A Model Development Of Competency Based Curriculum Administration For Vocational Classroom In The Educational Institutions Under The Local Government Organization, Northern Region

Abstract

          This research aims to: (1) synthesize and confirm the components and factors contributing to the management of competency-based curricula for vocational classrooms in schools under local administrative organizations in Northern Thailand; (2) study the management practices of such curricula in schools recognized for their excellence; (3) draft and validate a model and manual for managing competency-based curricula for vocational classrooms in schools under local administrative organizations in Northern Thailand; and (4) evaluate the model and manual for their practical application in these schools. Data was collected from: (1) experts and specialists through focus group discussions, interviews, and workshops, and (2) school administrators and teachers through questionnaires. Data analysis employed frequency, percentage, mean, standard deviation, and content analysis. The research results are summarized as follows: 1. The synthesized and validated components of the competency-based curriculum management for vocational classrooms in schools under local administrative organizations in Northern Thailand consist of four major components and six sub-components: (1) Competency-Based Curriculum Development, which includes (1.1) Learning Goals and Curriculum Objectives, (1.2) Curriculum Structure and School Curriculum Management, and (1.3) Networks and Collaboration Management; (2) Curriculum Implementation Planning; (3) Competency-Based Curriculum Implementation, which includes (3.1) Competency-Based Learning Process Organization and (3.2) Instructional Media, Innovations, and Technology; and (4) Competency-Based Curriculum Evaluation, which includes (4.1) Measurement and Evaluation. The facilitating factors for curriculum management include seven aspects: (1) Administrators, (2) Teachers and Educational Personnel, (3) Learners, (4) Curriculum, (5) Teaching and Learning Activities, (6) Learning Resources for Vocational Support, and (7) Professional Networks. 2. The management practices of competency-based curricula for Vocational classrooms in schools under local administrative organizations in Northern Thailand that are recognized for their excellence—such as those in the Chiang Rai Provincial Administrative Organization School—emphasize diverse learning curricula tailored to different groups of students. The teaching methods are adapted accordingly. Schools must revise curricula, and involved teachers and personnel must possess knowledge and understanding of curriculum development and implementation. They must participate in curriculum management, have the skills to design varied learning experiences according to students’ potential, create conducive environments, produce instructional media, and organize diverse learning resources. Proactive, practice-oriented teaching and student-centered assessment are emphasized. Schools actively seek collaboration with higher education institutions and workplaces aligned with students’ career and academic aspirations, enabling students to apply knowledge practically, take responsibility for achieving their goals, and design their own future learning and career paths. 3. The draft and validation of the model and manual for competency-based Curriculum management for vocational classrooms in schools under local administrative organizations in Northern Thailand revealed that the management model consists of seven parts: (1) Principles, (2) Objectives, (3) Factors Influencing Vocational Competency, (4) Competency-Based Curriculum Management Processes, (5) Vocational Competency Indicators, (6) Evaluation, and (7) Success Conditions. The evaluation confirmed that all aspects of the model and manual are accurate and appropriate. And 4. The evaluation of the competency-based curriculum model and its implementation manual for vocational classrooms in educational institutions under local administrative organizations in the northern region revealed that the overall feasibility and usefulness of the curriculum management model and manual were at the highest level.