Figure 1. Types of Vocational Education and Training VET Benefits
Source: European Centre for the Development of Vocational Training 2011
The main benefits for the economy included are classified in more details as follows;
Macro level: -
economic returns: research on the evaluation of public and private investment in terms of
profitability and economic growth -
Labor-market outcomes:
reduction of
unemployment and inequality Meso level:
- performance of enterprises: costs and benefits
of training in terms of profitability and innovativeness
- employee productivity: individual abilities and
capacity to contribute to profit Micro level:
- the benefits on individuals: earnings, finding a
job, reduction of skill mismatch, integration into the labor market with satisfactory wage,
further career development opportunities and professional status
- In the aspects of social benefits, there are
multi-levels in benefits as follows; Macro level:
- effects across generations within families and
how family impacts on skills development -
social cohesion: multidimensional concept measured by, for example, tolerance, trust,
formal and informal networking social and relation capital
- education can reduce delinquent and criminal
acts in a society Meso level:
- Inclusion of disadvantaged or marginalized
groups through education Micro level:
- Personal well-being: quality of life for
individuals and
effects on
personal development, attitudes and motivation
Thailand National Education Background
Table 1 and Table 2 showed the number and rate of students by level of education and the
budget of education.
171
Table 1. Number and Rate of Pupils and Students by Level of Education: Academic Year 2004-2006
Level of Education Age Group
2004 2005
2006 Total
3-21 75.7
73.2 65.3
Pre-Elementary Education 3-5
82.5 87.6
88.0 Elementary Education
6-11 102.9
98.5 98.3
Secondary Education 12-17
74.2 68.7
72.8
-
Lower Secondary 12-14
89.9 82.9
86.7
-
Upper Secondary 15-17
58.1 54.3
58.8
General Education 15-17
36.6 32.1
34.6
Vocational Education 15-17
21.5 22.2
24.2
- Higher Education
18-21 32.8
34.9 24.2
Rate per 100 Persons Source: National Statistical Office 2011
Table 2. Budget of Education: Fiscal Year 2005-2006
2005 2006
Budget 238,513.3
265,748.9
Pre-Elementary, Elementary Education and Secondary
Education 160,196.8
174,136.9
Higher Education 40,131.8
48,095.5 Not Classify
3,557.6 334.2
Administration Support Ed. 30,704.9
33,630.9 Others
3,922.2 9,551.4
Total Budget of Expenditure 1,250,000.0
1,360,000.0 Gross Domestic Product
GDP 7,195,000.0
7,878,500.0 Budget of Education
Total Budget 19.1
19.5 GDP
3.3 3.4
Budget of Education Per Pupil 16,898.0
18,201.3 Pre-Elementary, Elementary
Education and Secondary Education
12,673.4 13,594.5
Higher Education 27,218.3
26,850.8
Million Baht Source: National Statistical Office 2011
172
Thailand’s education budget was accounted for 3-4 of the gross domestic products. A
significant amount of budget was spent on higher education.
The number of students entering higher education had declined from34.9 in 2005 to
24.2 in 2006. For the vocational education, most students were in the age range of 15-17 years old.
The proportion of the students in this educational level had increased from 21.5 in 2004 to 24.2 in
2006.
Office of the National Education Commission 2011 has reviewed the current situation of
vocational education in Thailand and provided strengths, weaknesses, opportunities and threats as
follows; Strengths
1. There are more than 800 vocational education
institutions publicprivate all over the country.
2. There are 9 ministries responsible for human
resource development. This can provide a variety of curricular and different forms of
training to suit target groups.
3. The number of private vocational institutions
is quite high, about 345. This shows their interest
in participating
in vocational
education. Weaknesses
1. There is a lack of unity in terms of policy
guidelines. The country does not have a master plan for human resource development.
Therefore, the
provision of
vocational education is more supply-driven.
2. The most crucial problem is quality of the
output. A significant number of graduates have weaknesses in both theory and practice.
The issues of curriculum and the process of training must be addressed.
3. The lack of RD on vocational education to
produce new technology and also generate new jobs.
