AQRF Referencing Report
Of Thailand

asean

AQRF Referencing Report
Of Thailand

AQRF Referencing Report
Of Thailand(ฝากโรงพิมพ์ใส่ภาพการ์ ตนู แรงงานและนักเรี ยน)i

379.59

Office of the Education Council

O 32 A

AQRF Referencing Report of Thailand. Bangkok: OEC, 2020.
183 p.
ISBN: 978-016-564-943-5
1. ASEAN Qualifications Reference Framework – AQRF
2. National Qualifications Framework – NQF

AQRF Referencing Report of Thailand
OEC Publication
ISBN
First Edition
Number of Copies
Produced by

No. 18/2020
978-616-594-943-5
September 2020
1,000
Education Policy and Planning Bureau
Office of the Education Council
Ministry of Education, Thailand
Tel: 0 2668 7123 ext. 2413
Fax: 0 2243 2787
Website: www.onec.go.th

Printed by

21 Century Co., Ltd.
Unnamed Road, Bang Khu Rat,
Bang Bua Thong District,
Nonthaburi 11110

AQRF Referencing Report Of Thailand

I

Table of Contents				Abbreviations				Introduction				
Criterion 1

Page
IX
XI

Structure of Education and Training System

1

1.1 Thailand’s National Qualifications Framework		 • Principles
		 • Objectives• Definition of Key Terms
		 • Structures
1.2 Structure of Education System		 • Basic Education• Technical and Vocational Education and Training• Higher Education• Non-Formal and Informal Education		 • Responsible Agencies in Education
1.3 Training Systems and Learning Pathways• Training System• Recognition of Prior Learning/Training and Experience• Learning Pathways of Education and Training
1.4 Current and Future Reforms

2
4
4
5
5
6
8
10
13
15
16
20
20
27
27
30

Criterion 2

National Bodies Involved in Referencing

31

2.1 The National Qualifications Framework Committee
2.2 Sub-Committee on Referencing NQF to AQRF
2.3 Office of the Education Council
2.4 Five Qualifications Sub-Sector Authorities

31
33
33
34

II

AQRF Referencing Report Of Thailand

Table of ContentsPage
2.5 Other Related Agencies• Office for National Education Standards and			 Quality Assessment (Public Organization)		 • Industrial and Business Sector

35
35

Criterion 3 Inclusion of Qualifications in the National Qualifications
Framework37

3.1 Process of NQF Development
3.2 Locating Qualifications in NQF• Step 1: Process of Aligning the Sub-Framework to NQF• Step 2: Processes and Procedures by the Agencies
Responsible for Five Qualification
Sub-Frameworks
Criterion 4 Link of Thailand National Qualifications Framework
Levels to the AQRF Levels Descriptors
4.1 Objectives and Structure of NQF and AQRF
4.2 Overview of the Similarities and Differences between
		 NQF and AQRF
		 • Similarities• Differences
4.3 Methodology, Rules and Process• Methodology• Rules and Processes in Referencing NQF with AQRF
4.4 Impacts of AQRF Referencing

35

37
39
39
47
57
58
60
60
60
60
60
61
68

AQRF Referencing Report Of Thailand

III

Table of Contents
Page
Criterion 5 Basic Agreed Standards of NQF

70

5.1 NQF Standards Control
5.2 Education Standards		 • Basic Education Standards• Technical and Vocational Education
and Training Standards• Higher Education Standards
5.3 Occupational Standards• TPQI Qualifications Standards and Achievement• Occupational Standards and Achievements by
the Ministry of Labour

70
72
76

Criterion 6 National Quality Assurance System for Education and Training

89

77
81
84
84
86

6.1 Quality Assurance System89		 • Internal Quality Assurance System
91• External Quality Assurance System
93
6.2 Quality Assurance System of Education and Occupational
		 Standards Related to NQF
98• Quality Assurance of Basic Education Qualifications
100• Quality Assurance of Technical and Vocational Education
and Training Qualifications
102• Quality Assurance of Higher Education Qualifications
103
6.3 Quality Assurance of Occupational Standards
105• Professional Qualifications
105• National Skill Standards
108

IV

AQRF Referencing Report Of Thailand

Table of Contents
Page
Criterion 7 Process Involvement of Main Public Authority andStakeholders in Referencing Qualifications

109

Criterion 8 Involvement of International Experts

111

8.1 International Experts in Sub-Committee on Referencing
		 NQF to AQRF
8.2 AMS International Experts

111
112

Criterion 9 Publication of the Referencing Report

113

Criterion 10 Outcomes of the Referencing

115

Criterion 11 Following the Referencing Process

117

Annexes

119
120

			
Annex 1: Members of the National NQF Committee
Annex 2: Missions of Other Sub-Committees under
the National NQF Committee
Annex 3: Members of the Sub-Committee on Referencing
		
NQF to AQRF
Annex 4: Main Legislations of all Concerned Bodies Involvedin Implementing NQF and AQRF Referencing Process
Annex 5: Locating Learning Outcomes of Education
Qualifications in NQF
Annex 6: Locating Learning Outcomes/Work Outcomes of		
Occupational Standards in NQF

122
124
125
127
133

AQRF Referencing Report Of Thailand

V

Table of Contents
Page
Annex 7: The Establishment of the Relationship between
the Levels of PQF to NQF
Annex 8: Referencing Description of the Ministry of Labour
Annex 9: TPQI’s Process for Occupational Standard Setting
Annex 10: List of Occupational Standard Sector andProfessional Qualifications
Annex 11: List of DSD Occupational Sectors
Annex 12: Operations of ONESQA in Accordancewith the Principles of AQAF
Glossary			
References			

142
147
149
150
153
154
172
175

VI

AQRF Referencing Report Of Thailand

List of Tables
Tables				
Table 1:
Table 2:
Table 3:
Table 4:
Table 5:
Table 6:
Table 7:
Table 8:
Table 9:
Table 10:
Table 11:
Table 12:
Table 13:

