Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): A case study of Thailand

Abstract

The study aims to investigate the policies pertaining to transferable skills in TVET and curriculum for VTE in Thailand. Secondary data collection method was employed by which the existing acts and policies on education, the relevant agencies and reports on transferrable skills were reviewed. Further, the Thailand’s Vocational Education Commissions’ curricula also analysed using content analysis method. The findings of the study revealed that, even though notable initiatives and reforms taken at the policy level, still improvements are essential at implementation level. The findings are discussed with possible recommendations to take required measures at government, institutional and instructor levels.