Enhancing Thai Industry Workforces by Using STEM

Transcription

1 Enhancing Thai Industry Workforces by Using STEM Sermkiat Jomjunyong Department of Industrial, Faculty of Chiang Mai University, Chiang Mai, Paipan Thanalerdsopit Department of Master of Business Administration, Faculty of Business Liberal Arts Rajamangala University of Lanna Chiang Mai, Abstract This research has objective to present how to solve the efficiency of Thai industry workforces. There are three steps to use as methodologies 1) Literature reviews 2) Unit Analysis of literacy 3) Relationship of comparative methodological choices to metatheory. The result shows the conceptual framework of Science,, Mathematics for Thai industry workforces, namely 1) Public-Private Partnerships relationship 2) Following 4.0 Policy 3) Underling Sufficiency Theory 4) Efficiencies: (Knowledge, Skills, Activities) 5) Multi- skill workers. Index Terms STEM, Thai Industry, Workforce. I. INTRODUCTION STEM is Science,,, Mathematics. These fields have become increasingly central to the United State (U.S.) economic competitiveness growth. Also, it is long-term strategies to maintain living stards. Moreover, it promotes innovation prepares a suitable supply of efficiency workforces. In America, the seriousness of workforce challenge penetrated public, government, industry, education training providers have begun to respond in STEM. Industry associations, individual firms, foundations, other organizations have concentrated attempted to fill these gaps. U.S. governments are supporting to strengthen the STEM Workforce [1]. According to the world bank referred to the Productivity Investment Climate Survey (PICS), This firm surveyed analyzed workforce skills issues in. Results presented that skills of existing Thai staff in firms who mismatch referred with a required level of education. They do not have skills to do their job effectively. Skills shortage occurs in many firms. There are not enough workers who have available in the labor market for working in an available organization. Implications of skills deficiencies impose a significant cost of competitiveness. Estimates of benefits from relaxing skills shortages found that if firm increased their skill intensity to optimal skill mix in industry benefits would be large, on average 15 percentage of sales. Also, larger benefits from relaxing skills shortages occur in industries where vacancies for professionals take longer to fill for example where skill shortages are more binding [2]. Moreover, the education system of is unable to provide students who are graduated to be suitable for the labor market, which is increasingly facing global competition. Required skills of employers for example skill of information technology, communication, leadership. This situation partly forces investors, foreign domestic, to avoid investing in production that makes use of highly skilled workers employees. Investing in highly capital-intensive or high-tech industries is not widespread either because they do not appropriate main export markets of the country. Consequently, is trapped between being a labor-intensive capital-intensive economy. The implication is the country has been in this transitional period for far too long. This situation is called Middle-income trap [3]. II. THAILAND 4.0 AND MIDDLE INCOME TRAP From the previous up to the current, has passed through three economic development models, namely 1) 1.0 which is the first model. This model placed on the agricultural sector. 2) 2.0 which is the second model. The model emphasizes on light industries, which helped upgrade the country s economy from the lowincome to middle-income situation 3) In the third model, 3.0, the third model to provide the country to emphasize in heavy industries for continued economic growth. Then, has become stuck the status of the middle-income trap. Also, the country has to face gaps imbalanced development. Currently, 4.0 focuses on a value-based economy, as the country needs to reach effectively with closing gaps the imbalance between the society environment. 4.0 has three elements, which highlight a significant change in the country s economy production. The first element purposes to enhance the country s sting to become a high-income nation through 1

