the labor market, contributes to the economic advancement of the country, and enhances the competitiveness of the nation. However, the current development of vocational education reveals that it does not align with the needs of businesses. Moreover, there is a decline in the number of students pursuing vocational education, leading to a shortage of both quantity and quality in the workforce in production and labor markets (Office of the Vocational Education Commission, 2010). In essence, the quality-oriented goal aims to develop individuals with problem-solving abilities and professional skills. Meanwhile, the quantity-oriented goal aims to increase the workforce at the middle level to at least 60% of the total workforce (Office of the National Economic and Social Development Council, 2022). Additionally, basic competency and professional skills necessary for work in educational institutions that offer vocational education are not acknowledged by employers. This includes a lack of skills in practical work, expertise in foreign languages and/or computer skills, and problems related to studying not aligning with the job market’s needs or choosing majors based on popular trends without considering the workforce needs of businesses (Euapipattanakul, 2022). From the aforementioned problem, the National Economic and Social Development Plan (2023) reported on the situation of education and national development in Thailand, providing recommendations to address the issues. Two key points were emphasized: the need to expedite the development of the quality of Thai education, focusing on developing the technological and innovative skills of vocational education graduates. Furthermore, there should be attention to parental values regarding vocational education, where there is a preference for general education over vocational education (Jedynak et al., 2021). This contradicts the direction of national development, impacting resource allocation for education significantly (Rojananan, 2016). The report on the production status and trends in vocational education in Thailand found that the proportion of students at the professional certificate level compared to the general stream is 60:40. Notably, there has been an increase in the use of professional-level labor from 9.5% in 2007 to 11.9% in 2017, respectively. However, the Thai industrial system still heavily employs less skilled professional labor. This reveals an increase in the proportion of professional-level labor, but it does not fully align with the government’s expectations for vocational education to play a key role in developing the country, especially with the trend of promoting Industry 4.0 under the Eastern Economic Corridor (EEC) framework (Office of the Education Council, Ministry of Education, 2021). It is necessary to use vocational education labor up to 173,705 people, but it still falls short of producing enough skilled labor (excess demand) by 55,462 people or 32%. This demonstrates that Thailand still faces challenges in producing labor that does not meet the requirements in deficient fields, as the number of unemployed exceeds the shortage in every education level. The professional certificate level has a job vacancy rate 2.1 times higher than the shortage.

Therefore, it is essential to develop students at the professional level to align with and sufficiently meet the workforce needs in both quantity and quality (Mesintree, 2016) . This is to respond to the country’s development policies and align with the sustainable development goals set by the global community (World Bank, 2021). Increasing access to education for the population is a key goal for the development of every country (Office of the Education Council, 2021). This aligns with Sandra M. Kaiser (2000), who emphasized that the success of vocational learning is influenced by various factors, including teachers, leadership, organizational systems, organizational structures, organizational culture, organizational atmosphere, organizational unity, organizational management, mission, strategy, government support, etc. (Chanchaona & Santichaianan, 2012).

This agrees with the National Economic and Social Development Plan No. 13 (2023-2027). Office of the National Economic and Social Development Council (2022) outlines the development of human resources towards Thailand 4.0. The emphasis is on developing analytical thinking skills and professional skills to prepare for entry into the labor market. Planning and developing human resources that support industry, technology, and innovation are crucial. This is vital for developing human resources with necessary skills for future life and work in the 21^st century, including using professional skills in the 21^st century. Developing human resources is the most critical factor for the success of every country in transforming its economic structure. Supporting factors for professional skills development include education standards (Muldoo, 2009), skill assessment (Treleaven & Voola, 2008), curriculum and teaching methods (Ogbuanya & Chukwuedo, 2017).

Under the supervision of the Office of the Vocational Education Commission in Thailand, vocational education institutions consist of 433 colleges with more than ten thousand students. These institutions are a significant force in Thailand’s development. The aforementioned principles and reasons have led the researchers to be interested in the factors that affect the professional skills of students in vocational education institutions.

This study aims to explore the factors influencing the professional skills of students in vocational education institutions in Thailand. The research findings can serve as a guideline for developing sustainable professional skills of students in vocational education institutions in Thailand. This will contribute to creating a conducive learning environment for sustainable professional development, leading to suitable employment opportunities. Additionally, it can serve as a model for other countries and contribute to establishing a global network for the professional development of vocational education students in the future.

Literature review

Methods

This research is the second phase employing a qualitative research method (Hennink, Hutter & Bailey, 2020) to study sustainable professional skill development approaches for vocational students in Thailand. The research has received ethical clearance from The University of Thai Chamber of Commerce under the code Expedited UTCCEC/014/2565. The study involves key informants, including educational institution administrators, teachers, and vocational students totaling 36 individuals. A written consent for participation in the study has been obtained from all key informants, including educational institution administrators, teachers, and vocational students, prior to the collection of data. The key informants were selected using purposive sampling based on predefined criteria (Ames, Glenton & Lewin, 2019) and snowball sampling (Naderifar, Goli & Ghaljaie, 2017). The criteria include (1) administrators or directors of public vocational institutions with a minimum of 3 years of experience, (2) teachers with at least 3 years of teaching experience in vocational institutions, and (3) vocational students. Research tools include structured open-ended interviews and observations.

