Educational Management Strategy for Community Development of Vocational Education Institute Southern Region 2

Abstract

The Ministry of Education has given importance to the policy on vocational education development with the Office of the Vocational Education Commission as the work agency to implement the policy.  The Vocational Education Institute Southern Region 2 is a vocational education institute with the largest numbers of personnel and students, and largest amount of budget among vocational education institutes in the Southern Region.  As such, it needs to use good educational management strategy as the guideline for its operation in order to achieve effective and efficient educational management.  The objectives of this research were 1) to study the context of educational management for community development of the Vocational Education Institute Southern Region 2; and 2) to develop an educational management strategy plan for community development of the Vocational Education Institute Southern Region 2.  The research sample comprised two groups: (1) a group for survey study, using a questionnaire as the data collecting instrument, consisting of 294 administrators, instructors, parents, and students of vocational education institutes under the Vocational Education Institute Southern Region 2, obtained by stratified random sampling; and (2) a group for in-depth interviews and focus group discussion consisting of 14 experts on vocational education management.  Statistics employed for data analysis were the mean, standard deviation, and analysis of strengths, weaknesses, opportunities, and threats with the use of TOWS Matrix Method.  Research results were as follows: 1) The context of educational management for community development of the Vocational Education Institute Southern Region 2 was composed of two components, namely, the component that was flexible and appropriate for the local context, which consisted of general education management, academic management, and curriculum and instruction; and the component that was still not appropriate and not ready for effective management, which consisted of educational evaluation and management, buildings and facilities/educational climate in the institute/classrooms/budget management, personnel, students, instructional media and equipment, instructional technology, and the enforcement of rules and regulations.  2) The strategy plan under the name of TAMPS, developed by the researcher with the objective to enable the personnel and students of the Vocational Education Institute Southern Region 2 to efficiently carry out educational management, was composed of 5 sub-strategies:  (1) T (Teaching Aid and Environment) meaning the strategy on teaching aids and environment; (2) A (Administrative) meaning the strategy on administration; (3) M (Measurement and Evaluation) meaning the strategy on measurement and administration; (4) P (Personnel) meaning the strategy on personnel and students; and (5) S (Syllabus) meaning the strategy on curriculum and instruction.  The 5 sub-strategies developed by the researcher could be applied as the prototype for determination of the strategy for upgrading educational management efficiency and for being the mechanism for mobilization of the policy of the Office of the Vocational Education Commission more efficiently.