In Thai society, about 80 per cent live in the rural areas. The literacy rate in 1992 stood at 93 per cent of 56.7 million population inhabiting 513,115.02 square kilometres of land. It is a developing economy with a GDP per capita income of US$ 1,900 (48,501 Baht) (Educational Statistic, 1992). The population rate increased to about 1.4 per cent in 1991. Thai quality of life and income distribution indicates that 23.7 per cent had an income below the poverty line in 1988 and the majority were in the rural areas. The poverty in urban areas was about 5 per cent. The range between the richest and poorest was about 12 times. Basic education up to grade 6 is compulsory and supplies the large sum of manpower to the workforce.

The rapid growth from agriculture to manufacturing has effected the Thai society in changing the structure of rural society to be more urban. The way of living is also adjusted from the old Thai style to the modern style of independent family. The changing society has brought many social problems. Though the crime rate has decreased from the last ten years, the trend of complexity of serious crimes has increased. The drug problem also increased 2.8 times in the last ten years. Furthermore, the slum problem is widespread in the urban areas. The natural resources are utilized at a high rate which damages the forest areas and the environment. The problems of pollution continue to increase and affect the quality of life.

The national religion is Buddhism, which is professed by 95 per cent of the Thais. The remaining are: 4 per cent Muslims; 0.5 per cent Christian; and 0.5 per cent Brahman, Hindu, Sikh and others. The national and official language is Thai. Chinese is spoken among urban ethnic Chinese; Malay is spoken in the Southernmost provinces while the minority hill-tribes of the north speak more than six dialects. English is fairly widely spoken by the higher level of staff in government offices and large commercial enterprises.

Thailand's economic atmosphere continues to move forward dynamically in financial, trade and in investment terms, which is opening Thai economy to the international economic system. According to the sixth national economic and social development plan of Thailand (1987-1991), the Thai economy expanded over 16 per cent and continuously expanded at the average rate of 10.5 per cent during the plan period especially in 1987-1988. Economic development increasingly diversified. Dependence on the production and export of a narrow range of primary commodities (namely rice, rubber, teak and tin) became a thing of the past as agriculture diversified and the manufacturing sector grew to double the contribution to GNP over agriculture (see Table 6-2). Thai manufactured products like textiles, processed food and other items became well known in the world market. Tourism also became a major industry. The inflation rate increased at an average of 5 per cent during the sixth plan.

Due to rapid economic growth in Thailand, the need for qualified workers has become more and more pronounced. During the last two decades, there has been a marked growth in modern science and technology which had a major effect in setting new national goals of economic and social development. Educational development came to be the main function to develop manpower resources for the economy and society. Since 1972 all education levels progressed to bring about social betterment and to promote economic and social life and also emphasized preparation of the population to move the country onwards to the modern age of science and technology. The main targets stressed related to: the population control; reducing the difference in rate of amount and quality of education among employed persons in the workforce. Vocational and non-formal education were the key to develop the manpower supplied to meet the needs of an expanding economy and demands of the job market.

By improving manpower quality and increasing the efficiency of the workforce, the National Education Scheme was reformed in 1977 and put into force in 1978 as shown in Diagram 1.1. The Area Vocational Centres were set up in 1982-1986 to service pre-vocational education for students in Comprehensive Secondary Schools in 12 education regions. The public and private corporation committees for economic and vocational education development of middle manpower were set up in 1982. The results of the first decade showed that educational development achieved increases in enrolment of every level of education and had increased the number of educated persons in the workforce (see Table 6-4). The economy slightly moved forward. The continuing imbalance between the manpower needs and the manpower supply from the education system still remained. The over supply of vocational education graduates was recognized. The level of unemployment increased every year. The problem was that the private firms preferred to employ unskilled persons with low pay. The feedback of the workforce was that the skilled manpower supply from the education system was not directly related to the skills of the market. So in the second decade, improving manpower skills to meet the market demand was emphasized and the quality of productivity was stressed. This resulted in the private firms employing more skilled manpower and the economy moved forward dynamically in achieving high quality of productivity for export. In various industries, investment rose, the exports were widely opened to the world market and tourism boomed. The economic growth resulted in the GDP reaching the highest rate of 16.66 per cent in 1987/1988. The unemployment rate decreased to 1.9 per cent in 1989 (see Table 6-3). Shortage of manpower in science, technology, engineering and technicians in some areas was experienced. The increasing rate of import of manpowers from other countries was experienced. This was about 16.47 per cent in 1991. The manpower from public sector, especially from Technical Colleges transferred to private sector because pay rates were higher. Many Technical Colleges and TVET institutes ran short of teaching staff mostly in the areas of Electronics, Mechanical, and Electrical Technology. The standard of living became better than the past decade. However, the imbalance of basic service, quality of life, manpower demand and supply, natural resource and environment damage and other problems still remain.

