1) Thailand aims to transform its economy through policies like Thailand 4.0, which focuses on innovation and new technologies. Vocational education is seen as important for developing skills needed for these new industries. 2) However, Thailand's vocational education system faces challenges in quality and connecting to labor market needs. Dual vocational education, where students learn in schools and workplaces, has been implemented to address this. 3) Improving vocational education involves providing more opportunities and pathways to higher education, making the system more inclusive, and better connecting it to labor market skills demands through stakeholder involvement. This will help develop the skilled workforce needed for Thailand's future economic goals.

1. Human Resource Development through Vocational Education for Thailand 4.0
Abstract
Globalization imposes a new challenge on education and society with the demand for
certain knowledge and skills required by the labour market to upgrade Thailand’s economic and
production systems. The Royal Thai Government under the leadership of Prime Minister General
Prayut Chan-o-cha has announced many policies and strategies to transform Thailand to be the
developed country which rely on innovative and diversified economy, such as Thailand 4.0, 20-Year
National Strategy and The Eastern Economic Corridor (EEC). To achieve the goal of becoming
successful in the global competition, The Strategy for Human Capital Development and
Strengthening play very important role especially by effective vocational education system.
It is necessary to develop technical and vocational education to support industrial 4.0
development. But the vocational education has faced problems in terms of the quality of the human
resources produced. To solve them, the learning reform must be carried out to meet the
requirements of the labor market and industrial sectors. The Office of the Vocational Education
(OVEC) has offered Dual Vocational Education (DVE) a system of occupational education
management established on agreements between vocational schools or institutes and employers,
state businesses, or government agencies for the purpose of managing curriculum, learning and
teaching, and assessment. The DVE requires learners to spend time studying in vocational colleges
or institutions and practicing in workplaces, state companies, or government agencies for the
purpose of human resource development and enhancement. In order to improve educational
standards and quality, methods of learning and teaching, particularly for DVE management, should
be diverse and incorporate workplace participation. DVE management must implement a
procedure that allows learners to gain experience through real-world work scenarios and to build
their ability for competitiveness in both the production and service sectors.
Keywords :Human Resource Development, Vocational Education, Dual Vocational Education,
Thailand 4.0, 20-Year National Strategy, The Eastern Economic Corridor (EEC), Belt and Road
initiative

2. 2
Thailand 4.0, 20-Year National Strategy and The Eastern Economic Corridor (EEC)
Thailand has made extraordinary progress in social and economic development
during the last four decades, shifting from a low-income country to an upper middle-income one
in less than a generation. Thailand has been often touted as a development success story due to its
continuous high growth and substantial poverty reduction. Thailand's economy expanded at
an average annual rate of 7.5 percent from 1960 to 1996 and at a pace of 5% from 1999 to 2005.1
And as of 2011, Thailand's GNI per capita is US$4,210, making it a country with an upper-middle-
income economy.2
But still, Thailand remains stuck in ‘the middle income trap’ as defined by
the World Bank. At this point, a country's wage rates are too high to compete effectively against
low-wage countries, but it lacks the innovation and highly skilled workforce necessary to compete
effectively against the highest tiers of knowledge-intensive products from Japan, Germany and
the United States. As a result, middle-income countries frequently experience low investment,
weak growth, limited industry diversification, and unfavorable labor market circumstances.
It has also faced at a crisis of the Covid-19 that the tourism sector which is the country's
main income is heavily affected, According to a report from the International Labour Organization
(ILO), underemployment among young men and women in Thailand has reached an all-time high
as a result of the COVID-19 pandemic's impact. the International Labour Organization revealed
a 7% decline in youth employment in the first quarter of 2021 compare to the fourth quarter 2019.
Both males and females youth unemployment rates grew by 3%, reaching a peak of 6% and 8%.
Pandemic-related restrictions had a disproportionate impact on employment in small businesses
with fewer than 50 employees. Youth employment in these firms had the most significant declines,
falling by 18% for young men and 24% for young women.3
Figure 1. Key labour market indicators4

