The Guideline for English Language Instructional Management in Vocational Education Institutions to Develop Manpower for Joining the ASEAN Economic Community

Abstract

            The objectives of this research were to study 1) conditions and problems of English language instructional management in vocational education institutions, and 2) guidelines for English language instructional management to develop manpower for joining the ASEAN Economic Community. The research samples were 29 persons consisted of 4 vocational education institution administrators, 4 English teachers, 4 Vocational Diploma students, and 17 experts in English teaching. There were selected by purposive selection from Bangkok Metropolitan area under Office of the Vocational Education Commission and Office of the Private Education Commission. The research tools were interview and questionnaire form. The statistics for data analyzed were Percentage, Means, Standard Deviation and content analysis for qualitative data. 

          The research results showed that 1) conditions of English instructional management in Vocational education institutions were specified as follows: vocational education institutions used English language core curriculum promulgated by the Office of the Vocational Education Commission; and vocational education instruction was provided for the learners in formal education, informal education and dual education systems; on the other hand, the problems of English language instructional management were as follows: the teachers lacked English language teaching skills in specific vocational courses; the development of contents in specific vocational courses lacked the participation of experts from workplaces; electronic media were damaged or unstable during practice; and the measurements of English language knowledge and skills were not consistent with the contents and learning objectives, and 2) guidelines for English instructional management to develop manpower for joining the ASEAN Economic Community were as follows: English language teachers should be able to communicate well in both Thai and English languages; the curriculum contents should correspond to real life; students should participate in learning; there should be the measurement of the students’ abilities in the aspects of international thinking and working skills, public mind and the use of English for communication in both the formal and informal ways; in addition, the vocational education institutions should integrate English instruction with the instruction of other subjects continuously.