1.2 Perspective of National Policy

The Seventh National Economic and Social Development Plan (1992-1996) has set three main policy objectives, they are:

1. Keep continuing the move towards economic development at appropriate rate and with stability.

2. Develop more effective income distribution to the rural area.

3. Improve human resources, quality of life, environmental and natural resources.

According to the opportunity and development capability of the nation, the target plan has been set. It covers:

1. Economic Growth

Economic expansion is shown in Table 1.1

2. Income Distribution

2.1 There are six target groups under the poverty line to develop. They are: agricultural farmers; agricultural labourers; small self-employed and entrepreneurs; low income private workers; officials and public staff; and disabled groups.

2.2 Provide the basic living standard and develop their ability to increase their income.

2.3 Decrease the poverty rate under the poverty line from 23.7 per cent in 1988 which should remain under 20 per cent of total population in 1996.

2.4 Decrease income distribution gap by promoting rural development.

3. a) Human Resource Development and Quality of Life Promotion

a.1 Decrease population growth rate to 1.2 per cent in 1996. The total population in 1996 will be 61 million.

a.2 Extension of the basic education from 6 years to 9 years and primary level graduates continuing to secondary education level to the extent of 73 per cent annually.

a.3 Improve provision of life-long education, both formal and non-formal, to upgrade population quality in order to improve the standard of living in the changing society.

a.4 Expand the number of employed persons to 34.85 million in 1996 (In Agriculture sector 20.20 million and in Non-Agriculture sector 14.65 million).

a.5 Infant mortality rate to decrease to an average of 23 per thousand.

3. b) Environmental and National Resources Development

b. 1 Preserve forest green area to an average of 25 per cent of total area in the kingdom.

b.2 Distribute land registration by reforming 30 million rai of land in the period of 7 years and provide land registration issues to the whole kingdom in the period of 20 years.

b.3 Preserve coral line of all National Aquatic Coasts in mostly perfect natural condition.

b.4 Decrease water pollution by maintaining the rate of BOD to less than 4 millilitre per litre.

b.5 Get rid of dangerous chemical refuse to at least 60 per cent of the total rate in 1996.

b.6 Control the level of noise pollution from the original source, let it remain in the level of 80 Decibel.

b.7 Decrease the lead mass from Benzene burning of all transports from the rate of 1030 ton in 1991 to 300 ton in 1996.

b.8 Decrease CO₂ from fuel utility of transport from 950 thousand ton in 1990 to 750 thousand ton in 1996.

b.9 Limit the quantity of SO₂ from fuel utility as follows:

· diesel in transport - 50 units per thousand ton
· coal utility in Industrial Factory - 190 units per thousand ton
· coal utility in Electric units per thousand ton.

Table 1.1 Average Economic Growth 1992 - 1996

Target Items	Average Percentage
1.1 Overall economic expand rate	8.2
1.2 Per Capita Income increase to 71,000 Baht in 1996 rate	7.0
1.3 Agricultural Sector expansion rate	3.4
1.4 Industrial Sector expansion rate	9.5
1.5 Export value increase rate	14.7
Quantity productivity for export increase rate	9.0
1.6 Energy productivity for commercial increase rate (crude oil 410.000 barrel per day in 1996)	8.0
1.7 Basic service
1.7.1 Electric Power productivity increase (in 1996 total = 14.500 megawatt)	5000 Megawatt
1.7.2 Telephone number increase to the ratio of number: population in 1996	10:100
1.8 Inflation rate	5.6
1.9 Current account deficit of GDP rate	5.2
1.10 In vestment saving gap of GDP rate	23.0
1.11 Import energy control rate in 1996	60.0

Source: NESDB, The Seventh National Economic and Social Development Plan 1992-1996, The Office of the Prime Minister.

