Evaluation of Inclusive Education of Vocational Education and Higher Secondary Education (Dual Education) in the Schools under the Secondary Education Service Area Office 23, Sakon Nakhon Province

Abstract

This research aimed to evaluate the inclusive education of vocational education and higher secondary education under the Secondary Education Service Area Office 23 in Sakon Nakhon Province on 3 topics: input; process; and problems, obstacles, and suggestions. The sample consisted of 7 school administrators, 7 project coordinators, 23 teachers, 35 students and 6 parents, totally 78, acquired through stratified random sampling. The tools used for collecting data were of 3 types: 2 questionnaires in 5-point rating scale, one for administrators, coordinators and teachers, with the discrimination ​​from 0.31 to 0.80 and the reliability of 0.91; and the other for students, with the discrimination from 0.31 to 0.71 and the reliability of 0.86; a 6-item structured observation; and 4 structured interview forms: 1) 13-item form for school administrators, 2) 12-item for coordinators and teachers, 3) 10-item for students, and 4) 9-item for parents. Data analysis employed percentage, the mean, standard deviation and content analysis.

            The results of the research were as follows:

            1. Regarding the input, it was found that the participants had their opinion in the dual education project, as a whole, at a high level (= 4.23). From observations and interviews, it was found that the teachers were well-prepared and were cognizant of organizing learning and teaching activities; the students were attentive, interested and enthusiastic. However, there were some classrooms that were not suitable enough for learning activities. They lacked media, equipment and learning sources.

             2. Regarding the process, it was found that the participants had their opinion in the dual education project, as a whole, at a high level (= 4.26). From observations and interviews, it was found that the activities in the dual education project were carried out in accordance with the policy. The committee had coordination, meetings and participation in planning to solve problems during the course of the project. On the part of the learners, they had hands-on experience of vocational skills.

             3. Regarding the state of problems and suggestions, it was found that the main problems were the lack of budget for management, the shortage of personnel, the lack of media, tools, equipment, and classrooms, traveling a long distance to the partner school, delayed coordination, and organizing student care system to cope with students’ participation in the activities carried out at the same time in both educational institutions, which affected the students. There was also the problem of student adjustment due to studying of two courses simultaneously, making the workload bigger than regular classes. Assignments and job submissions in two locations needed proper time allotment and responsibility. In terms of recommendations, it was found that: 1) There should be a clear and suitable system of caring for students who are in the dual education project, that deals with organizing co-curricular activities of the school and the vocational institution that are partners, approved by both partners; 2) There should be a survey of learners' needs and preparation on every aspect before enrollment in each subject area; 3) Students should be enrolled according to their needs. There should not be enrollment by class or merging classes because there are some students who come to study unintentionally; 4) Execution of the dual education project should receive additional budget, media, materials, and additional equipment by considering the readiness and suitability of each school, establishment and the needs of students; and 5) To help students, scholarships and quotas to continue to study at a higher level should be provided.