3. 3
Many raised concerns about how Thailand will be able to rebuild its economy and get out
of the middle-income trap. It is unlikely to solve the problem by the same strategy. In pursuance of
changing the country to the status of developed country, it must create power that comes from
all sectors, both the government and the private sector to rebuild Thailand as industrial 4.0 nation
whichuntilnowThailandhasmadethreeeconomicandindustrialrevolutionstoreachitscurrentposition:
Thailand 1.0 was the agriculture: Thais subsisted on farming and livestock, growing rice and
rearing chickens - for the most part, people could live off the land, with any surplus money
reinvested in the crop.
Thailand 2.0 was the light manufacturing: clothing, bags, beverages, stationery,
and ornaments. As a result, Thailand's overall potential as a location for small-scale production
increased significantly and the country became a sought-after destination internationally.
Thailand 3.0 is manufacturing heavy commodities such as steel, vehicles, and natural gas.
However, still reliant on foreign technologies when it comes to making goods. Thailand 3.0's earliest
stages were extremely promising but not sustainable, and while the economy grew rapidly at first,
it has subsequently stagnated.
And Thailand 4.0 is an economic model built on innovation, creativity, high-quality services,
and new technology, all of which are used to improve people's quality of life. This initiative,
however, is a first step toward the country's development. Thailand 4.0 would prioritize
the conversion of the country's labor force to knowledge workers in important economic sectors.5
Especially in The Eastern Economic Corridor (EEC), The Eastern Economic Corridor (EEC)
Development Plan is part of Thailand 4.0 strategy, and aims to revitalize and enhance the well-
known Eastern Seaboard Development Program, which has supported Thailand as a powerhouse
for industrial production for more than 30 years.

4. 4
Figure 2. Thailand 4.0: a new economic model 6
The Thailand 4.0 policy has highlighted opportunities and investment trends in 10 targeted
industries, divided into two broad categories:
1. 5 First S-Curve industries: Next-Generation Automotive, Smart Electronics, Agriculture
and Biotechnology, Food Processing and Tourism Aims to enhance the competitiveness of
the country current strengths through technology innovation
2. 5 New S-Curve industries: Digital, Robotics and Automation, Aviation and Logistics,
Biofuel and Biochemical and Medical Hub Aims to develop five additional industries to accelerate
on the new industrial base growth
Figure 3. 10 targeted s-curved industries 7

5. 5
In the light of the need of change, Section 65 of the Kingdom of Thailand's Constitution
requires the state to create a national plan that will function as the country's objective for
sustainable national growth consistent with the concept of good governance. The National Strategy
will serve as a framework for generating consistent and integrated plans to accomplish
the aforementioned objective in accordance with the rules and processes outlined in the national
strategy legislation. In this context, the National Strategy Act, B.E. 2560 (2017 C.E.), was created,
and the National Strategy Committee (NSC) was entrusted with drafting a draft National Strategy.
Additionally, the Act establishes procedures for public participation in the drafting of the National
Strategy, as well as for monitoring, inspection, and evaluation, as well as for encouraging and
assisting all civic sectors in adhering to the National Strategy. The National Strategy (2018-2037),
will be pursued to ensure that the country achieves its purpose of becoming "a developed country
with security, prosperity, and sustainability based on the Sufficiency Economy Philosophy," with
the ultimate goal of assuring the happiness and well-being of the entire Thai people.8
Figure 4. Thailand Vision 20379