1.3 Education Development Plan

According to the National Policy to develop human resource and quality of life, and on the basis of experience of the result of all six plans, it is found that a better educated population will be the key in the nation's effort to tackle challenges of the future. Higher levels of education will lead to greater political awareness, reduced difference in economic opportunities between urban and rural areas and enhanced competitiveness of the Thai economy.

Educational policies as stated in the National Scheme of Education 1977 indicate the Government concerns over education as one of the most important functions of the State to formulate and organize education system.

The state pledges to support vocational education as extensively as possible to extend it to the type of integrated vocational education programme as well as vocational programmes independently established according to special needs with emphasis on training for agricultural and agro-industrial skills.

Vocational education will be introduced even at primary level to instill a love for work as well as to give the necessary skills and knowledge for everyday living. At secondary level, vocational and academic subjects will be integrated in the general educational stream while there can be separate schools or centres emphasizing training of skilled and semi-skilled manpower. The students will have sufficient training and experience to improve themselves further according to their own aptitudes and interests.

Highly specialized training for specific occupations will be carried out at tertiary level organized in colleges or institutes of technology, or university. Special vocational education and short courses will be encouraged where appropriate.

The private sector will be given opportunities to provide education within the scope limited by the State to utilize its resources, and co-operation between state, local and private institutions will also be promoted to upgrade educational standards.

From the policies and results of the last plan of evaluation and research for future development, the education and training in the seventh plan places high priority on expansion of basic education to ensure preparedness of graduates for increased education, and upgrading of skills for subsequent occupational development, particularly among the underprivileged, who cannot adequately help themselves. The following measures are foreseen:

1. Promote child development from birth to the age of compulsory education.

2. Ensure that the compulsory education covers all of the age groups.

3. Speed up development and training of teachers in shortage areas.

4. Encourage public higher education institutes to have greater independence and self-reliance.

5. Promote provision of higher education.

6. Adjust levels of fee per course unit, and tuition fees of public higher education institutions.

7. Encourage higher education institutions to carry out extensive research and development.

8. Encourage and support a greater private sector role in providing education and training services.

9. Improve provision of life-long education for the people in quantitative and qualitative terms.

The office of the National Education Commission has provided the Seventh Education Development Plan (1992-1996) by setting the target of student enrolment and graduates from education systems to the workplace as follows:

1. Formal Education

The enrolment will be increased slightly. Between 1992 and 1996 the increase will be about 11.02 per cent. For the details of each level please see Table 1.2.

The graduates of all levels will be increased about 18.82 per cent and will enter the workforce with the increasing rate of 13.00 per cent. The graduates from primary education level will continue their study through secondary level to about 73.50 per cent in 1996. The ratio of graduates who enter the workforce from primary, secondary, higher education will change from 6:2:2 in 1992 to 3:4:3 in 1996. For more details of each education level, please see Table 1.3.

2. Non-Formal Education

The non-formal education will be provided for those who have less opportunity to study in formal education system. In the Seventh education development plan, the targets are expected as shown in Table 1.4.

Table 1.2. Students in Formal System by Level of Education 1992-1996

Unit: thousand

Level of Education	1992	1993	1994	1995	1996	1992/1996 increasing rate
Total	1,239.4 (100)	12,815.0 (100)	13,236.1 (100)	13,605.7 (100)	13,934.5 (100)	11.02
Pre-primary	1,726.7 (13.92)	1,815.5 (14.17)	1,913.4 (14.46)	1,975.2 (14.52)	2,047.1 (14.69)	15.61
Primary	7,049.2 (56.85)	7,101.6 (55.41)	7,140.1 (53.49)	7,159.3 (52.61)	7,151.6 (51.32)	1.43
Secondary	2,584.8 (20.85)	2,799.6 (21.85)	3,033.1 (22.92)	3,277.7 (24.09)	3,510.3 (25.19)	26.37
Lower	1,697.3 (13.69)	1,860.5 (14.52)	2,036.4 (15.39)	2,216.6 (16.29)	2,378.1 (17.07)	28.83
Upper	887.5 (7.16)	939.1 (7.39)	996.7 (7.53)	1,061.1 (7.80)	1,132.2 (8.12)	21.61
General	485.4 (3.92)	513.0 (4.00)	548.2 (4.14)	591.5 (4.35)	641.4 (4.60)	24.33
Vocational	402.1 (3.92)	426.1 (3.33)	448.5 (3.39)	469.6 (3.45)	490.8 (3.52)	18.07
Higher Education	1,038.7 (8.38)	1,098.3 (8.57)	1,149.5 (8.68)	1,193.5 (8.77)	1,225.5 (8.80)	15.24
Undergraduate	1,011.2 (8.16)	1,067.1 (8.33)	1,116.7 (8.44)	1,159.4 (8.52)	1,188.9 (8.53)	14.95
Post Graduate	27.5 (0.22)	31.2 (0.24)	32.8 (0.24)	34.1 (0.25)	36.6 (0.26)	24.86
Special	1.8 (0.01)	1.8 (0.01)	1.9 (0.01)	1.9 (0.01)	2.0 (0.01)	10.00
Master	23.4 (0.19)	26.7 (0.21)	27.7 (0.21)	28.7 (0.21)	3.05 (0.22)	23.28
Doctorate	2.3 (0.02)	2.7 (0.02)	3.2 (0.02)	3.5 (0.03)	4.1 (0.03)	43.90

