ข้อมูลจากบทคัดย่อ
ยังไม่มีสรุปภาษาไทยสำหรับระเบียนนี้
ด้านล่างเป็นบทคัดย่อต้นฉบับภาษาอังกฤษจากข้อมูลบรรณานุกรม โปรดตรวจบทความต้นฉบับก่อนอ้างอิง
This study examines how Community Learning Centers (CLCs) in Cambodia managed vocational education during the COVID-19 pandemic and develops evidence-based policy recommendations to strengthen institutional resilience in future crises. Adopting policy evidence-based qualitative research design, the study was conducted in two phases. Phase 1 involved semi-structured interviews with 18 participants-three administrators, six trainers, and nine learners-and applied thematic analysis to examine policy implementation, learning models, management challenges, and learning outcomes. Phase 2 translated these empirical findings into policy action through systematic gap analysis and expert validation, engaging 17 experts from Cambodia, Thailand, and the United States to assess proposed guidelines in terms of relevance, feasibility, sustainability, and potential impact. The findings reveal that vocational education management at CLCs during the pandemic was severely constrained by chronic underfunding, weak institutional capacity, limited digital infrastructure, low trainer digital competence, and the absence of formal accreditation under the Cambodian National Qualifications Framework (CNQF). Although on-site, online, and on-hand learning models represented adaptive responses to crisis conditions, they were implemented in a largely reactive manner and resulted in fragmented learning experiences with limited practical skill development, particularly in rural areas. Consequently, learning outcomes were weak, and graduates reported low employability and continued socio-economic vulnerability. Gap analysis identified six critical deficiencies: inadequate trainer digital capacity, lack of flexible technology-enabled learning models, unequal access to internet infrastructure, weak evaluation and quality assurance mechanisms, outdated and poorly aligned curricula, and fragile sustainability arrangements. These deficiencies were validated by experts as highly relevant and feasible policy priorities. The study concludes that targeted investment in digital capacity building, infrastructure expansion, curriculum modernization, accreditation alignment, and sustainable governance mechanisms is essential to reposition CLCs as resilient, inclusive, and community-anchored institutions. By integrating field-based qualitative evidence with expert certification, this study contributes a replicable, context-sensitive framework to guide crisis-responsive vocational education and training (TVET) reform in Cambodia and similar developing contexts.
เหตุผลที่อยู่ในฐานติดตาม
ระเบียนนี้ได้รับ Impact Signal 83/100 จากความใหม่ แหล่งเผยแพร่ ความร่วมมือ และสัญญาณในข้อมูลบรรณานุกรม คะแนนนี้ใช้จัดลำดับการติดตาม ไม่ใช่การตัดสินคุณภาพงานวิจัย
ประเด็นที่เกี่ยวข้อง: Education Systems and Policy · Vocational and Entrepreneurial Education · Vocational Education and Training
บทบาทของนักวิจัยและสถาบันไทย
Robert William Larsen · Valaya Alongkorn Rajabhat University
ข้อจำกัดของข้อมูล
หน้านี้เป็นระเบียนบรรณานุกรมและข้อมูลจากบทคัดย่อ ยังไม่ใช่บทวิเคราะห์ฉบับเต็มหรือการประเมินคุณภาพงานวิจัย ควรตรวจสอบ DOI และเอกสารต้นฉบับก่อนนำไปอ้างอิง