Approaches for developing Work-based Learning (WBL) in Technical and Vocational Education and Training (TVET) in Thailand
| dc.contributor.advisor | Schröder, Thomas | |
| dc.contributor.author | Schlattmann, Siriphorn | |
| dc.contributor.referee | Dehnbostel, Peter | |
| dc.date.accepted | 2025-11-12 | |
| dc.date.accessioned | 2025-12-04T06:44:03Z | |
| dc.date.available | 2025-12-04T06:44:03Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | Work-based learning (WBL) is recognized as an important approach to developing holistic competence in Technical and Vocational Education and Training (TVET), which serves the labour market's demands in developing a qualified workforce and supports individual learners in career development. Internationally, WBL is a concept mainly associated with the German Dual TVET (DTVET) system, as seen in Malaysia and Singapore. This system strongly relies on cooperation among learning venues: TVET colleges (or even technical universities), companies, and inter-company training centres. Thailand has been trying to integrate the German DTVET system into its TVET system since the 1950s. This dissertation examines the implementation of two WBL projects, School-in-Factory (SiF) and the Tripartite Education System (TEdSys), focusing on their critical role in promoting collaboration among companies, TVET colleges, and Rajamangala University of Technology Lanna (RMUTL). The objective of the two projects is to solve the problems encountered while implementing and transferring WBL in Thailand and within the ASEAN region. This dissertation explores how RMUTL facilitates cooperation among the learning venues and addresses implementation challenges. By examining these projects, the dissertation contributes to a better understanding of the Thai DTVET system and offers insights for improving WBL implementation and transferability. The theoretical and methodological framework for this analysis is based on reform-oriented vocational education science. This approach focuses on developing vocational action competence in TVET by applying WBL as the main learning form. The research process was guided by principles of participatory action research (PAR), and a qualitative research methodology was employed for this dissertation. | en |
| dc.identifier.uri | http://hdl.handle.net/2003/44426 | |
| dc.identifier.uri | http://dx.doi.org/10.17877/DE290R-26194 | |
| dc.language.iso | en | |
| dc.subject | Work-based learning | en |
| dc.subject | School-in-Factory (SiF)) | en |
| dc.subject | Tripartite Education System (TEdSys) | en |
| dc.subject.ddc | 370 | |
| dc.subject.rswk | Thailand | de |
| dc.subject.rswk | Berufspädagogik | de |
| dc.title | Approaches for developing Work-based Learning (WBL) in Technical and Vocational Education and Training (TVET) in Thailand | en |
| dc.title.alternative | Case studies of the School-in-Factory (SiF) and the Tripartite Education System (TEdSys) | en |
| dc.type | Text | |
| dc.type.publicationtype | PhDThesis | |
| dcterms.accessRights | open access | |
| eldorado.dnb.deposit | true | |
| eldorado.secondarypublication | false |