Remark: () = percentage

Source: NEC, "The Seventh National Education Development Plan 1992-1996", Office of the Prime Minister.

(...)

Table 1.4 Students in Non-Formal Education 1992-1996

Unit: thousand

Type/Organization		1992	1993	1994	1995	1996
Basic Education Total		788.2	975.3	1,309.8	1,783.1	2,268.5
Ministry of Education (MOE)		592.7	7644	1,082.1	1,536.9	2,001.9
Other Ministries		195.5	210.9	227.7	246.2	266.6
Lower Secondary Ed (Total) (MOE)		342.3	338.7	538.5	691.5	841.0
Upper Secondary Ed (Total) (MOE)		174.8	157.0	233.5	280.8	318.2
TVET Short Course
Total		827.8	895.0	971.4	925.4	948.5
MOE		600.4	573.8	588.5	514.6	468.3
Others		227.4	321.2	382.9	410.8	480.2
Non-TVET Short Course
	Total	670.0	708.6	770.1	866.3	945.0
	MOE	36.5	37.0	38.0	39.0	40.0
	Others	633.5	671.6	732.1	827.3	905.0

Source:
1. NEC, The Seventh Education Development Plan.
2. MOE, The Seventh Education Development Plan.

For formal economic sector, TVET provides informal vocational education system for skilled workers, technicians and professionals. The non-formal TVET provides special skilled workers and semi-skilled workers. TVET courses emphasize practical skills of in-firm training. The students can get acquainted with the world of work and learn about applications of science and technology in the process of production, develop interest and respect for manual work, and inculcate desirable social values and habits. The policy and implementation are promoted by setting joint public and private sector consultative committees on development of occupational education at the national, departmental and institution levels. The committee at the national level sets the policy and at the departmental level develops the curriculum and co-operation. The institution level co-ordinates in-form practical skill or on-the-job training. Dual system for vocational training was developed as a pilot project in 1986 in collaboration with German Government and expanded slowly through the whole kingdom during the seventh plan. In 1992, there were 11 colleges involved in dual vocational education system with 14 fields of study.

For informal sector, TVET provides the short course training programmes, small entrepreneurship development programmes in collaboration with the Carl Duisberg Gesellochaft (CDG) and self-employed development in the rural areas. The training introduces the important elements in a package which includes finance, marketing, management, technology, improvement of attitudes, etc. The policy and implementation of TVET for informal sector are set jointly by public and private sectors in departmental and institutional committee. The identification of training needs and carrying out of training programmes is not very easy given the structure of this sector.

The curricula of TVET at all levels are revised and reformed to be more flexible to meet changing needs of industrial sector and the advancing modern technology. However, it has to be recognized as well that TVET is still a pre-service education and training system. It is not meant to readily serve the manpower needs of any particular industries. In 1992-1996, TVET curricula still have three standards: they are DOVE curricula, RIT curricula and KMIT curricula. Each organization has developed their curricula separately.

UNDP has assisted the project: "Strengthening the Staff Development Institute of Technical and Vocational Education" in 1990-1991. The development project for 1992-1996 has been discussed among TVET organizations and other parties concerned. The processes are concerned with three main areas: pre-service development of teachers, in-service training of teachers/instructors; and job entry training. A Skill Development Institute (SDI) will be established. The development targets are: job-entry training of new recruits; practical skill development to consolidate basic skills, specific industrial and technical skills, skills in modern technology; and training for trainers of teaching staff with diplomas and teaching staff with technical education degrees.