Number of Schools in Basic Education(Academic Years 2016 – 2018)
Number of Students in Basic Education(Academic Years 2016 – 2018)
Number of Technical and Vocational Institutes(Academic Years 2017 – 2018)
Number of Students in Technical and Vocational Education
and Training (Academic Years 2017 – 2018)
Number of Trainees Obtaining TVET Qualifications
Number of Higher Education Institutes (Academic Year 2017)
Number of Higher Education Students(Academic Years 2015 – 2017)
Number of Trainees Attending Educational Institutes
Training Programmes (2016 – 2017)
Number of Trainees Attending DSD Training Programmes(2014 – 2017)
Comparison and Analysis of NQF and AQRF Learning Outcomes
Number of Credits for Education Qualifications in NQF
AQAF Principles and Neutral Reference
Quality Assurance System of Educational and Occupational
Standards

Page
9
9
11
12
12
14
14
23
25
63
75
96
99

AQRF Referencing Report Of Thailand

VII

List of Figures
Figures				Figure 1:
Figure 2:
Figure 3:
Figure 4:
Figure 5:
Figure 6:
Figure 7:
Figure 8:
Figure 9:
Figure 10:
Figure 11:
Figure 12:
Figure 13:
Figure 14:
Figure 15:
Figure 16:
Figure 17:
Figure 18:
Figure 19:
Figure 20:
Figure 21:
Figure 22:
Figure 23:

Page

Five Qualification Sub-Frameworks in NQF
Educational Structure of Thailand
Organizational Chart of the Ministry of Education
Training Programmes by Ministry of Education
NQF Levels and Qualifications Sub-Framework
Linkages between Education Qualifications and Training
Bodies Responsible in the Referencing Process
Thailand NQF
Life Cycle of Qualifications in NQF
Life Cycle of Basic Education Qualification in NQF
Life Cycle of TVET and Higher Education Qualifications in NQF
Life Cycle of Professional Qualifications and Skill Standard
in NQF		
Example of Linkages of TVET Qualification and PQ Qualification
Examples of Learning Outcomes Comparisons in Petrochemical
Operation Technical Qualification
Linkages between NQF and AQRF
Agreed NQF Standards
Endorsement Process of Education Qualifications
TVET Qualifications Standards under NQF
Example of Implementing Bookkeeping Professional
Qualifications in TVET Qualifications
Higher Education Qualifications Standards Framework
Linkages of TVET Curriculum Standard and PQ Competency
Standard
Roles of Bodies in Quality Assurance System
Relationship between IQA and EQA Systems

3
6
17
21
28
29
32
40
47
48
49
51
53
54
62
71
73
79
80
83
86
90
92

VIII

AQRF Referencing Report Of Thailand

List of Tables
Figures				Page

Figure 24:
Figure 25:
Figure 26:
Figure 27:

98
107
166

Linkages of IQA and EQA with NQF Learning OutcomesTPQI Quality Assurance Framework
EQA Process
Process to Ensure the Professionalism and Ethics
of External Assessors

170

AQRF Referencing Report Of Thailand

IX

Abbreviations
AMS
APACC
AQA
AQAF
AQRF
CHE QADSDEAS TVET QAF
EQA
EQAA
EU
GAT
LAOs
IQA
MHESI
MOE
MOL
MRA on TP
MRAs
NIETS
NQF
NSS
OBEC
OCSC
OEC
ONESQAASEAN Member States
Asia Pacific Accreditation and Certification Commission
Automated Quality Assurance
ASEAN Quality Assurance Framework
ASEAN Qualifications Reference Framework
Commission on Higher Education Quality Assurance
Department of Skill Development
East Asia Summit Technical and Vocational Education and Training
Quality Assurance Framework
External Quality Assurance
External Quality Assurance Agencies
European Union
General Aptitude Test
Local Administration Organizations
Internal Quality Assurance
Ministry of Higher Education, Science, Research and Innovation
Ministry of Education
Ministry of Labour
Mutual Recognition Arrangement on Tourism Professionals
Mutual Recognition Arrangements
National Institute of Educational Testing Service(Public Organization)
National Qualifications Framework
National Skill Standard
Office of the Basic Education Commission
Office of the Civil Service Commission
Office of the Education Council
Office for National Education Standards and Quality Assessment(Public Organization)

X

AQRF Referencing Report Of Thailand

Abbreviations
ONET
ONIE
OPEC
OPS
OS
OVEC
OHEC
PAT
PQ
PQF
QA
SAR
TPQI
TQF: HEd
TVET
V-NET

Ordinary National Education Test
Office of the Non-Formal and Informal Education
Office of the Private Education Commission
Office of the Permanent Secretary
Occupational Standards
Office of the Vocational Education Commission
Office of the Higher Education Commission
Professional Aptitude Test
Professional Qualification
Professional Qualification Framework
Quality Assurance
Self-Assessment Report
Thailand Professional Qualification Institute (Public Organization)
Thai Qualifications Framework for Higher Education
Technical and Vocational Education and Training
Vocational National Education TestAQRF Referencing Report Of Thailand