4. The lack of qualified and experienced
teachers. Most teachers do not have direct experience in the industry.
5. The lack of incentives for vocational teachers.
6. The lack of cooperation between vocational
institutions and the industry. Opportunities
1. The constitution of 1997 and the National
Education Act 1999 give high priority to education and vocational education.
2. Private organizations, such as the Federation
of Thai Industry, the Council of Thai Commerce, are keen to play a role in the
policy process, standard setting, quality assurance, and training activities.
3. The cabinet has just approved in principle on
Skill Development Fund about 300 million baht which could promote the concept of
lifelong learningtraining. 4.
Thailand has an expanding infrastructure on information technology which could be
utilized for vocational education and training. 5.
The society is well aware of education and work. In the past, people had more value on
certificate and diploma. 6.
Thai labor force has a good potential. In the Skill Olympics, Thailand has improved every
year from 1993-1999. Threats
1. The economic crisis in Thailand has made it
very difficult to improve vocational education, particularly on large investments.
2. The state policy is not sustained due to the
frequent change of governments. 3.
Based on the existing human resource development programs, it is expected that
Thailand would have a shortage in human resources in many industrial areas for the near
future. In addition, Fry2002 suggested several
crucial issues which occurred in the Thai educational systems, including higher education in
Thailand. The first issue is about lack of unity and coordination
of diverse
and fragmented
Educationhuman resources development efforts. Secondly, the problem is regard to overemphasis on
bricks and mortar relative to investing in people teacher learners; researchers. Thirdly, inadequate
utilization
of information
communication technology
for improving
human resource
development led to the delay and inefficiency in the development process.
According to the research report of Office of the Education Council 2004, another important
issue in public funding to public educational institutions showed two major problems, an
inefficient and ineffective financial management system and uneven advantage over private
educational institutions. From statistics, over 70 percent of operating cost came from government
budget while the rest of approximately 25 percent are from tuition fees. Comparing to the tuition fees
of the private institutions, public institutions have three to five times lower. Another main problem of
public fund was inadequacy of the budget. Most of the budget was spent on maintaining the operations,
30 were on buildings and equipments and limited amount of budget was left for quality development
projects.
However, the evidence from the United States indicated
that funding
problems may
be unavoidable when the cause of the problem is
external. According to NCSL Fiscal Affairs Program 2011, funding for all educational
systems was reduced significantly and the major cause of the problem was economic recession. The
economic recession has negative impact on public
173
funding for education and the chronic decline in the US economy has resulted in lower public funding to
schools and universities throughout the country NCSL Fiscal Affairs Program, 2011.
Thailand’s Tourism and Hospitality Industry and Education
Tourism has been on one of the most important national goals and several ministries
including Ministry of Tourism and Sports, Ministry of Commerce, and Ministry of Foreign
Affairs have plans and policies related in promoting tourism related activities and events.
Tourism industry has always been the focus of the economic development in Thailand for many years.
For the economic perspective, Thai tourism industry is one of the most important industries
with its contribution to the economy for approximately 7 Tourism Review, 2010. For the
support of the government in the tourism industry, according to Country Report 2009, the Thai
government has provided the stimulus packages of Bt1.4trn US40bn in the special program focusing
on the infrastructure projects and more investment in three main areas, including tourism, health and
education.
Edgell, Allen, Smith and Swanson 2008 highlighted the important factors for development
of the professionalism of the workforce in tourism and hospitality industry to meet with ever-changing
global demand. The foundation of success in the professionalism of the workforce lies heavily on
tourism education and training programs in which the whole process of education has to be taken into
consideration from high school to higher education. To provide sufficient infrastructure for the new
challenge of the industry, educators have to work closely with employers and other stakeholders to be
certain that all resources and tools are well- equipped and high degree of readiness for
providing education and training for the students to improve their knowledge and skills. Matching the
expectation in both quality and quantity of tourism and hospitality workers is the great challenge for all
stakeholders.