6. 6
Current Situations and Future Direction of Thailand’s Development
Thailand is currently confronted with a number of obstacles limiting national growth.
Economically, the economic structure has not yet been entirely transformed by innovative technology,
while productivity in both the agriculture and service sectors remains low, and the Thai workforce
does not yet satisfy the labor market's projected standards and demands. Numerous obstacles
must be overcome urgently on social issues in order to increase people's income levels, reduce
poverty and economic inequality, and improve the quality and accessibility of public services.
In terms of the country's environment and natural resources, preserving and restoring natural
resources and the environment remain critical components of guaranteeing sustainable
development. In terms of administrative efficiency, the public sector's efficiency, continuity,
and adaptability to civic challenges all require improvement.
Additionally, Thailand has been undergoing rapid changes, including an aging population,
disruptive technology, changes in international relations in terms of security and the national
economy, increased complexity of connectivity as a result of regional integration and liberalization
in various sectors, as well as climate change and ecological degradation. All of these issues have
created obstacles for national security, economic progress, and social and environmental
sustainability. As a result, Thailand needs a comprehensive strategic plan to guide the country's
development in the direction of security, prosperity, and sustainability.
The Strategy for Human Capital Development and Strengthening
The 20-Year National Strategy focuses on the promotion of physical, mental, and intellectual
characteristics, multidimensional development, and sustainable welfare at all phases of life, as well
as on public mindedness and social responsibility. Citizens are also required to be modest,
generous, disciplined, and ethical, as well as to possess logical thinking and 21st century abilities,
as well as English and a third language communication skills. Additionally, residents are
encouraged to maintain indigenous languages while developing lifelong learning and development
habits. The implementation of this Strategy will contribute to the promotion of modern innovators,
thinkers, entrepreneurs, and farmers, among others, based on their personal skills and capacities.

7. 7
The Strategy for Human Capital Development and Strengthening according to 20-Year
National Strategy has key development guidelines as follows: is as follows10
1. Transforming social values and culture of Thai people by encouraging all social
institutions to unite in instilling desirable values and culture through (1) embedding values and
culture through responsible family management; (2) integrating honesty, discipline, as well as moral
and ethical standards through educational dissemination in schools; (3) strengthening religious
institutions; (4) fostering values and culture by communities; (5) promoting positive values and
culture by the business sector; (6) creating values and culture via the mass media; and (7)
promoting voluntary spirit and social responsibility among Thai people.
2. Promoting human development at all stages of life including (1) pregnancy and early
childhood periods with a focus on creating pregnancy preparedness among parents; (2) school
age or adolescence with a focus on developing moral standards, discipline, and learning skills in
line with 21st century needs; (3) working age population with a focus on enhancing skills and
capacities to meet existing market demands; and (4) elderly people with a focus on encouraging
elderly people to become a part of key driving force for national growth.
3. Improving learning processes to accommodate changes in the 21st century by
encouraging lifelong learning and development of learning skills, which can be achieved by (1)
adjusting learning systems to promote necessary skill development; (2) developing modern
teachers; (3) improving the efficiency of educational management systems at all levels; (4)
developing lifelong learning systems; (5) creating national awareness of roles, responsibilities, and
Thailand’s position in Southeast Asia and the global community; (6) using digital platforms for
enhancing learning system bases; and (7) creating educational systems to promote academic
excellence at international levels.
4. Realizing multiple intelligences by (1) developing and promoting multiple intelligences
from a young age via improved educational systems and the mass media; (2) creating career
paths, working environments, and support systems that promote special skills through various
effective mechanisms; and (3) attracting foreign experts and Thai citizens living abroad to assist in
technology and innovation development required for the country development.

8. 8
5. Enhancing well-being among Thai people, including physical and mental health, wisdom,
and social aspects by (1) promoting well-being related knowledge among Thai people; (2)
preventing and controlling health risk factors; (3) creating an environment that promotes good
health; (4) developing modern public health service systems; and (5) encouraging communities to
promote good health in all areas.
6. Promoting conditions that encourage human capacity development including (1)
enhancing well-being and happiness of Thai families; (2) promoting involvement of public and
private sectors, local administrative organizations, families, and communities in human capital
development; (3) embedding and developing skills outside of the school; and (4) developing
database systems to facilitate human capital development.
7. Strengthen capacity of sports to generate social values and promote national
development by (1) promoting exercise and basic sports as lifestyles; (2) encouraging the public to
participate in physical and recreational activities; (3) promoting sports as a career option; and (4)
developing sporting and recreational personnel to accommodate growth in the sport industry.
Overview of Thai Vocational Education
Section 4 of the Vocational Education Act of B.E. 2551 (2008) defines "vocational education”
as the educational process that produces and develops manpower at the skilled, technical, and
technology levels. The Office of Vocational Education Commission, Ministry of Education,
is responsible for the management of vocational education in public educational institutions.11
At terms of formal technical and vocational education and training, it is conducted at three
levels in educational institutions:
- Upper secondary, leading to a degree of occupational education at the lower level
- Postsecondary, leading to a vocational education diploma or associate's degree
- A higher level of education, culminating in a bachelor's degree in technology