XI

Introduction
Thailand joined the ASEAN Member States in 2010 and has participatedin a scheme on Referencing National Qualifications Framework (NQF) to
the ASEAN Qualifications Reference Framework (AQRF) in Phases I – III,
from 2010 to 2015. At present the implementation, according to the
ASEAN Secretariat’s Work Plan on Referencing NQF to AQRF Phase IV,from 2016 to 2019, is being carried out by the AQRF Committee and theSecretary-General of the Education Council is one of Thai members.
Thailand proposed to pilot the referencing process between NQF and
AQRF from 2015 to 2019. The main objectives of the referencing
process were not only developing linkages between levels of qualifications,descriptors or learning outcomes at each level of the NQF and AQRF, but
it was also a process of NQF improvement and learning experiences for
all concerned agencies in order to be ready for full implementation.
Thailand had developed and implemented NQF since 2013. Five qualification
sub-frameworks are comprised of three sub-qualification frameworks
in education: Basic Education, Technical and Vocational Education and Training,and Higher Education, with two qualifications sub-frameworks from Occupational
Standards which were Thailand Professional Qualification Standards, andNational Skill Standards, both of which were included in NQF. There werenine levels of NQF learning outcomes which provided linkages between thequalifications of the five sub-frameworks in order to facilitate lifelong learningand workforce development in Thailand.
In 2016, after implementing NQF for two years, it was found that there weresome duplications and unclear meanings of the descriptors in the higher
levels, especially, levels six, seven, eight and nine, which were not carried out.
Therefore, policy people and all of the concerned agencies were responsible
for five qualification sub-frameworks and agreed to revise the NQF
by working together in improving the framework for revision. After that,XII

AQRF Referencing Report Of Thailand

each responsible agency for the qualification sub-framework worked withstakeholders in order to review and revise the level descriptors of their
qualifications in NQF.
In terms of all five qualification sub-frameworks, the relevant agencies wereactively working on the referencing process by organizing a qualifications
sub-framework referencing committee comprised of their stakeholders.
Several workshops and meetings were conducted and the referencing
outcomes were finalized. The results of referencing qualification descriptors
and levels from each qualification sub-framework were submitted to the
Sub-Committee on Referencing NQF to AQRF for scrutiny, consolidationand integration through a number of workshops and meetings before
being submitted to the National NQF Committee for approval.
Finally, the NQF was revised from nine levels to eight, in line with the
AQRF and received approval from the National Qualifications Framework
Committee, chaired by Deputy Prime Minister, and endorsed by the Cabineton the 18 April 2017. The impact of the revised NQF slightly affected
the level descriptors for six, seven, eight and nine, which were integrated
and consolidated into the revised levels of six, seven and eight. Accordingly,
all concerned agencies worked with stakeholders to review and adjust bothlevel descriptors and learning outcomes in accordance with revised NQF
levels, changing technologies and the need for the required manpower.

Criterion 1 :Structure of Education
and Training System
The structure of the education and training system is described
As stipulated in the Constitution of the Kingdom of Thailand 2017, Section 54,
the State has to ensure that every child receives quality education for 12 years
from pre-primary to the completion of compulsory education, free of charge.
The State shall undertake to provide people with education as needed in various
systems, including promoting lifelong learning, and to enable cooperation among
the State, local administrative organizations and the private sector in providing
every level of education. The State has the duty to carry out, supervise, promoteand support the provision of education to be of quality and to meet international
standards.
There are three types of education in Thailand: formal education, non-formal education,and informal education, which were provided by educational and training institutions.
As stipulated in the National Education Act B.E. 2542 (1999) and Amendments(Second National Education Act B.E. 2545 (2002)). The accumulated credit transfer
system is also used to facilitate those who are outside of formal school system
to achieve recognition. The Thailand Qualifications Framework consists eight levels.
Primary education and lower secondary education were classified as compulsory
education and provided for children between seven to fifteen years of age for aduration of nine years for Primary Educational Qualification and Lower Secondary
Education Qualification. However, the formal education in Thailand begins with entry
into pre-primary school at the age of three until the age of six for preparing toenter primary school.
In terms of basic education, graduates of Lower and Upper Secondary are recognized
as levels one and two of NQF, respectively. As graduates of the Upper Secondary level or
Grade Twelve had the possibility of qualification up to level three, if they have additional
vocational training and testing, as well as completed a Vocational Education Certificate.
The graduates of Technical Education Diploma had qualifications up to levels four andfive, depending on the field of study, while graduates with a Bachelor’s Degree, a Master’s

2

AQRF Referencing Report Of Thailand

Degree, and a Doctoral Degree would obtain qualifications for levels six, seven, andeight. Formal Education, Non-Formal Education, Informal Education and training,as well as the validation of experience are provided for those who need qualifications.

1.1 Thailand’s National Qualifications Framework
Thailand needs to strengthen its manpower development to meet the standardsof both the ASEAN and the international community. The Office of the Education
Council (OEC) is a policy organization, responsible for the quality of national
education, realized the importance of education reform for manpower development.
Therefore, several international meetings and workshops on NQF were carriedout in cooperation with UNESCO Paris Office, UNESCO Bangkok Regional Office,with representatives from the European Qualifications Framework, German
International Cooperation (GIZ) and other regional related agencies. Finally, the National
Qualifications Framework (NQF) was established and approved by the Cabinet
in 2013.
After three years of implementation, the NQF was reviewed and revised in 2016.
The reasons for reviewing NQF of 2013 was that there were some duplications andunclear meanings of descriptors at the higher levels, especially, levels seven, eightand nine which were not extensively implemented. Furthermore, it was the policyof the National NQF Committee to review NQF in order to comply with AQRF.
Every agency concerned agreed to revise the NQF levels descriptors and it
was approved by the National NQF Committee, chaired by Deputy Prime Minister.
The NQF was revised from nine to eight levels to be in line with AQRF andreceived approval from the Cabinet on 18 April 2017. The change from nine to eightlevels of NQF had no impact on learning outcome levels one to three. However,for levels four to eight, there are a few adjustments on learning outcomes whichwere considered for revision by the agencies concerned. The NQF was slightly
affected on levels seven, eight and nine as potentials and the learning outcomes
were integrated and consolidated into the revised levels six, seven and eight.
The main objectives of NQF are to consolidate all qualifications into the same
framework in order to provide lifelong learning and reform education for employment.
The NQF in Thailand provides linkages between education qualifications
and occupational standards. Therefore, the learning outcomes of eacheducation qualification is relevant to the level of competency required by eachAQRF Referencing Report Of Thailand