Part II: Training Modes and System


2.1 Organizational Structures


Technical and Vocational Education and Training (TVET) in Thailand is better known by the name of Vocational Education. It sets targets and tasks both for the formal and non-formal system. Training courses are conducted by many agencies both in the public and the private sectors. Formal TVET courses are offered mainly by the Department of Vocational Education (DOVE), Rajamangala Institute of Technology (RIT) and the Private Education Commission. These institutions are under the responsibility of the Ministry of Education (MOE). There are some training agencies outside the MOE which conduct TVET courses, such as King Mongkut Institute of Technology (KMIT), the Institute of Agricultural Technology, and various public and private universities. They are under the responsibility of the Ministry of University Affairs. The major pattern of provision in the organizational structure of TVET is closer to the School Model, which is patterned after that of the United States of America. It provides a wide range of general technical and vocational courses between compulsory and higher education. Learning takes place on a full-time basis in vocational/technical/agricultural schools or colleges. It is the programme which combines education and training with work experiences. There is virtually no apprenticeship.

In 1986, the vision of economic growth began and the private sector's demand of qualified skilled workers increased. Hence, the Dual Model (Asian Development Bank, 1990) was introduced to the Thai TVET system in co-operation with Germany. A pilot project was implemented in 1986 at KMIT and then another at Southern Institute for Skills Development. In 1988, DOVE also ran a pilot project in one Technical College. The results have been very fruitful. So, from 1992 to 1996 the Thai-German governments agreed to expand the dual system for technical training (DVT) in the whole kingdom, both in formal and non-formal vocational education training. The training is on-the-job. The enterprises play a dominant role in helping develop training content and evaluation.

The formal TVET is provided in two major levels, the secondary level and higher education level.

The secondary TVET level provides the programme in two modules - the School Model and the Dual Model, for training the students to be the skilled workers. It is a three-year curriculum after graduation from the lower secondary level (grade 9). The programme is offered in five main areas, namely: Agriculture, Trade and Industry, Commerce, Home Economics, and Arts and Crafts. The specific objective of the School Model is to prepare the prospective workers for entering into occupations which require a high degree of skill. The graduates receive a certificate in vocational education of their major fields. They may leave for employment or continue to study in the higher education level. There are 585 institutes which served this programme in 1992. (see Table 2.1) with 436,464 students enrolled (see Table 2-2).

The specific objective of the Dual Model is to supply qualified skilled workers according to the enterprises' demand and to provide a chance for a large number of young people to get the required vocational training. The graduates receive certificates in skill specialization in their specific fields. There were 18 DVT programme fields offered in 12 institutes in 1992 with 702 students enrolled. (see Table 2.2).

The higher education level produces the technicians and the highly skilled workers for the Labour market. The programmes provided at this level are the Diploma in Vocational Education and the Diploma in Technical Education. These programmes have two-years curriculum after graduation from the upper secondary level (grade 12 or certificate of vocational education). The programmes for TVET teacher-training are the Diploma for TVET teachers (1 year programme); Higher Diploma in Technical Education (2 year programmes); and Bachelor Degree in Industrial Education. These are two to two-and-a-half year programmes after graduation from the Diploma in Vocational Education. The courses of study still cover five major fields. The graduates receive Diploma/Degree in their major fields. There are 518 institutes offering Diploma in Vocational Education with 136,367 students enrolled, 228 institutes offering Diploma in Technical Education with 26,826 students enrolled, one institute offering Higher Diploma in Technical Education and 8 institutes offering Bachelor's Degree with 12,376 students enrolled. (See Table 2.2).

Non-formal vocational courses (TVET) are conducted by many institutes, mainly by the units within the MOE namely: DOVE; the Department of Non-Formal Education (DNFE); and Private Education Commission (OPEC). The units outside MOE include: KMIT North Bangkok (NB), the Office of Accelerated Rural Development, the National Youth Office, the National Security Command, Department of Skill Labour Development, the Department of Community Development, the Department of Public Welfare, the Department of Correction, the Department of Industrial Promotion, the Department of Agricultural Promotion, the Department of Co-operative Promotion, Metro Bangkok Training Centre and various private agencies. There were 1,673 institutes which provided the TVET programmes in 1992 (see Table 2.1) with 764,597 students enrolled (see Table 2.2).