2 developing it as a knowledge-based economy, with a highlighting on research development, science technology, creative thinking, innovation. The second element, will move toward an inclusive society with equitable access to the fruits of prosperity development. The third element emphases on sustainable growth development, so as to succeed economic growth sustainable development with protecting the environment. The model of 4.0 economic will drive the country s traditional farming to smart farming, traditional Small Medium Enterprises (SMEs) to smart enterprises, traditional services to high-value services [4], [5]. III. VOCATIONAL EDUCATION IN THAILAND In 1932, formulated the first Educational plan by the government. Then, some national plans have been adjusted by several governments as the vital mission to arrange quality citizens for the country. So the 11th National Economic Social Development Plan in 2012 to 2016, has three objectives in terms of human development to achieve the national goals, namely 1) to develop the physical mental qualities of Thai people at all ages with they possess respect for order discipline, cultural awareness, national pride, the opportunity ability to engage in lifelong learning, resilience to changes, so they become a societal force for economic social development, 2) to increase the quality of education to meet international stards to increase educational opportunities alternative means of learning, 3) to support a family, community, social environment that is beneficial to the development of human resources is reliable with future economic social development. [4]. In, there are two parts of education which are academic or general education vocational education. A group of students who interested in pursuing higher education would select academic part while another group of students who want to get a job would choose vocational part [5]. In, both parts provide basic education as language, mathematics, social science, arts physical education. Conversely, most Thai people believe that vocational education does not provide enough academic exposure to students. The general perception is vocational education emphasizes more on technical subjects, machinery shop work. Also, one would discover that although some parents want their children to take their places working on the farm or following the parents career, most especially in the developing countries, they want their children to study in college get good jobs in bureaucracy system [6]. Thus, the attitude towards vocational education needs to be changed [7]. IV. EDUCATION OF THAILAND AND STEM Currently, education sectors of have focused on skill development to support more sustained efforts workforce needed which are 1) most of the education courses offered by skill development institutions are still supply driven 2) Need for more coordination among the different ministries that provide training courses for different target groups 3) the vocational education act to provide a platform to improve both curriculum system 4) programs under the Department of Skill Development, Ministry of Labor would be strengthened monitored for results also, provide the fund for the activities to tracer studies [8]. One of the main focuses of the current educational policy of has been to apply integrated learning methods for example STEM education in every part of education. Furthermore, the dem for better training education in Technical Vocational Education Training (TVET) is increasing worldwide because as these skills are fundamental for insufficiency reduction, economic recovery, sustainable development. Presently, emphases on the policy of 4.0, which is thriving the 21 st century through security, prosperity, sustainability. The systemic challenges have three trap namely, imbalance, inequality, middle-income traps [9]. The gap of workforce requirements educational graduated students is problem justification of this project, especially for the vocational students. This research has objectives to present how to close this gap arrange efficiency workforce for industries in with a currently situation on 4.0 policy by using STEM. V. RESEARCH METHODOLOGIES This research focuses on the vocational sectors in which is the fundamentally driven workforce of the country. The methodologies present to the Table I. TABLE I. RESEARCH METHODOLOGIES Methodologies 1) Literature reviews 2) Unit Analysis of Expected Results - Problems of workforce in - Platforms of Thai sectors to solve problems - Comparison of each platform various organizations by using 2

3 Methodologies literacy with 5 selected examples 3) Relationship of comparative methodological choices to metatheory Expected Results STEM Education to close gap of workforce requirements education in - Analysis of STEM metatheory in - Conceptual framework of STEM for industry workforce of VI. RESULTS From literature reviews, the results of Thai workforce problems are 1) lack of efficiency skills in labor market such as skills of workers career paths, technology skills, language skill 2) lack of multi-skills workers 3) lack of integrated for Thai educational curriculum. Causes of problems in vocational education in are the designing curriculum in part, believing of parents students who select studying in vocational educations would be lower than students in academic part. Presently, Thai education re-arrange the vocational curriculum. Also, there are many courses to provide the new teachers students generation in STEM Education of that shows in Table II. TABLE II. COMPARISON OF STEM EDUCATION AND APPROPRIATED CARRIER SKILL PLATFORMS IN THAILAND Organization Platforms Significant 1) Chitralada - Hs-on in carrier paths College - Skills of 2) Panyapiwat by CP All Public Company Limited -Vocational College focuses on (Industry Computer) Business (Marketing Food Management) - Supporting by Princess Maha Chakri Sirindhorn -Following the King RAMA IX of - Classroom apprentice in business - Operational skills/ industry computer - Business skills in marketing a Food Management - Under King Rama IX theory of sufficiency - Management/ IT/ Operational Staff to Top Organization Platforms Significant Supervisory Management skills/ - Sharp Managerial Career path Skills/ Leadership Skills 3)Kamnoetvidya Science Academy School (KVIS) by Public Company Limited (PTT) 4) Science- Based College (SBTC) 5) Chevron Enjoy Science Projects The school uses a customized curriculum mainly focused on Mathematics, Science, The curriculum was designed to focus on science subjects such as mathematics, physics, chemistry, biology, technology practical skills for the vocational education areas. The project-based learning (PjBL) Problem-based learning (PBL) were applied to use in this project including mentoring system between professional colleges regional network universities - Supporting fund to STEM projects both Lecturers -Curriculum mainly focused on Mathematics, Science, - Funding by PTT Firm. - Science based/ Problembased Learning (PBL), Project- Based Leaning (PjBL), Coordination with lecturers from university vocational colleges. -Supporting Fund from the government. Public-Private Partnership - STEM- Based of education - Public- 3

