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school and must correlate with developing students into becoming citizens of the world, and earned
necessary skills for livelihood. Activities must also be set up for students to learn from hands-on experience;
and know how to think and act; set up activities that encourage students to love reading and non-stop
eagerness to learn; set up atmosphere and environment, learning media, and facilitations that
supports student’s learning in accordance with High School Educational Administration 2012:23.
Teachers must partake in building community of learning by giving importance to community in
broadcasting knowledge. Teachers must take up the role of facilitator, building cooperation and
relationship, and able to share experiences and work with all sectors in multi-cultural settings. Such
statement is conformed to the idea of Burke Burke. 1999:76-79 who said that the purpose of building
network of learning is to exchange information; be the centre of support in order to benefit from different
experiences; to be a channel for funding sources; be the means of reinforce potential and support power
and expanding channels for education services within the community. Teachers must develop students by
letting them work with others, instilling moral and ethical conduct; determined to prepare students with
potential to become citizens of the world and into the world of work and competition in the future. Students
will receive support individually and able to screen students one by one in order to develop, protect, and
transfer students to be developed further High School Educational Administration 2013:53-54
Therefore, the 3 main components of teacher leadership of world-class standard school are
important components of teacher leadership of world- class standard school.
10. Suggestions for future research
The researcher suggested
the following guidelines for future projects related to components
of teacher leadership of world-class standard school: 1.
Research results found that teacher leadership indicator of world-class standard school consist of 68
indicators. Therefore, future researches should build measurement and evaluation system of all 68 teacher
leadership indicators of world-class standard school. The system will be used as tools to measure teacher
leadership of world-class standard school, and for administrators to use such tools to development
learning management in world-class standard schools;
2.
All 68 indicators and 3 sub-components are crucial for teacher leadership of world-class standard
school. Therefore, future researches should put all 68 indicators to real-life trials in world-class standard
schools and conduct a follow up on the application in the form of action research.
References Burke, A. 1999. Communications Development :
a practical guide. London : Social Day, C.; Harris, A. 2003. “Teacher Leadership,
Reflective Practice and School Improvement.” International Handbook of Educational
Administration. Dordrecht : Kluwer. Dinham, S.; Aubusson, P. ; Brady 2006.
Distributed leadership through Action learning. Australian Centre for Educational Leadership.
5th International Educational Leadership Conference.
High School Educational Administration. 2012. Education Management in World-Class
Standard School. Bangkok: Cultural Cooperative Printing Press of Thailand Co., Ltd
High School Educational Administration. 2013. Education Management in World-Class
Standard School Revised Edition. Bangkok: Cultural Cooperative Printing Press of Thailand
Co., Ltd
Krisana Kitilap. 2013. Indicator Development of Education Administrative Leaders of Secondary
School, Surin. Retrieved on 16 September 2012 from http:phdkrisna.blogspot.com
Pornpimol Prasongporn 2014. Idea and Application of English Learning Management of Secondary
School Teachers: Field Research. Bangkok: Faculty of Education, Chulalongkorn University
Pasu Decharin. 2006. High Performance Organization. Self-Learning Toolset. Office of
the Public Sector Development Commission OPDC. Bangkok : Vision Print Media
Co., Ltd
Worapoj Wongkijrungruang Athip Jittakrit 2011. Future Skills, Education for the 21
st
Century. Bangkok: Openworlds Printing Press
Sarayuth Kanlong. 2010. Leadership Theory Development through the history of Northhouse:
Leadership Perspective. Retrieved 13 September 2012, from http:www.ipernity.com
blog248956411636?lg=enhash=001aad3233 fa2d7487a1f38d7b7bc18a
Mungkasem, Udom. 2001. The Experimental Study of The Creative Leadership Training on
Creative Leadership Quality of Education Chief Executive Officers. A Dissertation Presented to
The Graduate School Technical University of The Philippines.
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A Thorough Study on Technical and Vocational Training and ITS Role in the
Development of Industry
Roghayeh M. Hosainy, Aarghavan Asaadi
Due to rapid progress in technologies, and new phenomenon of globalization in the last three decades of the
twentieth century, especially in the 1990s, the importance of technical and vocational training and its role in the development of
industry in different countries has been asserted. Thus, the main principal is to prepare the ground for the students to enter the
marketplace and work in businesses related to their field of study and which must be defined in the same ground. Since countries are
different with regard to their social, cultural, and economical systems, it is necessary that human resource development plans of
countries be different with each other. Therefore, we are trying to analyze development of technical and vocational training with its 5
layers of planning, management, necessity assessment, achieving, and analyzing in 4 countries of Iran, Japan, the United States, and
Germany. We will concentrate on relationships of technical and vocational training and human resource development as skilled
workforce, especially in leading industries of developed countries and developing countries.
The findings of analyzing technical and vocational systems in the aforementioned countries suggest that there is a systematic
relationship between industry and different divisions of technical and vocational systems. The principals of this strategic target need
taking special precautions to distinguish real necessities of the marketplace, especially in the industries, and in attracting
cooperation of ministries and other governmental and non- governmental subdivisions. It is necessary to make each of them act
in different divisions or even in one division of the mentioned layers and assist the development of the society. Here, taking part,
management, learning, and development of more skills is of a vital importance. We are trying to study the importance of cooperation of
relevant organizations to unify technical and vocational training in human resource development in this paper.
