The Model of School Management for Work-integrated Learning to Promote the Quality of Learners in Accordance with the Cooperative Context of Bangkaewfa Industrial and Community Education College (Luang Phor Pern Upatham)

Abstract

The purpose of this research was to study the opinions of administrators of vocational education institutions/ educational institutes, the department heads, and the workplace trainers regarding the teaching and learning management models that integrate learning with working to promote the quality of learners in accordance with the cooperative context of Industrial and analyze the confirmatory factors of the integrated learning and working management model to promote the quality of learners in accordance with the cooperative context of Industrial. The representative samples used in this research were administrators of vocational education institutions/educational institutes, the department heads, the workplace trainers, industrial and community education college in the central region under the Office of the Vocational Education Commission with the total number of 500 persons. The research instrument was a questionnaire. The research results were as follows: 1) Administrators of vocational education institutions/educational institutes, the department heads, and the workplace trainers in overall opinions and each aspect were rated at a high level about the model of school management for work-integrated learning to promote the quality of learners in accordance with the cooperative context of Industrial. However, the workplace trainers in overall and each aspect were rated at a high level to the highest level, namely administration of teachers’/professors’ role, learners’ role, and establishment role. 2) The model of teaching management for work-integrated learning to promote the quality of learners in accordance with the cooperative context of Bangkaewfa Industrial and Community Education College (Luang Phor Pern Upatham) was consistent with the empirical data (χ2 = 440.955, df = 400, p = .077, CMIN \ DF = 1.102, GFI = 0.944, RMSEA = 0.014). The important order of main components, namely management aspect, curriculum development aspect, learners’ role aspect, teachers’ / professors’ role aspect, and establishment role aspect, were rated from the highest to the least.