“Moderate Class, More Knowledge” Vocational Subjects in Primary School Curriculum in Thailand

• Main Author: Chaveewan Charoensap
• Format: Article
• Language: Thai
• Published: Mahasarakham University 2017-11-01
• Series: Journal of Education, Mahasarakham University
• Subjects: Moderate Class More Knowledge; Vocational Subjects; Primary school curriculum; AEC (ASEAN Economic Community)
• Online Access: https://edu.msu.ac.th/journal/home/journal_file/386.pdf
• ISSN: 1905-9922; 1905-9922

This research focuses on the attitudes and opinions of administrators, teachers, parents and students on the vocational subjects in primary school curriculum in Thailand after educational reform 1992 and the Thai government policy ‘Moderate Class More Knowledge’ since 2015. Special emphasis is on curriculum and the teaching-learning process regarding vocational subjects in primary schools in Thailand. As per the post-1992 curriculum, the teachers have to train the pupils to carry out skill-based activities using the new methods and techniques in the teaching-learning process. It consists of Work-oriented Experiences ; this deals with general practical work experiences and basic knowledge for career preparation and starts from grade 1. And it consists of Special Experience ; dealing with activities based on learners’ interests provided for those in grades 5-6.Each school can organize learning activities according to learners’ needs and interests. The vocational training aims to make the Thai children better equipped to face the rapid changing realities of life today in the AEC (ASEAN Economic Community). The nature of teaching and learning activities in schools is conditioned by the needs of the local communities by which the people can apply the acquired knowledge and basic skills to improve their quality of life and their community. These courses have made the learning process more enjoyable as well as more socially useful. The educational reforms of 1992 made certain parts of the curriculum, including general subjects, compulsory for all schools in the country. With regard to the optional subjects, it was realized the each province and each district had different needs. The school education committee consists of school teachers, school administrators, parents and community leaders whom design the optional subjects which are suited for their areas. Research results found more than 90% of administrator, teachers, parents and students agree with the Thai government policy ‘Moderate Class More Knowledge’ on the vocational subjects in primary school curriculum in Thailand after educational reform. They know predominately skill- based subjects and good work habits and ability to work cooperatively with others. It is useful for the students’ opportunities at AEC workforce in the future. And found that, most of the teachers as well as Thai students are still very weak in English. During Thailand has joined AEC thus not only vocational subjects are in need, but much fluency in the English language. Suggestion, the problem can be allayed by improving English language training for all teachers and students. And the most important is that the teachers have to observe and let the students learn and tryout which vocational subject is the best for their skill and goals by themselves, what they would like to be in the future, and then they can plan for their career and continue to learn more in the higher vocational college.