3

occupation. The NQF consists of five qualification sub-sector frameworks which
include three educational sub-frameworks and two occupational standards
or qualifications sub-frameworks, as shown in Figure 1.
(พิมพ์ 4 สี)

Figure 1: Five Qualification Sub-Frameworks in NQF

Figure 1:
1: Five
Five Qualification
Qualification Sub-Frameworks
Sub-Frameworks inin NQF
NQF
FigureNational Qualifications
Qualifications Framework
Framework
National

Basic
Basic
Educ.
Educ.
Qualifications
Qualifications

Technical
Technical
andand
Vocational
Vocational
Educ.
Educ.
Qualifications
Qualifications

HigherHigher
Educ.
Educ.
Qualifications
Qualifications

Education Qualifications
Qualifications Sub-Framework
Sub-Framework
Education

Professional
Professional
Qualifications
Qualifications

National
National
Skill
Skill

Standards//
Standards

Occupational
Occupational
Standards
Standards

Occupational
Occupational
Standards/Qualifications
Standards/Qualifications/

The five
five qualifications
qualifications sub-frameworks
sub-frameworks listed
listed inin Figure
Figure 11 include
include Basic
Basic Education
Education Qualifications,
Qualifications,
The
The
five
qualifications
sub-frameworks
listedinFigure1
include
Basic
Education
TVET
Qualifications,
Higher
Education
Qualifications,
Professional
Qualifications,and National
National
TVET Qualifications, Higher Education Qualifications, Professional Qualifications, andQualifications,
TVET
Qualifications,
Higher
Education
Qualifications,
Professional
Skill Standards,
Standards, which
which reference
reference thethe NQF.
NQF.
Skill

Qualifications, and National Skill Standards, which reference the NQF.

There areare three
three agencies
agencies responsible
responsible forfor developing
developing andand monitoring
monitoring qualifications
qualifications framework
framework
There
There
are
three
agencies
responsiblefordeveloping
andmonitoring
qualifications
andstandards,
thelearning
outcomesandtherelatedrules
andregulations.
NQF links
links
and standards, the learning outcomes and the related rules and regulations. NQF
frameworkand standards,
the learning
outcomes andthe related
rules andregulations.
education
qualifications
with levels
levelsof occupational
occupational
standards
to ensureensureemploymentofeducation
qualifications
withofstandards
toemploymentof
graduates,
as wellwell
as toto provide
providelearningwith
pathway
forofthose
thosewith occupational
occupational
qualifications.
graduates,asas
aa learning
pathway
withqualifications.
NQF links
education
qualifications
levelsfor
occupational
standards
to ensure
Theemployment
three main
main agencies
agencies
intheMinistryof
Education
responsibleforEducation
qualifications
The
three
in
the
Ministryof
Education
responsibleforEducation
qualificationsof graduates, as well as to provide a learning pathway for those withincludethefollowing:
includethefollowing:
occupational qualifications. The three main agencies in the Ministry of Education

responsible
qualifications
includethefollowing:
Office ofoffor
theEducation
Basic Education
Education
Commission
for Basic
Basic
Education Qualifications
Qualifications
 Officethe
BasicCommissionforEducation

Office ofof thethe Vocational
Vocational Education
Education Commission
Commission forfor TechnicalTechnical andand Vocational
Vocational Education
Education
 Office•Qualifications
Office of the Basic Education Commission for Basic Education Qualifications
Qualifications
Officeofof theof
Vocational
Education
Commission
Technical
and Vocational
OfficethetheHigher
Education
Commissionfor Higher
Higherfor
Education
Qualifications
 •OfficeHigher
Education
CommissionforEducation
Qualifications

Education Qualifications

In terms
terms ofof occupational
occupational standards,
standards, thethe Thailand
Thailand Professional
Professional Qualification
Qualification Institute
Institute (( Public
PublicIn•
OfficeoftheHigher
Education
Commission
forHigher
Education
Organization) is
is responsible
responsible forfor Professional
Professional Qualifications
Qualifications andand thethe Department
Department ofof Skill
Skill
Organization)
Qualifications
Development,
while thethe Ministry
Ministry ofof Labour
Labour isis responsible
responsible forfor National
National Skill
Skill Standards.
Standards.
Development,
while

4

AQRF Referencing Report Of Thailand

In terms of occupational standards, the Thailand Professional Qualification Institute(Public Organization) is responsible for Professional Qualifications and the Department
of Skill Development, the Ministry of Labour is responsible for National Skill Standards.
Principles
The National Qualifications Framework (NQF) was developed according to the following
principles:• Consolidate all qualifications issued under the five qualifications sub-framework
into a single framework.
• Establish linkages between learning outcomes of graduates from each educational
qualification and level of occupational qualifications or skill standards.
• Provide a learning pathway through training, non-formal and informal learning,as well as open learning mechanisms for fulfilling, transferring, recognizing,and further education and training.
• Strengthen lifelong learning and validation of experience for widening
participation in higher education or higher qualifications.
Therefore, the NQF provides guidelines for linking all levels and types of qualificationsin the country, as well as the competency levels of individuals whose learning outcomesare based on either education, training or experience. In other words, NQF provides
linkage between education qualifications, occupational standards or qualifications.
Objectives• To serve as mechanism for education reform and quality improvement
by linking it with occupational qualifications.
• To strengthen lifelong learning for manpower capacity building in order to		 contribute to socio-economic development.
• To develop linkage with NQF of other countries and serve as mechanism
for manpower competitiveness and mobilization.
• To extend the system of validation of experience or Recognition of Prior Learning(RPL) including the linkage of the learning pathway.