4 Organization Platforms Significant students were Private training Partnership - Supporting - Industry hub of skills vocation education via partnership - lecturers Students with all levels were - Focusing on trained with Fundamental industry of STEM projects. Table II is using the unit the analysis of literacy with five selected examples include three private colleges, namely 1) Chitralada College, 2) Panyapiwat by CP All Public Company Limited, 3) Kamnoetvidya Science Academy School (KVIS) by PTT Public Company Limited. Another one is public where is Science-Based College (SBTC). The last sample is a private project which supporting all level of education in which is Chevron Enjoy Science Projects. Then the Figure I presents the relationship of comparative methodological choices to metatheory for this research. 1) Efficiency Workforce 2)Muti-Skills worker Country Requirements Knowledge Skills Activities Sufficiency Economy Increasing requirements 4.0 Policy Public-Private Partnership Coordination STEM FIG. I. METATHEORY FOR ENHANCING EFFICIENCY INDUSTRY WORKFORCE From the Figure 1, the country will achieve of workforce requirements with efficiency multiskill workers. Basic of coordination would have Public-Private Partnership (PPP). Also, there would follow three policies, namely 1) sufficiency economy 2) 4.0 3) STEM. Then, to increasing requirements are knowledge, skills, activities. The research shows metatheory that analysis topic for enhancing industry workers who have an efficiency of their career path. VII. CONCLUSION The field of STEM supports basic of the workforce for the country. Many countries adopted STEM to train both teachers students. Presently, is the fourth model that is 4.0 which highlights to a value-based economy. The country requests to get effectively with closing gaps the imbalance between the society environment. To all conditions, the enhancing efficiency of the workforce would have skill, knowledge, activities. Moreover, the sufficiency theory is the concept to lead people to have work life balance. VIII.DISCUSSION This research focuses the conceptual of the framework on enhancing efficiency industry workforces for vocational education. However, STEM will be achievements. It should explore criteria for identifying highly successful in kindergarten school [8]. Also, activities in classrooms would apply Problem-Based Learning (PBL) Project-based Learning (PjbL) to integrate with STEM as a primary tool of child center [9]. ACKNOWLEDGEMENTS The research got supported from Chiang Mai University Rajamangala University of Lanna. REFERENCES [1] Department of labor United States of America, The STEM Workforce Challenge Reporting, [2] Z. G. Albert, Skills Inadequacy Competitiveness, Seminar on Sustainable Growth Social Development for Poverty Reduction in, October 2006 [3] J. Somchai, in a Middle-income Trap, vol. 27. No. 2, TDRI Quarterly Review, 2012, pp [4] National Economic Social Development Board, The Eleventh National Economic Social Development Plan ( ), National Government Publication: Bangkok, [5] F. Peter, D. Muller. Vocational Education the Challenge of Europe: Responding to the Implications of the Single European Market. New Developments in Vocational Education. Kogan Page Ltd., 120 Pentonville Road, 4

5 London N1 9JN, Engl, United Kingdom., [6] K. F. Jefferson. The Comprehensive High School. Greenwood Pub Group, [7] Cleesuntorn, 1991 Cleesuntorn, A. (1991). Vocational Education versus Academic Education: Reconsidering the difference. The Bulletin of the National Commission for UNESCO. Vol. xxiii No. 2 April-June [8] R. M. Edward, Science,, Mathermatics (STEM) Education is Here to STAY, unpublished. [9] National Research Council of the National Academic, Successful K-12 STEM Education, The National Academic press, Washington, D.C.,