2.2 Role of Pre-Technical and Vocational Education

Pre-technical and vocational education in the primary education level provides simple basic daily life routine courses in subjects of Experience in Life and in Work Practice. The curriculum is integrated with simple basic family life; work style in present society; simple basic occupation in trade, agriculture, and commerce; home economics; and arts and crafts. In Lower Secondary Level the pre-technical and vocational education is provided as a comprehensive study to acquire more skills. Five main vocational fields are set as a basic study in the subject of Work Experience. The students who like to learn more complicated basic skills in each vocational field can select what they need from the elective subjects. Some secondary schools have their own trade and vocational workshops. Schools that do not have their own training workshops send their students for training in Area Vocational Centres (AVCs) under the DOVE. The graduates from this level who enter the workforce can work as semi-skilled workers in the Labour market.

Table 2.1 Distribution of TVE Organization Responsibility, 1992

		Formal				Non-Formal
Organization	No. of Institutes	Specific field Inst	Technical Inst	Vocational Inst	Agriculture Inst	Polytechnic Inst	Industrial Community Ed Inst/Centre
Total		36	271	285	61	26	1,646
Ministry of University Affairs
KMIT	3	-	3	-	(1)	-	-
Ministry of Education
DOVE	215	-	78	40(10)	46	26	25
RIT	30	-	11	9(5)	10	-	-
DNFE	71	-	-	-	-	-	71
OPEC	1,828	-	179	124(97)	(4)	-	1,525
Dept. of Fine Arts	11	11	-	-	-	-	-
Ministry of Labour
Dept. of Skills Development	8	-	-	-	-	-	8
Ministry of Interior M.B.K.K.	17	-	-	-	-	-	17
Ministry of Public Health
Nurse College	23	23	-	-	-	-	-
Ministry of Transport and Comm
School of Railway	1	1	-	-	-	-	-
School of Postal and Telecom	1	1	-	-	-	-	-
Total	2,208

Remarks:

1. ( ) offer the course mixed up with Technical
2. Technical and Industry Trade
3. Vocational and Commerce, Home Economics, Arts and Crafts
4. Polytechnic and multiple courses with specific period of short courses training
5. Industrial and Community Ed with flexible period of short courses/interested courses training

Sources:

DOVE Statistics 1992
MOE Education Statistic 1992
The Office of Private Education Commission (OPEC) 1992

2.3 Role of School-Based Training

The formal TVET for the School Model offers theory and skilled practice in the college's or institute's workshop. In the last year of the programme, the students are required to join the public and private sectors to practice their skills and experience in real working life for a period of two to three months. At the certificate level the ratio of theory and skilled practice is 1:2 or 1:3 and at the diploma level, it is 2:2 or 2:3. In the Dual Model, for the first year the student attends classes one or two days a week and has skill practice in a firm three or four days a week. In the second and the third years, the student attends classes one day a week and has skill practice in a firm four days a week. The ratio of theory and skill practice is 20:80. The college's teachers work in partnership with the firm trainers to solve any problems and to follow-up the progress of the trainees.

Table 2.2 Distribution of TVET Students by Level of Education Academic Year 1992

	Secondary Level		Higher Level			Short Courses
Organization/Level	Cert. Voc	Cert DVT	Dip Voc	Dip. Tech	Bachelor/High Dip Tech	One Year	225 hrs	CST	Career Development	Total
MOUA
KMIT NB	820	168	1,310	-	1,281	-	-	-	-	3,579
KMITT	-	-	-	-	52
KMITL	-	-	-	-	416
MOE
DOVE	197,029	539	50,291	11,194	382	1,297	119,494	27,432	72,909	480,567
RIT	20,946	-	33,846	-	10,713	-	-	-	-	65,505
DNFE	-		-		-	-	-	-	325,570	325,570
OPEC	226,151	-	49,842	15,632	-	-	-		313,100	604,725
DFA	2,909	-	1,078	-	-	-	-	-	-	3,987
MOL: DLSD	-	-	-	-	-	5,964	-	-	12,740	18,704
MOT: MBKC	-	-	-	-	-	-	-	-	5,585	5,585
MDPH: Nurses	12,951	-	-	-	-	-	-	-	-	12,951
MOTC: Railway	206	-	-	-	-	-	-	-	-	206
Postals & Tele	154	-	-	-	-	-	-	-	-	154
Total	461,873		163,193		12,844	764,597

