The High Competency Dual Vocational Education System Management Model Linked to Vocational Education Innovation Areas

Wittawat  Punjamawat; Akkarat  Poolkrajang; Rinradee  Papanai

doi:10.48161/qaj.v6n1a2363

Authors

Wittawat Punjamawat Department of Technical Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, Pathum Thani 12110, Thailand. https://orcid.org/0009-0006-7788-6921
Akkarat Poolkrajang Department of Technical Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, Pathum Thani 12110, Thailand. https://orcid.org/0000-0001-7739-320X
Rinradee Papanai Department of Technical Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, Pathum Thani 12110, Thailand. https://orcid.org/0000-0002-1910-7444

DOI:

https://doi.org/10.48161/qaj.v6n1a2363

Keywords:

factor analysis, high competency, vocational education, innovation areas, dual system management.

Abstract

Enhancing the quality of vocational graduates to ensure they possess academic and professional competencies suitable for employment and aligned with labour market demands. It is believed that establishing standards for enhancing the quality of teaching and learning that align with and are connected to the enterprises is a crucial way to create and train workers who meet the demands of the business sector. The study instrument was a questionnaire distributed to 423 administrators of vocational education colleges and enterprise representatives working with vocational education colleges under the Office of the Vocational Education Commission on the dual vocational education system. The research findings indicated that the management factors of the high competency vocational education dual system, associated with vocational education innovation areas, comprised of five components: 1) Strategic management and effective leadership 2) Sustainable management of collaboration and innovation networking 3) Development of curriculum and learning management connected with innovation areas 4) Cultivation of high quality, and competent personnel 5) Systematic management of resources and digital technology. The research findings were used to administer a high competency vocational dual education system. This method focused on helping students learn how to meet the demands of the labour market and to increase employment prospects.

Downloads

Download data is not yet available.

References

Office of the Vocational Education Commission. (2008). Vocational Education Act 2008. Royal Thai Government Gazette, Vol. 125 Part 43 A.

Euler, D. (2013). Das duale System in Deutschland Vorbild für einen Transfer ins Ausland? Bertelsmann Foundation.

Srikhamnua. B., Thongnil. P., Boonson. K. (2017). Factors affecting the success of dual vocational education management of educational institutions in Lam-pang Province under the Office of the Vocational Education Commission. E-Journal, Silpakorn University, 10(2), 2535-2548.

Kovalchuk, V., Maslich, S. V., Tkachenko, N. M., Shevchuk, S. S., & Shchypska, T. P. (2022). Vocational education in the context of modern problems and challenges. Journal of Curriculum and Teaching, 8(11), 329-338.

Ling, Y., Chung, S. J., & Wang, L. (2023). Research on the reform of management system of higher vocational education in China based on personality standard. Current Psychology, 42(2), 1225-1237.

Shaban, A. A., & Ali, R. I. (2026). Toward human-centered artificial intelligence in education: Adaptive learning models for personalized and equitable academic outcomes. Qubahan Techno Journal, 5(1).

Cedefop. (2018). The changing nature and role of vocational education and training in Europe, Volume 3: The responsiveness of European VET systems to external change (1995-2015). Luxembourg: Publications Office of the European Union.

Pearnpitak, K. (2025). Challenges and Strategies for Vocational Education Management in Thailand : An In-depth Analysis. Vocational Education Innovation and Research Journal, 9(1), 189–200.

Lampou, R., Noor, M., Vivekanantharasa, R., & Patnaik, S. (2026). AI–driven educational ecosystems: Integrating learning analytics, adaptive assessment, and intelligent feedback for sustainable student performance. Qubahan Techno Journal, 5(1)

Chompong Mongkhonvanit. (2018). Dual vocational education management. Chulalongkorn University Press.

Sumeth Rintaluek, & Wichit Saengsawang. (2021). Dual vocational education management towards excellence in educational institutions under Chachoengsao Provincial Vocational Education. MCU Social Science Review, 10(3), 39-53.

Somporn Pandam. (2020). Synthesis of vocational education research to prepare policy proposals for vocational education management of the Office of the Vocational Education Commission in industrial groups. Journal of Vocational Education Research and Innovation, 5(2), 1-12.

Songkhasawat. P. (2017). Development of a dual vocational education management model suitable for industrial trades using participatory action research. (Doctoral dissertation). Burapha University.

Penghao Zhang, Silu Liang (2023). The Challenges and Strategies for Optimizing School-based Training for Secondary Vocational Education Teachers: A Reflection Based on Transformative Learning Theory. Advances in Vocational and Technical Education. Vol.5: 1-7.

Zhyvotova, S. (2024). Quality Management of Professional Training of Specialists in the Dual Education System: Pedagogical Principles. Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration.

Fedoreiko, V., Horbatiuk, R.M., Zamora, Y., & Zahorodnii, R. (2022). Formation of Professional Competences of Future Bachelors of Vocational Education in the Process of Dual Training. Professional Education: Methodology, Theory and Technologies.

Oeben, M.; Klumpp, M. (2021). Transfer of the German Vocational Education and Training System Success Factors and Hindrances with the Example of Tunisia. Educ. Sci., 11, 247.

Chuenban, C., Warabamrungkul, T., Sripanomtanakorn, S., & Nilkote, R. (2024). A Model of School Administrations for Excellence in Schools Under the Education Sandbox, Rayong Province. Journal of Roi Kaensarn Academi, 9(8), 558–574.