The research process comprises 4 stages (Figure 1): (1) Literature review and document study – The first stage involved conducting a thorough review of the existing literature and relevant documents related to sustainable professionEthical skill development approaches for vocational students in Thailand. This literature review helped to identify the key concepts and theories that are relevant to the research question. (2) Data collection and identification of relevant components – The second stage involved data collection through structured open-ended interviews and observations. The key informants, including educational institution administrators, teachers, and vocational students totaling 36 individuals, were selected using purposive sampling based on predefined criteria. The data collected from the interviews and observations were then analyzed to identify the relevant components related to sustainable professional skill development approaches. (3) Analysis and synthesis of administrators’ roles – The third stage involved the analysis and synthesis of administrators’ roles in sustainable professional skill development approaches. The data collected were analyzed using content analysis, categorizing data into four groups and indexing. The meaning of the discovered data was explained and analyzed in terms of structural features. This helped to identify the key roles of administrators in sustainable professional skill development approaches. (4) Data analysis using content analysis - The final stage involved data analysis using content analysis, categorizing data into four groups and indexing. The interpretation of the meaning of the data led to new data compilation to connect concepts and theories used as a framework according to the objective. After that, the verification and confirmation were performed. This helped to verify the findings of the study and confirm the effectiveness of the sustainable professional skill development approaches identified in the study (Sakdapat, 2024).

Figure 1. Framework and flowchart for education system focused on professional development and societal contribution.

Discussion and Conclusions

The sustainable development of vocational skills for vocational students is a developmental approach that requires collaboration from all sectors. This includes students themselves, who must begin developing themselves to align with the lifelong learning model. The ability to rely on oneself and build sufficient resilience to cope with changes in various aspects, such as social, economic, or experiential learning in workplaces, is crucial. Learning and self-development through collaboration with others for knowledge exchange, cultivating a learning attitude through the development of tools or learning methods beneficial to oneself, and reflecting on learning outcomes and self-assessment all contribute to recognizing progress, areas for improvement, and setting goals for short and long-term professional skill development.

In terms of curriculum design, the educational structure, and policies, there should be a continuous review of the curriculum, making adjustments to suit the changing context and addressing the needs of the labor market and global changes. Emphasis should be placed on environmental awareness, ethical practices, transparency in work, the use of technology and innovation to facilitate easier access to knowledge, and the creation of professional networks spanning across public, private, and governmental sectors. Furthermore, the sustainable development of vocational skills requires determination and unwavering commitment. Consistent effort and adequate time for practice and skill improvement are essential factors in developing vocational skills at the vocational education level. The impact of skill development extends beyond individual sections of society; it elevates the education system, sets standards for society, and fosters positive attitudes toward vocational education. This leads to the development of human resources on a broader scale. Vocational education institutions play a crucial role in vocational training. Administrators and teachers are pivotal in the direction of reforming academic work, quality development, behavioral changes, and providing opportunities for collaborative thinking and work with students. Creating a learning society, offering suitable and effective learning resources, and facilitating a conducive environment for collaborative learning contribute to the overall development of vocational skills.

In the context of Thailand, the Office of the Vocational Education Commission has set guidelines for the development of quality in vocational education for students, emphasizing the importance of driving curriculum development, including measurement and evaluation, towards enhancing the quality of learners (Office of Vocational Commission, 2018). The government recognizes the significance of driving the economy by emphasizing vocational education. During the years 2017-2023, various events led to uncertainties both in Thailand and globally. This included economic uncertainties on a global scale and the impact of pandemic situations that affected the lifestyles of people worldwide. It is an era where the world has to face unpredictable events, known as the VUCA or VUCA World, the world characterized by Disruptive Technology. The dimension of preparing the population to cope with change is greatly challenged (LeBlanc, 2018). When considering the patterns of vocational education management in Thai and Taiwanese schools, similarities in policies can be observed. Both countries follow a comprehensive high school model, emphasizing that students explore and discover whether they want to pursue general or vocational education. In Taiwan, there is a blending of both curriculum types to stimulate overall educational development. The 3 main goals are (1) to provide options for students not ready for vocational or traditional academic paths, (2) to integrate academic and vocational education to create a better learning environment and increase educational opportunities, and (3) to reduce disparities in the learning systems of students. Thailand can adopt these approaches to adapt and develop teaching and learning methods that align with the needs of learners.

To align with the sustainable development context, the development model that meets people’s needs should have a strategic national relationship. This involves creating competitiveness in development, enhancing and cultivating human resources, and promoting social opportunities and equality. The development of the country’s economy necessitates a focus on the development of science, technology, and research to accelerate the creation of knowledge in science, technology, and innovation. This should go hand in hand with developing individuals through tertiary education institutions, which need to collaborate with research and development institutions to become Future Changers, the driving force in preparing Thais for the 21^st century. It is crucial to drive economic structural reforms that focus on values and play a crucial role in transitioning towards an innovative-based economy. Therefore, it is necessary to adapt and change roles and missions simultaneously with enhancing the potential of both higher education and vocational education institutions. Developing personnel or students at the vocational education level is about developing the country’s human capital to have the capacity and readiness to lead life in the 21^st century, contributing significantly to the country’s development, stability, and sustainability. This aligns with the government’s goal of developing human capacity to respond to the country’s development and create competitiveness on the global stage, stimulating grassroots economic growth towards Thailand 4.0. It builds confidence and creates the capability to compete globally, both in the short and long term. The government, therefore, has policies to integrate science, research, and innovation to drive the country’s development in the economic, community, and social sectors. It emphasizes the commercial application of science, research, and innovation in agriculture, industry, and services for maximum efficiency. It also emphasizes the importance of social innovation and innovation in the local context to solve problems and create opportunities. This is concurrent with developing human capital in both academic and high-level vocational aspects, preparing them for the digital age and driving Industry 4.0. This aligns with sustainable development goals 4, 8, and 9 in the 2030 Sustainable Development Agenda (FUND, 2015).