To provide the education system to support the work in the industry, educators and stakeholders
have to be able to understand the meaning and definitions of the work environment. For tourism,
Baum 1995 mentioned that there is no easy way to describe the term “tourism”, because the area of
tourism has included the range of scopes such as travel
and transportation,
catering, accommodations, recreation and sports, culture,
history and heritage, natural sites, built attractions, events, retailing, conferences and conventions,
tourism and hospitality information and facilitation; and tourism hospitality support services. Moreover,
the scope of tourism has continued to change and be broader over time.
Mulcahy 1998 pointed out that to determine the economic competitiveness of the country, this
relies on the quality of training and education is considered the most crucial factor and the emphasis
on the quality has to be revised and be on the path of continuous improvement for the sustainability of
the education development in the areas of tourism and hospitality.
Edgell, Allen, Smith and Swanson 2008 had suggested that model of tourism education policy as
shown in Figure 2. The figure provided the relationships among tourism environment and
world of education through mechanism of government policy on education and tourism and
lastly tourism education can be successful if the main focus is on the implementation of all the
policies.
174
Source: Edgell, Allen, Smith and Swanson 2008 p.244 Figure 2.
Tourism Education Policy-Tourism Education Implementation Model According to Thailand Tourism Development Research Institute 2011, several of educational institutions
offered the tourism and hospitality programs as shown in the table below. Table 3.
Types of Educational Institutions and the Number of Educational Institutions with Tourism and Hospitality Programs in Thailand
Types The number of Educational Institutions with
Tourism and Hospitality Programs in Thailand
Public University 16
Private University 14
Rajabhat University formerly known as the teachers
colleges 34
Vocational Educations 19
Source: Thailand Tourism Development Research Institute 2011 From the table above, there are only 19
educational institutions in vocational education offers the tourism and hospitality related programs.
At the university level, there are 64 institutions, both public and private, providing from bachelor’s
degree to doctoral level in this areas. Clearly, the supply of workforce is limited at the vocational
level and this causes the shortages in supply for the labor in this group, which is highly important to the
tourism and hospitality industry. One explanation for the small number of vocational education is that
the Thai social value in education prefers bachelor’s degree and this causes the problems in
the large number of graduates who have bachelor’s degree while the significant number of jobs require
the educational level of vocational education. This creates the gap between demand and supply in that
job and recruitment markets, Rupavijetra2011. In response to the lack of supply from the vocational
level, some private sectors, especially hotels, in
175
Thailand started their own institutions to provide skills and knowledge matched to their customer
demands and to offer additional channels for those interested in learning and skill development in the
hospitality industry. The example is Dusit Thani College, under Dusit Thani Group of companies,
also known as Dusit International, a Bangkok-based hotel and resort company Dusit Thani College,
2011. The company provides education and training through its own infrastructure and
investments.
Hong 2009 noted the importance of workforce or human resources by concluding that
human resources development for supporting tourism industry can be considered endogenous
comparative advantages.
To develop
this advantage, the main focus is on education in
commerce, training on job and protection of natural resources.
Additionally, investments
in infrastructure are highly necessary for supporting
the development of tourism environments, such as accessibility
design, accommodations,
and transportation systems.
In order to solve the barriers of educational development, Elliott and Smith 2005 suggested
the collaboration among stakeholders, for example, the tourism and hospitality industry needs to partner
with government and educators to effectively apply newly accessible technologies, tools, processes and
methods, such as e-learning or distance learning to provide effective training and education for their
workforce.
Among all the challenges in the educational systems for supporting tourism and hospitality
industry, Thai government projected that in year 2015, the demand for workforce in several areas,
including tourism, automobile parts and electronics is expected to be significantly increased. In
addition, the need for workforce in these industries requires 90 from vocational education while only
10 from higher education. This highlights the demand for labors from vocational education to
increase from 40 to 60. Therefore, educational institutions
have to
cooperate with
their stakeholders including businesses and government
agencies to support the new trend Thaipost,2011. Considering all related concerns and issues,
the author provided the model including important factors and stakeholders which have to cooperate
effectively to generate the effective educational infrastructure and lead to workforce development in
tourism and hospitality industry as shown in Figure 3.