9. 9
Figure 5. Thai Education System12
Vocational education is a critical component of education systems worldwide. Vocational
education is well-positioned to equip students with the skills the labor market requires and to
provide education and training options for adults in an era of shifting skill requirements in the labor
market as a result of global megatrends such as automation and population ageing. Similarly,
vocational education can contribute significantly to the recovery from the COVID-19 crisis by
developing in-demand skills that help employers avoid hiring difficulties, by providing opportunities
for youth at risk of not being in education, employment, or training (NEET) to gain work experience
through apprenticeships and other forms of work-based learning, and by providing avenues for up-
skilling or re-skilling workers who have been displaced or are in need of training to adapt to a
changing work environment. In Thailand, Vocational education has the potential to provide
meaningful education and training options for youth and adults in Thailand, particularly given the
significant demand for technical skills. By building on the system's strengths, which include a
strong postsecondary vocational education system and a small but dynamic dual system, more
may be done to maximize vocational education's potential.

10. 10
The challenge of Thai vocational education
Vocational education continues to be an unattractive alternative for many students in
Thailand, due to a negative image among students and parents, concerns with quality, a
complicated system, and limited development options. There are inequalities in access to high-
quality vocational education, with very few adults participating in the system, female students
participating at a lower rate than male students13
and being concentrated in programs with lower
employment prospects, and regional differences in the quality of vocational education provision.
Additionally, data on skills shortages and mismatches, as well as the labor market outcomes of
Vocational education graduates, indicate that greater efforts are needed to connect Vocational
education provision with the labor market needs of Thailand. The Thai vocational education system
does not place a high enough priority on skill intelligence and stakeholder involvement when
developing vocational education policies and programs. With the introduction of dual vocational programs,
a significant step has been made, and efforts to promote work-based learning must continue.
How Can Thailand's Vocational Education Be Improved?
- More Opportunities and more inclusive education
According to a report by UNESCO ‘Pathways of progression: Linking technical and
vocational education and training with post-secondary education’14
. There is an increasing demand
for higher-level talents in both developing and developed counties. However, student objectives
may not necessarily aligned with labor market requirements, resulting in skill mismatches.
Numerous emerging and developed countries report poor employment results for graduates of
higher education, as well as skills shortages among technicians and craftsmen. This is negative to
both the young individuals and country economies. While there are other contributing factors to this
problem, one is the lack of paths between vocational education and post-secondary education.
Due to obstructions in these channels, vocational education appears to be a dead-end option,
precluding continued advancement to higher education. This may funnel all young people pursuing
higher-level qualifications into academic pathways from an early age, distorting options and
frequently failing to meet pressing labor market needs.

11. 11
Expansion of the vocational education system should be inclusive, generating opportunity
for everyone. By expanding chances for groups that are now underrepresented in vocational
education, such as women and adults, the system will become more egalitarian and can contribute
to resolving Thailand's skill shortages. Career assistance can assist students in overcoming gender
stereotypes, making educated decisions, and navigating the currently complex vocational
education landscape. vocational education has the potential to play a critical role in the upskilling
and reskilling of adults in a changing world of work, but increased flexibility and support are
required to help people overcome the hurdles to training participation that they frequently confront.
Finally, regional differences in the quality of vocational education are significant, particularly in
terms of the availability of trained teachers and suitable teaching materials, which must be
adequately monitored and addressed.
- Thailand's dual vocational education system should be strengthened
Thailand 4.0 preparations will require collaboration from all sectors, including businesses
and roles, such as executives, training supervisors, and trainers, notably in pushing vocational
education to the universal level of dual vocational education. Those concerned must collaborate to
build occupational training programs; in other words, employers and schools must prepare
documentation outlining the process of developing an occupational trainee (dual vocational
student) based on on-the-job training in advance. Additionally, the learning process is structured in
such a way that it increases knowledge, abilities, and attitudes while ensuring that authentic
measurement and assessment of learning are based on data from authentic tasks. Dual vocational
education can create qualified graduates who are instantly employable upon graduation. Students
must pass all three parts of the vocational education criteria for each program and level: 1)
desirable features, 2) core and generic competences, and 3) vocational competency, with the
duration of training determined by the stated training program that enables the vocational
competency to fulfill the firm's needs. This could indicate that employable graduates are a critical
tool for boosting productivity in Thailand's 4.0 economic system.15