AQRF Referencing Report Of Thailand

5

Definition of Key Terms• NQF is a framework which provides linkages between the learning outcomesof each level of education qualifications, as stipulated by the levels and thetypes of education, and each level of competencies in occupational standards
and qualifications.
1. Education Qualifications are evaluated by a formal certificate, diploma or
degree for each level and type of education such as basic education, vocational
education and higher education.
2. Occupational Standards and qualifications are guidelines for identifying
levels of performances or competency levels of different complexity levels,
comprising professional qualifications of TPQI and skill standards of
DSD.
• Learning Outcomes are an indicative criteria of learning characteristics
and the results derived from the learning process at each level or type of
education and experiences of work and practical training. Learning outcomesare divided into three dimensions, as follows:
1. Knowledge, theoretical and factual, concerned with facts, principles, theories
and guidelines related to learning or working.
2. Skills are abilities in work performance assigned to an individual to manage,
solve problems with the cognitive skills related to logical, intuitive, creative thinking
or practical skills in using tools and equipment effectively.
3. Application of knowledge, skills and responsibilities. Ability of an individual;
resulting from learning processes, knowledge, social skills, work experience,education and training, that would facilitate professional development.
Ability in communication, leadership, responsibility, and autonomy, suchas decision making and responsibility for others and oneself, is also
			 included.
Structure
There are eight levels of qualification description in the NQF which provides
three parts of learning outcomes: knowledge, skills, application and responsibilities.

AQRF Referencing Report Of Thailand

6• Levels
Levels of abilities have been identified in the NQF according to the scopeof knowledge, skills and abilities in terms of application and responsibilities
which contain learning outcomes and different scopes from basic to advanced levelsof 1 to 8. Those level descriptions are common and can be applied for qualificationsof manpower in every occupational field.
• Learning Outcomes
There are three parts of learning outcomes: (1) knowledge which covers academic
competencies, i.e. concepts, theories, and facts; (2) skills which include criticalthinking, introspection, initiation and practice: and (3) ability in application of knowledge,
skills, and responsibilities.

1.2 Structure of Education System
Figure 2: Educational Structure of Thailand

Thailand Education Structure
NQF
Level

Basic Education

Vocational andTechical Education

Higher Education

8

Doctoral

7
Bachelor Degreeof Technology• Higher Graduate Dip.
• Master Degree• Graduate Dip.
• Bachelor Degree

Technical
Diploma

Associate Degree

6
5
4
3
2
1

Upper Secondary+ Vocational Skill
Upper Secondary(16-18 Years old)
Lower Secondary(13-15 Years old)
Primary Education(7-12 Years old)

Vocational
Certificate

Training, Non-Formal and Informal Education, and etc.

Training,
Non.
Formal,Informal
Education,and etc.

AQRF Referencing Report Of Thailand

7

The education structure in Thailand is presented in Figure 2. The structureof education contains three sub-sectors of education, as follows: (1) Basic
Education; (2) Technical and Vocational Education and Training, and(3) Higher Education. Non-formal education, informal education, and training arealso provided for three qualification sub-sector pathways as alternatives for those
who are out of the school system or in the labour market. There are eight levelsof NQF, which cover the three qualification sub-sector frameworks.
The National Education Act B.E. 2542 (1999) required nine years of compulsory
education for seven-year-old children. It covers six years of primary and three
years of lower secondary education. In general, upper secondary education and thevocational stream of education are provided free of charge, but are not compulsory.
Normally, students are expected to complete nine years of education by the age of 15,
followed by another three years for the upper secondary level. They are required
to select a general or vocational education stream. Higher education is provided
in various fields and for both academic and technology streams.
The structure of education in Thailand, comprised of basic education, technical andvocational education, and higher education are represented as sub-framework under
the NQF. Therefore, the learning outcomes of each education qualification comply
with the learning outcomes of each NQF level. For those out of schooling system,
if they want to obtain education qualifications, they can use their occupational
qualifications or skill standards for recognition as a part of learning experiences.
In other words, the NQF has provided an opportunity for both students in theschooling system to qualify for occupational qualifications and those out of theschooling system to qualify for educational qualifications through the validation ofexperiences as well as for non-formal education and lifelong learning at each NQF
level. Non-formal and informal education, as well as training are also provided withlearning pathways and widening participation in qualification systems.
Moreover, according to the National Education Act B.E.2542 (1999), the credit transfer
system for education qualifications must be implemented for formal education,
non-formal and informal education by authorized agencies for Basic Education,
TVET, and Higher Education. For Basic Education, credit transfer can be arranged
for non-formal and informal learning and among institutions for qualifications.
The credit transfer system for TVET is provided by TVET institutions. In addition,
credits could be earned by recognizing or validating prior learning and experiences,

8

AQRF Referencing Report Of Thailand

as well as occupational standards or professional qualifications. For Higher Education,
the credit transfer system is also organized among higher education institutions
and from non-formal and informal education. Recognition of Prior Learning (RPL)
is also implemented.
The details of three qualifications sub-frameworks are as follows:

Basic Education• Qualifications		
1.		Primary Education is classified as compulsory education, provided forchildren between 7 to 12 years old for a duration of six years for Primary
Education Qualification. However, the formal education in Thailand begins
with entry into pre-primary school from the ages of three to six in preparation
to enter primary school.
		
2.		Secondary Education is divided into lower and upper secondary
education.
			 • Lower Secondary Education requires three years of study by students
from the ages of 13 to 15. This Lower Secondary Education Qualificationaligns with level 1 of NQF.
			 • Upper Secondary Education requires three years of study of students
from the ages of 16 to 18. Students who completed Upper Secondary
Education Qualifications are in level 2 of NQF, and if they completedwith one specialized basic skill, they will be qualified for level 3 of
the NQF. They are required to pass the General Aptitude Test (GAT)and the Professional Aptitude Test (PAT) for continuing their study
in higher education.
			 • Number of Schools and Students in Basic Education
The number of Basic Education schools and students in the 2016–2018
academic years are shown, in Table 1, including both public and private
schools under the supervision of the Ministry of Education (MOE)and other agencies.