Figure 3. The Conceptual Model of Educational Infrastructure and Workforce development
176
3. Conclusions
The educational institutions in the area of tourism and hospitality cannot achieve their goals if
they can only provide knowledge, but not skills. Therefore, throughout all the years in the study
program, the combination of providing knowledge and skills has to be clearly included to the students.
In addition, Jafari and Ritchie 1981 mentioned that it is very important to identify the body of
knowledge which tourism professionals feel is necessary for a sound education in tourism. In
addition, the roles of educational institutions are clearly not just to respond to the need of the
industry, but also to make the industry ready for the new trends or issues arise from both internal and
external environment through many methods, including research and development. For the long-
term development of vocational education in Thailand, National News Bureau of Thailand
2011 reported that the future of vocational education
is moving
toward more
internationalization and one of the goals is to create international vocational education centers in
Thailand and neighboring countries. For this reason, it is important to strengthen the
collaboration among partners in the region of Southeast Asia, especially Cambodia, Laos and
Vietnam. Moreover, Anderson 2008 provided the insights that external factors have been changed
constantly
including cultural
transformation, climate change and global forces. Therefore, all
stakeholders should be highly aware of the trends and changes in the environment because the quality
of education in both vocational education and higher education has to be highly responsive to the
changing external environment. Apart from basic skills and knowledge on the specific tasks,
multitasking skills become highly significant to help the workforce ready to deal with higher task
complexity and ever-changing demands of the industry and customers. In addition, the contents of
education and trainings have to be frequently reviewed by educators and stakeholders to meet the
current and future expectations. The improvement of the educational quality takes times and
significant
resources. Effective
planning, committed government policy and supports,
sufficient public
funding and
well-planned workforce
development implementation
and involvement
of stakeholders
are important
ingredients for sustainable development of tourism and hospitality industry to develop high-quality
workers.
R
EFERENCES [1]
Anderson, D.2008, Productivism, Vocational and Professional Education, and the Ecological Question,
Vocations and Learning, 1, pp. 105-129 [2]
Baum, T. 1995. Introducing a Paradigm of Sustainable Human Development for the Hospitality and Tourism
Industry, 1995 CHRIE Conference. [3]
Country Report 2009, Outlook for 2010-11: Economic policy outlook, Thailand,p.6
[4] Dusit
Thai College,
http:www.dtc.ac.thv2009Englishindex.html accessed on 5 June 2011
[5] Edgell, D.L., Sr, Allen, M.D., Smith,G., and Swanson,J.R.
2008, Chapter 7 Education and Training in Tourism, Tourism Policy and Planning, pp. 219-257
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Training 2011, The Benefits of Vocational Education and Training, Luxembourg: Publications Office of the
European Union,
http:www.cedefop.europa.euENFiles5510_en.pdf ,
accessed on 3 June 2011 [7]
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http:www.worldedreform.comintercon2fly.pdf, accessed on 14 June 2011
[8] Hong,
W.C. 2009,
Global Competitiveness
Measurement for the Tourism Sector, Current Issues in Tourism, 122, pp. 105-132
[9] Jafari, J. and Ritchie, J.R.B., 1981,Toward A
Framework for Tourism Education: Problems and Prospects, Annals of Tourism Research, pp.13-34
[10] Maliranta, M., Nurmi, S., and Virtanen, H. 2010,
Resources in Vocational Education and Post-Schooling Outcomes, International Journal of Manpower, 315, pp.