12. 12
The capability of both business market experts and newcomers is essential in the transition to
Thailand 4.0. The preparation of newcomers who have recently entered the job market is reliant upon
what they have previously acquired in school, both theoretically and practically. As a result, the
quality of vocational education must be increased to match the internationally recognized level known
as dual vocational education. A firm provides an internship while a student learns in a real job and is
compensated; meanwhile, a vocational school is responsible for the standard evaluation curriculum.
All stakeholders, including school administrators, teachers, supervisors, firm executives, training
supervisors, and trainers, can contribute to effective human resource development for Thailand 4.0.
To make it successful in reality, it is essential to establish a Dual Vocational Fund16
.
The establishment of the Dual Vocational Fund will significantly improve the dual vocational education
systembyresolvingtwoobstacles:1)assistinginresolvingtheissueoftheprivatesectorrefusingtoinvest in
teaching and learning in a dual vocational system by gathering money for the fund from private sector
2) assisting as an intermediary organization in assisting and matching in managing the dual vocational
educationsystemtoensuresufficientqualityandlowmanagementcosts.
- More International Vocational Training and Internship Opportunities
At present, the cores of the future industry originate from the highest tiers of knowledge-
intensive country such as US, Germany and China. Thus, if the Thai government expects Thai
vocational students to acquire the skills required to compete in the future economy. Therefore, it is
crucial to develop opportunities for training and internships between Thailand and advance
industrial countries, with a particular emphasis on Thailand-China cooperation. Due to the fact that
the two countries have numerous areas of cooperation under the Belt and Road initiative, such as
high-speed rail, the Thai government must learn the technical details of railroad engineering from
the Chinese. as then Thailand will eventually have enough human resources with the necessary
knowledge, skills, and competence to operate such a vast and high-technology enterprise
effectively. Additionally, since EEC will have numerous high-technology factories from other
countries, the Thai government has to take use of this opportunity for Thai vocational students to do
internships in those factories as much as possible, and also Thai government need to reach an
agreement with EEC investor to allow Thai vocational student to do internship abroad as well.

13. 13
Conclusion
Thailand's organizations have changed dramatically as a result of the development of
advanced technology, to mention a few. Thai enterprises are struggling to stay up with market
demands in terms of market competitiveness and product innovation.
Educational institutions are under pressure to produce qualified graduates who capable of
high responsibility and the ability to use logical-abstract thinking to diagnose problems, conduct
research and apply knowledge, propose solutions, and design and implement those solutions,
regularly as a colleague requiring critical thinking ability. These qualities can be created solely via
individual growth and development, and the mechanisms that foster this growth must begin in
educational institutions, particularly at the undergraduate level.
Vocational education, on its own, is an extremely effective method of educating students.
Through the cooperative education program, students have the opportunity to get actual and
practical work experience. Dual Vocational Education Management in technical and vocational
upper secondary education, as well as cooperative education at the post-secondary level, assists
students in making an efficient transition from school to work. Apart from that, it can contribute to
the development of a dynamic learning program that meets industry needs and strengthens
Thailand's national innovative systems through increased collaboration between universities,
businesses, the labor market, and the local community. However, these attempts have encountered
significant obstacles, not the least of which being the educational system's rigidity and the difficulty
of educational professionals adapting and training to meet the new criteria.

