Main Article Content
The purposes of this research were: 1) to study the problems of the curriculum administration of Certificate of Technical Vocation (Dual Education) in Secondary Schools Under the Office 40 Secondary Education Service Area (SESAO 40), and 2) to study the suggestions for curriculum administration of Certificate of Technical Vocation (Dual Education), in the secondary schools under SESAO 40. This research studied the whole population which was the teachers from 5 schools that implemented the curriculum of Certificate of Technical Vocation (Dual Education). They were 112 teachers and 12 experts. There were 2 types of the research instruments consisting of the 5-rating scale questionnaires with the discrimination range between .250 - .727 and the reliability of .922 and the issues of the group discussion. The research instruments were questionnaires and structured interview. The statistic for analyzing the data was the descriptive statistic.
The results of the research indicated that:
- The problems of the curriculum administration of Certificate of Technical Vocation (Dual Education) in the secondary schools under SESAO 40, overall was at a moderate level. When considering each aspect, it was found that the highest mean scores were the curriculum development, followed by the implementation of the curriculum development plan and the lowest mean scores were the planning for curriculum development.
- The suggestions for the curriculum administration of Certificate of Technical Vocation (Dual Education) in the secondary schools under SESAO 40 were as follows: The planning of the curriculum should be coordinated with the administrators and parents in organizing child-centered learning. They should adjust the teachers to teach according to their knowledge, ability and the characteristic of the work and supported them the training opportunity from the experts. They should survey the suitable internships for the students and curriculums, organize the meeting in order to inform and make the understanding of the structure, component of the curriculum including the curriculum measurement and evaluation. They should supervise, monitor and follow up the implementation of the curriculum according to the standards and indicators. They should support the resources sufficiently and appropriately to help make the curriculum. They should encourage the teachers to a training course and exchange the knowledge continuously. They should have counselors from vocational schools and appoint the supervisory, monitoring and evaluation committees systematically and clearly. The teachers should oversee the students continuously and listen to the need of parents, community and students in the education management. They should use the problems and suggestions as of the data to develop the quality plan next year.
เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสาร ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรง ซึ่งกองบรรณาธิการวารสารไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใด ๆ
บุญชม ศรีสะอาด. (2554). การวิจัยเบื้องต้น. (พิมพ์ครั้งที่ 9). กรุงเทพฯ : สุรีวิทยาสาส์น.
อาภรณ์ทิพย์ เชื่องยาง. (2549). ปัญหาการบริหารหลักสูตรสถานศึกษาของสถานศึกษาขั้นพื้นฐาน สังกัดสำนักงานเขตพื้นที่การศึกษากระบี่. ปริญญาศึกษาศาสตรมหาบัณฑิต (การบริหารการศึกษา) สาขาการบริหารการศึกษา บัณฑิตวิทยาลัย มหาวิทยาลัยเกษตรศาสตร์.