520-544
[11] Mulcahy, J.D. 1998, Vocational Work Experience in the
Hospitality Industry: Characteristics and Strategies, Journal of European Industrial Training, 223, pp. 128-
137
[12] National
News Bureau
of Thailand
2011, VOCATIONAL
HUB, http:thainews.prd.go.th,
accessed on 10 June 2011 [13]
National Statistics Organization 2011, Education, http:web.nso.go.thenindicatorsocsoc_edu08.pdf
, accessed on 14 June 2011
[14] NCSL Fiscal Affairs Program 2011, State Funding for
Higher Education in FY 2009 and FY 2010, http:www.ncsl.orgdocumentsfiscalHigherEdFundingFI
NAL.pdf ,accessed on 25 May 2011
[15] Office of the Education Council 2004, A Report in the
Series of Research and Development Project on Higher Education Management System: A Summary of Financing
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Ministry of Education, Bangkok
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Vocational Education
Reform in
Thailand, http:www.edthai.comreformapr18a.htm , accessed on 1
June 2011 [17]
Office of Vocational Education Commission 2011, Office
of Vocational
Education Commission
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Rupavijetra, P. 2011, Education and Skills: The Challenging
for Education,
http:home.hiroshima- u.ac.jpciceforum103presentation.pdf , accessed on 6
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[20] Thaipost 2011, รัฐหนุนปันนักเรียนอาชีวะเอกชนระบุต้องการ3แสนคน,
http:www.thaipost.netnews25051139101, accessed on 6 June 2011
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2010-news2152 , accessed on 30 May 2011
178
THE CNC SIMULATOR AS TEACHING AND TRAINING AID OF CNC PROGRAMMING
Bambang Setiyo Hari Purwoko
Jurusan Pendidikan Teknik Mesin FT UNY bambang_shpuny.ac.id - bambang_shpyahoo.co.id
Abstract
CNC machine tools is the most important practical means of teaching and training of CNC Programming in Vocational High School. Its relatively-high price causes the incapabibilty of the school for getting it, so the
teaching of CNC programming in Vocational High School mostly doesn’t use CNC machine. The effect is many students can’t reach the standard competence of applied CNC programming.
The unavailability of CNC machine tools in teaching of CNC programming in Vocational High School is treated by using CNC Simulator. The CNC Simulator consist Virtual CNC, and CNC Machine Simulator. It’is a media
to simulate of NC Part Program execution..The simulation of NC Part Program execution are displayed tool path a machining process at monitor. NC Part Program has been simulated can be sent to unit control of CNC
Machine Simulator.
Implementation of CNC Simulator in teaching and training of CNC programming begins from building CNC Virtual. The CNC Virtual is a software which provides a visual effect of environment of CNC machine in the
monitor. The building uses Research and Development RD method. Implementation of CNC Simulator in teaching of CNC programming shows; 1 the students are very interested and excited to use the virtual CNC
which provides a visual effect of environment of CNC machine in the monitor, actively trying the simulation of numpad virtual in the monitor, inputting data on the panel virtual, and making simulation or execution of the
CNC program at CNC Machine Simulator, 2 the students practice to make and execute the CNC programming individually in the classroom or outdoor class. 3 CNC Virtual can be used as teaching and training media
classically in classroom, individually learning, even e-learning.
Keywords:
cnc-simulator, teaching-aid, cnc programming
1. Introduction
National Education Government had decided that Education Development concerns with three
sectors, one of them is relevance and competitive education quality improvement. The improvement
of relevance and competitive education quality is done by addapting the curriculum of education to
the need of people which is dynamically develop. That addaptation must really exist in the form of
teaching, guiding, and training. Teaching is for giving knowledge, guiding is for stimulating
constructive behaviour, whereas training is for improving skills.
One of the sectors which develops fast, especially in the industries, is system of production
process automation. Nowadays, almost all of industries is always expanding production process
automation and replacing manufacturer tools which are used with machines and tools which can be
controlled
automatically for
supporting the
automation. For improving the relevance and competitive
education quality, this automation system is included to the curriculum, especially in the
machine engineering education curriculum, starting from Machine Production department in the
Vocational School to the Machine Engineering department in the universities. However, including
production automation system to the curriculum is not easy for many factors.
Stated by Indra Djati Sidi 2001 : 37, that based on the some education researches, teacher is
one of the dominant factors which influences much learners success in transforming science and
technology, also morality and ethics internalization. According to Winarni Surakhmad’s opinion
Pannen, dkk, 1999 : 6, holding education needs certain requirement. Besides profesional teachers,
it
also needs
cost and
proper education
infastructure. If education is held without considering the requirements, there will be bad
condition which can cause the process not to be qualified and the learning goal will not be achieved.
Not-proper infrastructure condition can be found often in the reality. The most is in the
learning process of CNC pro-gramming, that is one of the automation, in the universities or machine
engineering department of Vocational School.