The Educational Innovation Zone Act. (2019). Educational Innovation Zone. Act B.E. 2562 (2019).

Ministry of Education. (2018). Establishing the Rayong Educational Innovation Area. Notifications of the Ministry of Education. (September 18). [In Thai]

Suntaree Wannapairo & Sompong Palachai. (2023). Driving educational innovation areas using an area-based approach. Interdisciplinary Academic and Research Journal, 3(6), 367-384.

Li, J., & Wei, Z. (2022). Intelligent Optimization Method of the Higher Vocational Education System for Labor Market Demand in Guangdong-Hong Kong-Macao Greater Bay Area. Mathematical Problems in Engineering.

Rusu, R.D. (2019). Romania’s Research and Innovation Area: The Beginning of a SWOT Analysis. Review of Economic and Business Studies, 12, 191 - 205

Comyn, P. J. (2018). Skills, employability and lifelong learning in the Sustainable Development Goals and the 2030 labour market. International Journal of Training Research, 16(3), 200–217.

Yamane, T. (1973). Statistics: An Introductory Analysis. 3rd Edition, Harper and Row, New York.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications.

Poolkrajang, A., & Papanai, R. (2025). Learning Outcomes in Electric Vehicle Technology: Competency-Based Learning Management According to the TVET Curriculum. Journal of Engineering Education Transformations, 39(2), 162–175.

Upadhyaya, D. and Malek, M. (2024). An exploratory factor analysis approach to investigate health and safety factors in the Indian Construction Sector. Construction Economics and Building, 24, 29-49.

Serra, L., Alves, J. M., & Pinheiro, G. (2025). Development and validation of a scale to measure students’ feelings about school: an exploratory and confirmatory factor analysis approach. American Journal of Education and Learning, 10(2), 190-206.

Widaman, K. F., & Helm, J. L. (2023). Exploratory factor analysis and confirmatory factor analysis. In H. Cooper, M. N. Coutanche, L. M. McMullen, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology: Data analysis and research publication (2nd ed., pp. 379–410). American Psychological Association.

Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications and programming. Lawrence Erlbaum Associates.

Maharani, S., Putri, I., Ariyanto, M.S., Salim, A., Konfirmatori, A.F., Manajemen, I., Siswa, K., Menengah, S., Muhammadiyah, A., Ratio, T.3., Penelitian, S., Hasil, A., & Kategori, A. (2025). Confirmatory Factor Analysis of Conflict Management Instruments for Muhammadiyah High School Students. Indonesian Counseling and Psychology. 6(1), 32-45

Upadhyaya, D., & Malek, M. S. (2024). An exploratory factor analysis approach to investigate health and safety factors in Indian construction sector. Construction Economics and Building, 24(1-2), 29-49.

Rani Gul, Iqbal Ahmad, Tehseen Tahir, Umbreen Ishfaq. (2022). Development and factor analysis of an instrument to measure service-learning management. Heliyon 8 (2022) e09205,

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55.

George, D., & Mallery, P. (2016). IBM SPSS Statistics step by step: A simple guide (10th ed.). Routledge.

OECD. (2021a). Teachers and leaders in vocational education and training. OECD Publishing.

OECD. (2021b). Vocational education and training in Thailand, OECD reviews of vocational education and training. OECD Publishing.

UNESCO-UNEVOC. (2020). Promoting quality in TVET using ICTs: A practical guide for TVET institutions. UNESCO-UNEVOC International Centre.

Eiríksdóttir, E. (2020). Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System. Education Sciences, 10(11), 314.

UNESCO. (2021). Strategy for Technical and Vocational Education and Training (TVET) (2022-2029). UNESCO Publishing.

Zhou, Y. (2023). Comparative Study of Dual Professionalism of Teachers in Vocational Education and Training in China and Australia. International Journal of Learning and Teaching. 9(4), 434-438.

Overholt, M.M. (2023). Developing and supporting the dual professionalism of CAAT faculty members. Journal of Vocational Education & Training, 75, 1087 - 1087.

Eichhorst, W., Rodriguez-Planas, N., Schmidl, R., & Zimmermann, K. F. (2015). A roadmap to vocational education and training systems in industrialized countries. ILR Review, 68(2), 314–337.

Sumarni, S. S., Atik Dewi Sasanti, V., & Nugroho Saputro, I. (2025). Developing Creativity Assessment Instruments for Building Engineering Vocational High School Students Based on Self-Assessment in Creative and Entrepreneurial Product Subjects. Qubahan Academic Journal, 5(1), 461–475.

Pozo-Llorente, M. T., & Poza-Vilches, M. d. F. (2020). Evaluation of Strengths of Dual Vocational Educational Training in Andalusia (Spain): A Stake on the Future. Education Sciences, 10(12), 392.

Foray, D. (2014). Smart Specialisation: Opportunities and Challenges for Regional Innovation Policy. Routledge.

Lin, S. (2025). Research on the practice of innovation and entrepreneurship education in vocational education management. Journal of Sociology and Education, 1(2).

Etzkowitz, H., and Zhou, C. (2017). The Triple Helix: University–Industry–Government Innovation and Entrepreneurship. Abingdon: Routledge

Spöttl, G., & Windelband, L. (2021). Industry 4.0 and vocational education and training: New challenges for the school-based and the work-based learning. Springer.

Seyfried, C., Käthe, M., & Seeber, S. (2021). Digital transformation of vocational education and training: A systematic review of current research. International Journal for Research in Vocational Education and Training (IJRVET), 8(4), 145–167.