Bridging Skills Gaps: An Analysis of Adult Vocational Education Programs in Thailand’s Labor Market

บทคัดย่อ

Background: Rapid technological change and economic transformation have intensified demand for adaptable, specialized skills in Thailand’s labor market. A persistent mismatch exists between competencies provided by vocational education programs and those required by employers, particularly within the context of ASEAN Economic Community integration. Adult vocational education plays a critical role in enhancing employability, supporting economic growth, and reducing unemployment. However, traditional training models often lack responsiveness to evolving industry demands, necessitating systematic evaluation of program relevance and effectiveness.

Purpose: This study examined adult vocational education programs in Thailand to assess their effectiveness in bridging skills gaps. It evaluated curriculum alignment with employer needs across sectors, analyzed factors influencing program efficacy—including policy frameworks, private sector engagement, and accessibility barriers—and proposed recommendations to strengthen industry collaboration, curriculum modernization, and technology integration.

Methods: A mixed-methods analytical approach combined quantitative evaluation with qualitative stakeholder perspectives. Data included reviews of program structures, curricula, and outcomes across multiple provinces and sectors, alongside policy analysis. Quantitative indicators measured enrollment, completion, employment outcomes, and skill acquisition relative to industry standards. Semi-structured interviews with administrators, instructors, industry representatives, and adult learners explored implementation challenges and curriculum relevance. Demographic analysis examined accessibility variations across age, socioeconomic background, and geographic location, including the significant proportion of workforce-active adults aged 60–69.

Results: Findings revealed substantial curriculum-industry misalignment, particularly in metal fabrication, engineering, information technology, and healthcare. Limited collaboration between regulatory authorities and industry stakeholders contributed to outdated competency standards. Graduates frequently lacked both advanced technical skills and essential soft skills such as communication and critical thinking. Barriers included social stigmatization of vocational pathways, inadequate funding, urban concentration of quality programs, and inflexible scheduling. Successful industry-partnership models demonstrated improved employment outcomes, practical skill acquisition, and expanded access through digital learning platforms. Technological advancement and workforce aging further underscored the need for adaptable, lifelong learning frameworks.

Conclusions: Adult vocational education in Thailand holds strong potential to reduce skills gaps but requires systemic reform. Strengthening industry partnerships, updating curricula, expanding digital delivery models, increasing government investment, and promoting positive perceptions of vocational education are essential to enhancing workforce readiness and sustaining economic competitiveness.