A PILOT OF MANPOWER PRODUCTION AND DEVELOPMENT MODEL IN RESPONSE TO FUTURE LABOR DEMAND OF TAK PROVINCE
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Abstract
The Objectives of this research were to synthesize and try out a short-term manpower production and development model by the educational sector that is suitable for future labor demands of Tak Province and to synthesize a model for long-term manpower production and development of Tak Province. This research employed participatory action research approach by piloting a training workshop called “Skilled Youths by Tak for Better Tak”. 30 upper-secondary education students from four schools in Mae Sot District, Mae Ramat District, and Pobphra District participated in this training workshop and there were 16 experts from ten related organizations in Tak Province cooperatively arranged this training workshop. An analysis of data gained from focus-group interviews, non-participant observation, interviews with experts, as well as self-evaluation of students based on the Quality Management Cycle (Plan-Do-Check-Act: PDCA) framework revealed that a civil state model of university, which means a model that a university acts as key leader promoting collaboration between basic education, vocational education, higher education, government sectors and private sectors for integrated manpower production and development, is possible and might be suitable for Tak Province both in the short-term and in the long run. It will help to develop competent workforce for Tak Province, which positions itself as a special economic development zone for “international trade land port”. The short-term civil state model of university can be done in forms of a training workshop, which consists of lectures, field visits, career aptitude tests, and business model canvas contest or life/career skills development idea seed contest, provided for upper-secondary education students by a university and its partners. As for the long-term civil state model of university in Tak Province, it can be applied by the academic service function of a university in collaboration with stakeholders through routinized and institutionalized extra-curricular activities provided in schools at least four times in each academic year.
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