AQRF Referencing Report Of Thailand

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Table 1: Number of Schools in Basic Education (Academic Years 2016 - 2018)
Academic Year
Numbers of School
2016
2017
2018
- Primary
21,30021,27920,239- Lower secondary
6,965
6,960
6,934
- Upper secondary
2,551
2,478
2,529
Total
30,81630,717
29,702
Source: Education Statistics, 2019, Information Unit, Bureau of Basic Education
Policy and Plan, Office of the Basic Education Commission
Table 1 presents the number of basic education schools from 2016 to 2018. Pre-primaryeducation is mainly provided in primary schools and some secondary schools.
The number of schools in 2016 was 30,816 and declined to 30,717 in 2017 and
29,702 in 2018.
Table 2: Number of Students in Basic Education (Academic Years 2016 - 2018)
Level of Education
Primary• Lower secondary• Upper secondary
Total

2016
3,204,176
1,737,508
1,017,025
5,958,709

Academic Year2017
3,414,689
1,736,030
985,956
6,136,675

2018
3,121,256
1,726,825
972,657
5,820,738

Source: Education Statistics, 2019, Information Unit, Bureau of Basic Education
Policy and Plan, Office of the Basic Education Commission
Table 2 presents the number of students in Basic Education in the 2016 to 2018
academic year. There were 5,958,709 students in 2016, 6,136,675 in 2017, and 5,820,738
in 2018. The number of students in 2018 is obviously lower than previous years at
all levels.
Moreover, according to the National Education Act B.E.2542 (1999), a credit transfer
system is required to be set for formal education, non-formal and informal education.
The concerned authorized agencies are required to develop their own rules andregulations to support the credit transfer system.

10

AQRF Referencing Report Of Thailand• Learning Pathway of Basic Education
Students who may not complete qualifications in the same school or in formal
education are able to transfer their credits, as follows: (1) credit transfer of formal
schools, or (2) credit transfer of non-formal education and informal education andtraining.
		 1. Credit transfer of Formal Schools
Learners could ask to transfer credits of their learning outcomes for various reasons:moving to another school, changing type of education, changing curricula ortransferring courses, dropping out and then coming back to continue education,
studying from abroad then continuing their education in the country. Moreover, credit
transfer could be accumulated from prior knowledge, skills, experiences and otherlearning sources; for example, work experience, religious institutions, occupational
training providers, and education provision by families.
		 2. Credit transfer of Non-formal/Informal Education and Training
The learning outcomes from diverse learning procedures including formal, non-formal
and informal education can be linked to fulfilled education qualifications. According
to the criteria, the transfer could be made by both learning outcomes and experience,using compulsory and elective subjects, not exceeding 75% of the curriculum structure
at each level of basic education. Additional training would be provided to make anindividual qualify for qualifications.

Technical and Vocational Education and Training• Qualifications
Technical and Vocational Education and Training (TVET) in Thailand offers three
qualifications: Vocational Education Certificate, Technical Diploma, and Bachelor
Degree of Technology.
1.		Vocational Education Certificate is a three year programme at upper secondary
level (grades 10 to 12) for those who have completed nine years of education
or lower secondary education. The validation of experience and prior learning,as well as additional training for those out of the schooling system, who
would like to obtain this qualification. In order to fulfill requirements for completionof the Vocational Education Certificate, every learner has to pass the Vocational
Education Standard Testing of each occupational area. The Vocational National
Education Test (V-NET) is also provided by National Institute of Educational
Testing Service (Public Organization) (NIETS) to ensure the quality of students forfurther TVET programme at higher level. The Vocational Education Certificate

AQRF Referencing Report Of Thailand

11

programme is provided free of charge, as that of general upper secondary
education for students in the schooling system. The learning outcomes ofthe programme complied with the occupational standard level 3 of the NQF.
2. Technical Diploma is provided for those who have completed Vocational
Education Certificate or general upper secondary education (grade 12).
It is a two-year programme (grade 13 and 14) with more specialized areasof occupation. For those out of the schooling system or adults who would
like to obtain this qualification, the validation of experience or prior learningand additional training is provided.
All learners are required to pass the Vocational Education Test in eacharea of occupation in order to complete the programme. In addition, V-NET
is also conducted by NIETS to ensure the quality of graduates, mainly
focusing on generic skills, such as communication and problem-solving.
The learning outcomes of levels 4 and 5 of NQF are also integrated into
this programme.
3. Bachelor Degree of Technology is offered by Vocational Education Institutions
under the supervision of the Office of the Vocational Education Commission(OVEC). It is a two-year programme that follows completion of the Technical
Diploma. This programme is mainly designed for those who are employed
in enterprises and want further education at a higher level or level 6 in the
NQF. At present, this programme is 50% classroom experience or one year
in college and one year in the workplace. The validation of experience isalso carried out in this programme.
• Number of Institutes and Students in Technical and Vocational Education
		 and Training
Table 3: Number of Technical and Vocational Institutes (Academic Years 2017 - 2018)
Number of InstituteType of Institute
2017
2018
Public institutes
428
429
Private institutes
484
478
Total
912
917
Source: Education Statistics, 2018, Office of the Education Council

AQRF Referencing Report Of Thailand

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Table 4: Number of Students in Technical and Vocational Education and Training(Academic Years 2017-2018)
Type of
InstitutePublicPrivateTotal

