What results-based learning courses require?
A large number of Thai universities have launched MBA courses. Why? Because in the view of corporate leaders, MBA certificates are an endorsement that the holders have achieved the basic knowledge to become company executives.
An MBA course is designed specifically to meet corporate demands for leaders.
In essence, MBA courses are successful if details of the courses take into account these corporate demands. Harvard Business School is the leader in this context. Regularly, it introduces new knowledge into its courses, to keep up with the rapid changes in the global economic scene.
MBA courses by Thai universities are also updated, to equip leaders with the latest on the Thai economy in the regional context. For example, the Nation University has now launched the “Ex-MBA for Leaders Asean+ programme” in preparation for the Asean Economic Community in 2015. The MBA courses are highly diversified and their core content valuable in the real work environment, the updated knowledge providing an extra edge in the increasing competition.
Many MBA courses have business leaders as guest lecturers to ensure their students receive crucial knowledge to get their work done in an efficient manner.
With the goals clearly identified, the MBA courses have successfully produced graduates who understand balance sheets and the strengths/weaknesses of their corporations.
Indeed, the MBA is successful largely because the course is designed around these pre-designed results.
It would be interesting if this results-oriented philosophy can be replicated in our national education system. When will our education system be able to catch up with demand from the labour market? That requires collaboration of both authorities and future employers.
When Thailand first transformed from an agricultural economy to an industrialised one, vocational schools were initiated to create skilled labour to operate machines in factories. For decades, all graduates from these schools could find a job.
As the economy embraced the service sector, distortions emerged when the labour market demanded workers with more profound academic knowledge. Employers sought people who could speak English or who could communicate with foreign clients. Despite a limited range of skills, these workers earned better wages, encouraging vocational school graduates to pursue higher education degrees. With such qualifications they looked for better-paid jobs – but many failed as not all were suitable for white-collar jobs.
The education system had apparently failed to tackle the issue. And now, a new challenge looms. The labour market wants workers with both academic and non-academic skills, people who can work on machines and who can innovate.
Sadly, the majority of Thai students are not ready for this. In the General Aptitude Test and Professional Aptitude Test, Mathayom-6 students’ averaged math scores stood at just 19.92 out of the possible 100 points. Their average scores were at 28.43 points in English and 25.75 points in chemistry.
Although the Education Ministry cannot avoid criticism, the corporate world or employers must share the flak relating to the shortage of human resources in some fields.
If the employers do not clearly identify what they want and step in to help design appropriate courses, they surely will find it hard to uncover the human resources they believe to be valuable.
To date, Thailand has had no clear plan on the ratio of graduates for various different fields. Universities have introduced courses they favour, but do not really take into account what the labour market wants. For this reason the number of students in the humanities/arts fields is still high, regardless of how many university graduates in these fields end up unemployed.
It is a trend now that universities are launching more graduate courses in an apparent bid to attract larger income. It remains unclear whether they have really studied the needs of the labour market.
Most students who apply for university courses look through the list of what is available and suits their interest. Few are familiar with the employment/career advancement opportunities.
So why don’t employers step in to help?
For so long, the corporate world has left this mess with the education system. When a shortage of the required workers emerged, they complained. Only recently have many companies realised they had to be involved in human resource development. Some companies have opened their doors to students of vocational schools and universities, hoping their training would make them ready for the real world.
When an employer steps in to design an educational course that suits its needs, it will benefit, too. CP All operates thousands of 7-Eleven outlets and has launched the Panyapiwat Technical College to provide practical experience and academic theories to students. Through such a college, the outlets can recruit staff members with hands-on experience.
It’s a win-win situation because the students benefit also from scholarships and guaranteed jobs, after graduation.
The Panyapiwat Technical College is indeed an interesting case. Let’s hope that more employers follow suit and do something to create graduates who match the country’s needs for the benefit of all.
Chularat Saengpassa