Remarks:	CST = Co-operative Study Training	DFA = Department of Fine Arts
	DVT = Dual Vocational Training	MBKC = Metro Bangkok Centre
	DLSD = Department of Labour Skilled Development	Bachelor/High Dip Tech = Industrial Education
Sources:	MOE, Educational Statistics 1992	KMITL Education Statistical Report 1992
	DOVE, Statistics 1992	OPEC, Statistics 1992
	KMIT NB, Facts and Figures 1993	RIT, Statistics 1992
	KMITT Education Information 1992

The training evaluation is under the responsibility of individual institutes for the School Model. The students have to pass the examination at the average rate of 1.0 credit point for each subject each year. The graduate has to pass at 2.0 credit point of the total programme years. The Certificate, Diploma and Degree are awarded by the head of the organization concerned.

For the Dual Model, after the students have attended already a three-years programme they are evaluated by the evaluation committee (DVT). The graduates have to pass in both theory and skill practice with at least 40 per cent of the total score. The certificate is given by the evaluation committee as represented by the firm association; and the Director-General of the organization concerned (DOVE, DVT Curricular 1992).

In the non-formal TVET, students are trained only in the college's workshop. Each subject is completed and the student obtains a vocational certificate for the subject concerned.

2.4 Role of Industrial/Enterprise-based Training


The industry/enterprise/firm which agrees to co-operate in the real job experience training of students in the School Model, will assign the student to be trained in appropriate sections. The firm's staff gives the advice, overview and looks after the student during the training period and sends the evaluation report to the college. The representatives of the firm are usually invited to join the curriculum development team, and the advisory committee of the college and the main organizing agency.

The firm involved in the Dual Model is directly responsible for skill training of the trainee. The firm arranges the scope of the training along the occupation work process and integrates it with the curriculum concerned. There is a training contract between the trainee and the firm. The firm provides the trainer. The trainer trains, monitors and reports all steps and the progress of outcomes of the trainee. The firm's trainer and the college teacher closely co-operate with each other to solve problems that may occur during the process of training both at the college and in the firm. The firm's representative also joins the curriculum development committee and the evaluation committee.

Part III: Planning and Management of TVET

3.1 Planning of TVET


After the cabinet approves the National Education Development Plan, each organization conducting TVET programme sets the five year master plan under the control of each Ministry keeping the official goal of National Education Committee following the Seventh National Economic and Social Development Plan (1992-1996). Each ministry sets strategy, target and task as a sub-official goal which each organization carries out within the operative goals of its master plan. All development projects of the TVET organizations are approved by the ministry. The special project which is not stated in the master plan, has to be approved by the Cabinet. At the college/institute level, an action plan is established following the operative goal of the main organization. The college's action plan is approved by the director-general of the Department or the rector/chancellor of the Institute of Technology/University along the line of command of organizational structure (see Diagram 3.1).

In 1992, the TVET development plan of MOE emphasized eight main projects. They are:

1. Establish the college of Industrial and Community Education in Mae Hong Sorn and Mukdaharn Province (DOVE)

2. Short training courses for the people along the boarder: Thai-Myanmar; Thai-Malaysia; Thai-Laos; and Thai-Kampuchea (DOVE)

3. Doi Tung Development in Chiangmai Province (DOVE)

4. Establish the Navamintrachutish Industrial and Community Education College in Bangkok (DOVE)

5. Set up Polytechnic College in Lop Bun Province (DOVE)

6. Reform, improve and develop TVET in Chumporn Province (DOVE)

7. Building, construction and workshop build up (RIT)

8. Klai Kang Won Reform and Development (RIT)

DOVE is the main producer of middle manpower in Thailand. The TVET plan was set in 1992 stressing three main strategies as a sub-operative goal which are related to MOE operational goal in TVET. First, quality TVET programme are to be developed in terms of management, curriculum, teaching learning process, system planning, project implementation, project monitoring and evaluation, technology transfer, research and development in industry and agriculture to improve TVET competency as a supply to labour market and improvement of the quality of life and environment in the society. Second, quantitative expansion of TVET to open opportunities to Thai people especially in rural areas to have a chance of fulfilling and upgrading TVET knowledge. Third, support facilities, resources and service be improved to serve quality and quantity strategies to meet the national development goals.