Academic Year 2017

Vocational
Technical
Education
Diploma
Certificate

447,850
209,708
657,558

238,271
98,888337,159

Bachelor
Degree

8,926
8,926

Academic Year 2018

Vocational
Technical
Education
Diploma
Certificate

505,000
205,600
710,600

241,500
53,700295,200

Bachelor
Degree

9,500
9,500

Source: Education Statistics, 2018, Office of the Education Council
Table 3 and 4 show the number of TVET institutes and students in 2017 and 2018.
The number of private TVET institutes was higher than those of public institutes
but the number of students was lower at every level of qualification.
Regarding the number of TVET students at diploma level in 2017, there were 337,159
students, which declined to 295,200 in 2018. The number of students in every levelof public institutes decreased. This was due to the expansion of TVET programs inpublic institutes with the requirements of the industry sector were more responsive
for economic development and there was more investment in terms of equipment
and materials.
• Learning Pathway of TVET
For Technical and Vocational Education and Training, learning pathways are provided
in various ways. The validation of experiences and recognition of prior learning
are included. The examination and evaluation of the portfolio may be included forthe assessment. Transferring of experiences can be obtained up to two-thirds ofrequired technical subjects. The following table illustrates the number of trainees
who obtained qualifications through the validation of experiences and additional
training in 2017 and 2018.
Table 5: Number of Trainees Obtaining TVET Qualifications
Year
Number of Trainees
2017
16,6792018
10,0082019 (as of July)
10,003
Source: OVEC Report, 2019 Ministry of Education

AQRF Referencing Report Of Thailand

13

Table 5 shows the number of trainees who obtained TVET qualifications in 2017and 2018 through the validation of experience and additional training. In 2017, there
were 16,679 trainees, which declined to 10,008 in 2018. The number of trainees
in July 2019 was 10,003 and about 80% of them applied for further Technical
Diploma Qualifications.

Higher Education• Qualifications
Higher Education in Thailand covers Associate’s degrees, Bachelor’s degrees,
Graduate Diplomas, Master’s degrees, Higher Graduate Diplomas and Doctoral
		degrees.
		
1. Associate’s degrees require three years of study and learning outcomesof the programme complies with level 4 or 5 of NQF (depending on fields
and complexity of programme).
		
2. Bachelor’s degrees require four to six years of study or another two years
after an Associate’s Degree. After a student has obtained a Bachelor’s
degree, they may continue to study for a Graduate Diploma. The learning
outcomes of the programme comply with level 6 of the NQF.
		
3. Graduate Diplomas require at least one year of study after a Bachelor’s
degree and the learning outcomes comply with level 6 of the NQF.
		
4. Master’s degrees require at least two years of study, but not in excess offive years. After a student has obtained a master degree, they may continue
to study for a Higher Graduate Diploma. The learning outcomes of the
programme comply with level 7 of the NQF.
		
5. Higher Graduate Diploma requires at least one year of study after Master
Degree and the learning outcomes in compliance with level 7 of the NQF.
		
6. Doctoral degrees require no more than eight years of study. The learning
outcomes of the programme comply with level 8 of the NQF.

14

AQRF Referencing Report Of Thailand• Number of Institutions and Students in Higher Education
Table 6: Number of Higher Education Institutes (Academic Year 2017)
Higher Education Institutions
PublicPrivateOthers(outside the Ministry of Education)
Total

Number83
72

Percent
40
34

55

26

210

100

Source: Education Statistics, 2018, Office of the Education Council
Table 6 shows the total number of higher education institutes in 2017. There are
83 public higher education institutions (40 percent) and 72 private higher education
institutions (34 percent). Since April 2019, universities and higher education institutes
have been transformed into the Ministry of Higher Education, Science, Research andInnovation (MHESRI). Other ministries also provide higher education in specialized
areas and for specific purposes, such as the Ministry of Health, Ministry of Defence,and Ministry of Tourism and Sports; however, the curriculum must conform to therules, regulations, and Higher Educational Qualifications Framework of the Higher
Education Commission.
Table 7: Number of Higher Education Students (Academic Years 2015-2017)
Level of Education

2015
12,643

Academic Year2016
12,341

1. Associate degree
2. Bachelor’s degree and 		
1,835,900
1,746,861
Graduate diploma• Bachelor’s degree
1,827,924
1,738,847• Graduate diploma
7,976
8,014
3. Master’s degree and 		 180,895
148,169
Higher graduate diploma• Master’s degree
179,578
147,144• Higher graduate diploma
1,317
1,025
4. Doctoral degree
24,82423,995
Total
2,054,262
1,923,743
Source: Education Statistics, 2018, Office of the Education Council

2017
12,718
1,699,000
1,688,313
10,687
133,316
131,555
1,761
24,5301,869,564

AQRF Referencing Report Of Thailand

15

Table 7 presents a decreasing number of higher education students from 2,054,262
students in 2015 to 1,923,743 in 2016, and then to 1,869,564 in 2017. However, thenumber of students in doctoral degree programmes increased from 23,995 in 2016
to 24,530 in 2017 and students in graduate diploma programmes (after Bachelor’s
degree) increased from 7,978 students in 2015 to 8,014 in 2016 and to 10,687
in 2017. Furthermore, the number of students in higher graduate diploma (after
Master’s degree) increased from 1,025 in 2016 to 1,761 in 2017. These may resultin the declining number of Bachelor’s degree students, enabling higher education
institutions to offer specialized programmes or continuing education to those who
already have a degree.
• Learning Pathway of Higher Education
The Thai Qualifications Framework for Higher Education (TQF: HEd), which is relevant
to NQF and provides a pathway to higher education through open-learning system,
distance learning, recognition of knowledge gained from formal, informal and non-formal
learning such as schools, life experience, workplace, knowledge, social life, hobbies,
ways of life, culture and others. The guidelines are set in the Proclamation of the
Ministry of University Affairs Concerning Principles for Recognition of Prior Learning
and Transfer of Course Credits on Entry to the Formal Education Sector.
Students seeking credit transfers for higher education qualifications must have atleast upper secondary education qualifications and knowledge requirements, as set
in the criteria of the Higher Education Commission with additional criteria set byhigher education institutions. For example, those who would like to transfer learning
outcomes from non-formal or informal education are required to pass an examination
conducted by the faculty requested for transferring. The maximum requirement ofcredit transfers in each higher education institution and programme varies from
15% to 25% depending on its policy.
Non-Formal and Informal Education
Non-formal and Informal Education are provided through Continuing Education
Programme. It is the provision of education to establish knowledge and skills forlife, work, and self-development of learners, comprised of the following activities:
1. Education for vocational development aims to provide vocational knowledge
and skills training for the current or a new job. Moreover, technology isused to support work performances, leading to the smooth way to do a job,develop work skills, reduce expenses, in turn, and increase revenue.