14. 14
1
“The World Bank In Thailand.” 2021. World Bank. World Bank. September.
https://www.worldbank.org/en/country/thailand/overview#1.
2
World Bank Group. 2012. “Thailand Now an Upper Middle Income Economy.” World Bank. World Bank Group. July 9.
https://www.worldbank.org/en/news/press-release/2011/08/02/thailand-now-upper-middle-income-economy.
3
“Thematic Brief: Thailand Labour Market Update. Concern Remains over the Drawn out Impact of COVID-19.” 2021. International
Labour Organization (ILO) . International Labour Organization (ILO) . November 23.
https://www.ilo.org/asia/publications/issue-briefs/WCMS_829228/lang--en/index.htm.
4
Ibid.
5
“อะไรคือ Thailand 4.0.” 2018. FINNOMENA. FINNOMENA. August 22. https://www.finnomena.com/fiftytwohurtz/thailand-4-0/.
6
Anuroj, Bonggot. 2021. “Thailand 4.0 – a New Value-Based Economy.” BOI : The Board of Investment of Thailand. Thailand Board
of Investment. Accessed December 8.
https://www.boi.go.th/upload/content/Thailand,%20Taking%20off%20to%20new%20heights%20@%20belgium_5ab4e80428
50e.pdf.
7
Ibid.
8
Reporters. 2018. “20-Year National Strategy Comes into Effect.” https://www.bangkokpost.com. October 13.
https://www.bangkokpost.com/thailand/general/1557462/20-year-national-strategy-comes-into-
effect#:~:text=Through%20its%20visions%20on%20%E2%80%9Cstability,%2C%20society%2C%20environment%20and%2
0politics.
9
2021. Office of the National Economic and Social Development Council . Accessed December 9. NATIONAL
STRATEGY 2018 – 2037. http://nscr.nesdb.go.th/wp-content/uploads/2019/10/National-Strategy-Eng-Final-
25-OCT-2019.pdf
10
Ibid
11
2021. “Vocational Education Act of B.E. 2551 (2008) and Notification of the Ministry of Education, the
Standards of Dual Vocational Education Management.” ศูนย์อาชีวศึกษาทวิภาคี. (Dual Vocational Education Center) June 4.
https://dvec.vec.go.th/%E0%B8%94%E0%B8%B2%E0%B8%A7%E0%B8%99%E0%B9%8C%E0%B9%82%E0%B8%AB%E0
%B8%A5%E0%B8%94%E0%B9%80%E0%B8%AD%E0%B8%81%E0%B8%AA%E0%B8%B2%E0%B8%A3/%E0%B9%81%
E0%B8%AA%E0%B8%94%E0%B8%87%E0%B9%80%E0%B8%AD%E0%B8%81%E0%B8%AA%E0%B8%B2%E0%B8%A3
%E0%B8%94%E0%B8%B2%E0%B8%A7%E0%B8%99%E0%B9%8C%E0%B9%82%E0%B8%AB%E0%B8%A5%E0%B8%9

15. 15
4/tabid/6826/ArticleId/20678/language/en-US/Vocational-Education-Act-of-B-E-2551-2008-and-Notification-of-the-Ministry-of-
Education-The-Standards-of-Dual-Vocational-Education-Management.aspx.
12
“Toward a Learning Society in Thailand: An Introduction to Thailand” Ministry of Education.
Accessed December 8. https://bic.moe.go.th/images/stories/book/ed-eng-series/intro-ed08.pdf
13
Maxwell , Daniel, and Peerasit Kamnuansilpa. 2015. “Tech Schools Decline as Image Codes Rule.”
Https://Www.bangkokpost.com. August 12. https://www.bangkokpost.com/opinion/opinion/652760/tech-schools-decline-as-
image-codes-.
14
Field, Simon, and Ava Guez. 2021. Publication. Pathways of Progression: Linking Technical and Vocational Education and
Training with Post-Secondary Education. The United Nations Educational, Scientific and Cultural Organization (UNESCO).
Accessed December 10.
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Beirut/images/Education/LinkingTVETHED.pdf.
15
Vaitayachoti, Yuwadee. 2018. “Human Resource Development for Thailand 4.0 Based on Dual Vocational Education.” Social
Science Asia 4 (April). https://socialscienceasia.nrct.go.th/index.php/SSAsia/article/view/143/121.
16
Rakkiatwong, Natsit. 2017. “มองลึกคุณภาพอาชีวะฯ ไทยสู่ทางแก้ไขตรงจุด (จบ) .” (the right solution for the quality
of Thai vocational education) TDRI: Thailand Development Research Institute. TDRI: Thailand
Development Research Institute. August 25. https://tdri.or.th/2016/08/vocational-education-1-2/.