CNC machine which is the main facility for forming competence of CNC operating and
programming is less than the number of students, even many machine engineering departments don’t
have one.
179
The consequence causes learing process of CNC is held in group and in turn when operate the
machine. For machne engineering departments which don’t have one, the process is held without
CNC machine. Those condition cause students don’t have chance for having interaction to the
machine then they don’t have experience in operating machine that ability in making CNC
program can’t reach the standard.
Quality improvement of CNC learning can be done by giving chance as much as possible to each
student for practising making CNC program and applying them to the CNC machine. However, to
provide CNC machine as many as the students number needs high cost and not every machine
engineering department is capable. Therefore, to fulfil the need of CNC programing learning, virtual
reality CNC needs to develop.
Virtual reality CNC media is a computer program and when it runs, on the screen there will
be two dimensions image of CNC machine completed with operating buttons resembling to the
real CNC machine. Virtual operating buttons on the screen can have the function as the real buttons on
the real CNC machine. This media is the representation of the CNC machine, functioned 1
to simulate buttons functions on the control panel, 2 simulate inputing CNC program data input as
input data to the control system of CNC machine, and 3 simulate CNC program execution as
animation of machine process in the CNC machine.
Problems in using virtual reality as CNC programming learning media are:
1. How is virtual reality development which can
show the real environment visualization of a CNC machine on the computer screen?
2. How is the feasibility of the virtual reality as
CNC programming learning media? This article will explain; 1 bulding process
of a virtual reality CNC which can perceive input and can react as the real CNC machine, 2 the
result of that virual reality CNC feasibility as CNC programming learning media.
Technology improvement
,especially computer, should also be used in learning media.
The using of computer in learning especially as interaction media and learning application, they are
drill and practise, simulation, discovery, tutorial, problem solving, and games.
Computer use in learning activity, at least, has three purposes, they are cognitive, psychomotor,
and affective. For cognitive purpose, computer can teach the concepts, principle, steps, process, and
complex calculation. Computer is also able to explain that concepts simply by using combination
of animated audio and visual so it will be suitable for independent learning.
For psychomotor purpose, computer is also able to serve learning process which is presented in
the form of games and simulation which are so good for creating work condition. Some examples
are; simulation of aeroplane landing, simulation of war in the worst condition, etc. For affective
purpose can be done when the program is designed well by giving sound or video clip which can be a
trigger. Then, behaviour learningaffective can be done by using computer.
Generally, there are three kinds of simulation. One, interactive and physical simulation. Physical
simulation refers more to the physical object simulation for replacing the real system. This
physical object is often chosen for it is smaller or cheaper than real system or objects, as the flying
simulator.
Two, computer
simulation. Computer
simulation is an effort to duplicate real situation in a computer, so the situation can be learned for
watching how it works. By changing variable, possibility of prediction can be made about the
behaviour of that system. Three, simulation in training. Simulation is often used in the civil and
military training. This, generally, happens when the cost is high or it’s too dangerous for allowing
training participants to use real tools in the real world.
Simulation about real environment which is made by computer, and user can have interaction
with the result which shows the content of reality environment is called virtual reality. Virtual reality
is an human-computer interaction format where a real or imaginative environment is formulated dan
the users can be connected and run that world. In the most successful virtual environment, the users
feel that they really exist in the simulated world and that their experiences in the virtual world is
equivalent to what they experience in the real environment.
Virtual reality can be applied in many sectors. In the engineering and sientific research, virtual
environment is used visually for identifying everything happens to the physical world that is in
the observation. Training for work in the dangerous environment or with expensive tools is better done
by using simulation. For example, pilot practises by using flying simulation. Virtual reality may let
medicals for practising the procedure of new surgery to the imitation human.
One of the senses which is often used for getting information from the envi-ronment is seeing
sense. Seeing sense is used more often than others in processing information. Many psychology
researches show that there are more information can be understood when it’s served in the visual
form than in nonvisual form.
Training by using virtual reality can reduce the cost compared with common training. Need of
expensive training tools in the real laboratory, or additional tools for training can be eliminated. The
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