ทฤษฎีสู่การปฏิบัติ: การออกแบบหลักสูตรแบบย้อนกลับเพื่อให้ตอบสนองต่อความต้องการของภาคการทำงาน

Sasipha Kanta; ชัยวิชิต  เชียรชนะ

Authors

Sasipha Kanta Faculty of Technical Education, King Mongkut's University of Technology North Bangkok
ชัยวิชิต เชียรชนะ

Keywords:

Backward Curriculum Design, Outcome-Based Education, Learning Outcome

Abstract

According to statistics,319,496 students graduated from higher education in the academic year 2023, While this is a significant number of graduates each year, there is still a problem with producing graduates with insufficient skills when they enter the workforce, and the unemployment rate for graduates was highest at 47.07% in 2024. The Office of the Permanent Secretary for Higher Education, Science, Research and Innovation (MHESI) has therefore implemented a policy to drive education management based on the concept of Backward Curriculum Design and Outcome-Based Education. From analysis of the curriculum learning outcomes documents published in the MHESI database, it was found that the major issue in curriculum design is the formulation of learning outcomes that do not reflect the competencies and expected behaviors required by the workforce in each field of study. This academic article therefore aims to present the three key steps of the curriculum design process, which include 1) defining desired outcomes, 2) determining assessment methods, and 3) creating learning experiences and activities. The academic article serves as guidelines for the other curricula to apply in curriculum development.

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