The action plans for implementation in TVET colleges under DOVE are established following the three main strategies. The college action plans emphasize 10 target outcomes, which are: responsible labour requirement; new technology management; self-employment promotion; providing short-courses to the people; curriculum and teaching technology development; TVET circle system of market standard; student quality acceleration; TVET instructor development; public relation co-ordination; and TVET analysis, research and development.

3.2 Management of TVET


The structure of TVET management is based on the multi-purpose nature of its role to serve the social demands for further study, on training and promoting the qualities of Thai citizens, and supplying vocational manpower to the labour market. The programmes are classified into 4 levels: semi-skilled vocational education; skilled-vocational education; semi-professional education; and TVET teacher education/TVE professional.

The Semi-Skilled Education is provided for the youth who graduated from the primary education level and who are unable to continue their study at lower secondary level, and also for the working youth and adults who need to practice basic skills to improve their job or change their occupation. It is a non-formal programme. The courses are offered at DOVE, DNVE, DPIC, NISD, MBKC.

The Skilled-Vocational Education is provided for the students who graduated from lower secondary level and prefer to study in vocational fields. It is the formal programme of certificate for vocational education (Cert Voc). The course is offered at DOVE, RIT, OPEC, DFA and others (see Table 2.1).

The Semi-Professional Education is provided in three programmes. These are Diploma in vocational education for the graduates of Cert Voc, the courses are offered at DOVE, KMIT. The Diploma in vocational education for the upper secondary (grade 12) graduates, the course is offered at RIT, OPEC. The Diploma in Technical Education for the upper secondary graduates, the course is offered at DOVE, OPEC.

TVET Teacher Education and TVE degree courses are provided for the Diploma graduates, the courses are offered at DOVE, RIT, KMIT.

The organization mostly involved in TVET in the Ministry of Education is the Department of Vocational Education (DOVE). Its main function is to produce TVET middle manpower for skilled level and technical level. It also includes TVET short course for semi skilled level. OPEC also manages TVET courses for producing skilled workers and technicians. RIT is responsible for TVET teacher production, the professional TVET technology, and technician manpower. DFA manages TVET only in the field of Arts. DNFE is responsible for managing TVET short courses to serve the community needs in the rural areas.

3.3 Organizational Structure


TVET organization structure consists of main central office and TVET institutions. The central office consists of administrative division and service transport division. For TVET organizational structure please see Diagram 3.2 and Institutional organization structure please see Diagram 3.3.

The administration division is responsible for the colleges in general administration and occupational training. The service division is responsible for personnel management, planning, syllabus design, materials and equipment supply, construction design, budgeting and in-service training of teachers. In Diagram 3.2, the administrative divisions are: Technical College Division; Agriculture College Division; Vocational College Division; and Industrial and Community Education College Division. The others are the service and support divisions.

The institutional organization has four main parts. They are: Academic Affairs; TVET Promotion; Planning and Development; and Student Activities Service, please see Diagram 3.3.

3.4 Curriculum Structure

Certificate in Vocational Education is divided into 6 semesters (2 semesters a year), summer sessions may be available for each institute if it is appropriate. Class hours require 20 weeks, and 4 weeks for a summer session. First semester ordinarily begins in May or June and ends in October, the second semester covers November to March. Class hours are 5 days or 40 periods a week. The programme is composed of general subjects, related subjects, elective subjects, core-vocational subjects, and vocational main subject. The ratio is about 1:1:0.4:1:6.6. One period is equivalent to 1 credit for theory course and 2 or 3 periods to 1 credit for practice course. The total credits of the whole programme are dependent on the curriculum. The minimum period is 4,800. The evaluation system is 1.0 point average pass for each subject. The accumulative point average for total programme is 2.0. For the course offerings see Table 6.7.

Diploma programme is divided into 4 semesters, 18 weeks for a semester. Credit total range from 80-96 credits depending on curriculum requirements. The programme is composed of general and related subjects, vocational subjects, core subjects, elective subjects. The ratio is 2:4:4:2. The evaluation system is that the graduates have to pass a cumulative point average for the total programme of 2.0. There is no re-examination for the