Corresponding author: yasamanmh.1365gmail.com
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Active Learning Strategies toward Learning Outcomes Based on Thai Qualifications Framework Level: The Nursing Students’ Perspectives
_________________________________________________________________________________ Uthoomporn Dulyakasem RN., MNS
Boromrajonnani College of Nursing, Nakhon Si Thammarat. Amphur Muang, Nakhon Si Thammarat. D_Uthoompornyahoo.com
Jatuporn Tantanokij RN., MNS Boromrajonnani College of Nursing, Nakhon Si Thammarat. Amphur Muang, Nakhon Si Thammarat.
Mhom20yahoo.co.th Thatsanee Jiamsawat RN., MNS Candidate
Boromrajonnani College of Nursing, Nakhon Si Thammarat. Amphur Muang, Nakhon Si Thammarat. Thatsanee.jiamsawatgmail.com
Abstract
The purpose of this research was to study the Nursing students’ perspectives on Active Learning
towards Learning Outcomes based on Thai Qualifications Framework Level in Maternal and
Newborn Nursing and Midwifery I course. Population were 137 third - year nursing students
from Boromrajonani College of Nursing, Nakhon Si Thammarat. The questionnaire was adequately
validated by three experts and reliability was acceptable with Cronbach’s alpha coefficient at
0.98. Data were analyzed using descriptive statistic. The results revealed that the Nursing
students at the Boromrajonnani College of Nursing, Nakhon Si Thammarat have the view that the
Active learning Approach, on the whole of Assignment technique, Case study technique,
Small group discussion technique, Concept mapping technique, and Demonstration and Return
demonstration technique could produce learning outcomes at the high level especially, in the areas
of moral and ethical outcomes, Interpersonal Skills and Responsibilities as well as Knowledge
then Cognitive skills and Numerical Analysis,
Communication and Information Technology Skills respectively
. Moreover,
the students’ view that the Assignment technique and Demonstration
Return Demonstration technique could help them to have more Knowledge and Cognitive skills than
other techniques. Thus, the instruction should be mixed in didactic strategies and head of academic
administration should persuade instructors to use active learning in didactics for improving the
students’ Learning Outcomes.
Introduction
It is strongly argued, in modern educational theory that human-being is an active - being, also is
consequently held that learning process must be an active learning. The active learning implies that
learning must be participatory, interactive, integrated and the relationship between the teacher
and learners must be horizontal. This assumption leads to a logical conclusion that in order to help a
learner to effectively learn, learner’s center approach must be emphasized. The
Boromrajonnani College of Nursing, Nakhon Si Thammarat has therefore adopted this learning
process approach to help facilitate the learning process of the nursing students, However, before
the learning outcomes of this approach is empirically tested. We would like to know, what
the students, who are directly participating in the
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class of Maternity and Newborn Nursing and Midwifery I course, which employs an Active
learning approach, think about the effectiveness of the approach with regard to the learning outcomes.
Objective
To study the Nursing students’ perspectives on the Active Learning Approach in relation to Learning
Outcomes Based on Thai Qualifications Framework Level in Maternal and Newborn
Nursing and Midwifery I course.
Methodology
Population: 137 Nursing students in the Maternity
and Newborn Nursing and Midwifery I course at Boromrajonani College of Nursing, Nakhon Si
Thammarat in 2013.
Data Collection Method: Structured questionnaire
is used to collect the data from 137 Nursing students, who register in the Maternity and
Newborn Nursing and Midwifery I course. The questionnaire consists of two parts. The first part
aims to collect the profile information of the students. The second part aims to collect the
perspectives of the students regarding the different dimensions of the learning outcomes that may be
produced by the Active Learning Approach.
Findings
Background of the informants, among the 137
nursing students, their background may be categorized in terms of sex, age, experience in
Active Learning approach and their GPA as shown
in Table 1. From Table 1, it shows that the gender,
of all the 137 informants, 94.20 were male and 5.80 were female. Age-wise, the informants’ ages
are between 20 and 23. There are 108 informants 78.80 , which are 21 years old. There is only
one student, who is 23 years old the oldest and 13 students, who are 20 years old the youngest. It is
quite clear that this group of informants belong to the same age group. Their GPAs are as follows:
48.20 fall in between 2.51-3.00 and 35.80 fall in between 3.01-3.50. However, 16 of them had
no information.
Table 1: Showing background information of the
informants General information
Numbers Percentage
Sex Female
129 94.20
Male 8
5.80 Age
20 Years old 13
9.50 21 Years old
108 78.80
22 Years old 15
10.90 23 Years old
1 .70
Experience with Active Learning Approach
Yes 137
100 No
- -
GPA 2.51-3.00
66 48.20
3.01-3.50 49
35.80 No data
22 16.00
From the findings of all Active Learning Strategies towards Learning Outcomes, clearly
show that the Nursing students at the Boromrajonnani College of Nursing, Nakhon Si
Thammarat have the view that the Active Learning Approach, generally, could produce learning
outcomes at the high level, especially, in the areas of moral and ethical outcomes, Interpersonal Skills
and Responsibilities as well as Knowledge then Cognitive skills and Numerical Analysis,
Communication and Information Technology Skills
respectively. Table 2-6
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Table 2: Perspectives on Active Learning
Approach through Assignment Dimensions
of Learning Outcomes
S.D. 1. Morals and Ethics
3.83 .52
2. Knowledge 3.61
.59
3. Cognitive skills 3.59