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AQRF Referencing Report Of Thailand

2. Education for life skill development is provided in different methods of education,
depending on the needs of learners; corresponding to current situations
and beneficial for both way of life and the community. It is provided in theform of short-course training.
3. Education for social and community development is provided to improveknowledge and skills that people already had or obtained from participating
in formal and non-formal education activities, and can be applied to develop
society and the community. The programme focuses on social and community
development, such as democracy, environment, community enterprise, security
in life and property, and current situations affecting family and community.
Non-formal and Informal Education Programmes are offered to those out of the schoolingsystem can lead to Basic Education Qualifications at Primary, and Secondary levels andVocational Education Qualifications. The open-learning, self-directed learning, distancelearning and work experience are also offered for Higher Education Qualifications
by Universities and Technical Colleges.
Responsible Agencies in Education
In Thailand, the Ministry of Education (MOE) is the main agency responsible for education,
promoting and overseeing all levels and types of education except Higher Education,
which was then transformed into the Ministry of Higher Education, Science, Researchand Innovation under the administration of both the state and the private sectors.
In addition, the Local Administration Organizations (LAOs) under the supervision of
the Ministry of Interior also plays an important role in providing education in local
areas; while other ministries undertake the management of education in specialized
fields or for specific purposes. However, their qualifications must comply with thequalifications sub-framework, as well as the NQF and receive approval from the MOE.

AQRF Referencing Report Of Thailand

17

Figure 3: Organizational Chart of the Ministry of Education
Ministry of Education(MOE)
Office of the Basic
Education Commission(OBEC)
Office of the Vocational
Education Commission(OVEC)
Office of the Higher
Education Commission(OHEC)*transformed into the Ministryof Higher Education, Science,
Research and Innovation in
April 2019

Office of the Education
Council (OEC)Office of the Permanent
Secretary (OPS)• Office of the Non-Formal andInformal Education• Office of the Private Education
Commission
Supporting and Special Agencies:- Teachers’ Council of Thailand- Institute for Promotion of Teaching Scienceand Technology- Office of Welfare Promotion Commission
for Teachers and Educational Personnel
and Educational Personnel- National Institute of Educational Testing
Service- Mahidol Witthayanusorn School- National Scout Organization of Thailand- Office for National Education Standards
and Quality Assessment (Public
Organization)

Figure 3 shows the Organization Chart of MOE. The education administration andmanagement system of the MOE are under the responsibility of the five main bodies:(1) the Office of the Education Council; (2) the Office of the Permanent Secretary;(3) the Office of the Basic Education Commission; (4) the Office of the Vocational
Education Commission; (5) the Office of the Higher Education Commission (OHEC)
and Supporting and Special Agencies.
1. Office of the Education Council (OEC) serves as the lead agency responsible for:formulating the policies, plans and standards of national education; evaluating
the provision of education; conducting research for further development of
the provision of education and strengthening capacity for competitiveness;developing and refining education laws.

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AQRF Referencing Report Of Thailand

2. Office of the Permanent Secretary (OPS) is responsible for: managing generaladministrative work; coordinating activities within the MOE, performing
other official functions mandated by law; preparing the budget for the Ministry;planning as well as monitoring, inspecting and evaluating results in the
discharge of functions in accordance with the policies, guidelines and work
plans of the Ministry; and carrying out other work stipulated by ministerial
regulations regarding official responsibility division. There are two main agencies
under supervision of OPS providing education:
		• Office of the Non-Formal and Informal Education (ONIE) has authority
and duties to promote and provide education services, mainly focusing on
general, non-formal education for various groups of learners, for example,
out-of-school children; and informal education services for interested people,
as well as special target groups, such as the disabled, elderly, minority,etc.
		• Office of the Private Education Commission (OPEC) has authority andduties as indicated in the Private School Act B.E. 2550 (2007). The agency
is responsible for promoting and coordinating the tasks regarding private
education; encouraging the implementation in line with private education
laws; and supporting training organized by private agencies. However, OPEC
has main responsibility on basic education only. Private Vocational andTechnical Education is under the supervision of the Vocational Education
Commission, while private Higher Education is under supervision of theHigher Education Commission.
3. Office of the Basic Education Commission (OBEC) is responsible for:formulating policies, development plans, standards, and core curricula for basic
education; mobilizing resources; developing administration systems, promoting
and coordinating information networks for learning and teaching; developing
education innovation; supervising the monitoring, inspection, and evaluationof the provision of basic education; and conducting the secretarial work of
the Basic Education Commission.
4. Office of the Vocational Education Commission (OVEC) is the main organization
responsible for setting vocational education and training to meet the needs oflabour markets and national economic growth in accordance with the manpower
production policy and the National Economic and Social Development
Plan. OVEC has vocational institutions throughout the country and each college
has its own education programmes under National Vocational Qualification
Framework within the NQF.

AQRF Referencing Report Of Thailand

19

5. Office of the Higher Education Commission (OHEC) has authority topropose policies, development plans, and standards for higher education
qualifications in NQF. OHEC carries out the Higher Education Development
Plan, which is in line with the National Economic and Social Development
Plan and the National Scheme of Education. As for the mobilization of
education resources for higher education, OHEC takes charge of analyzing
the principles and guidelines for supporting education resources, such as
proposing and allocating budget for subsidizing higher education institutions
and community colleges as indicated in the principles and guidelines. The
OHEC can propose the establishment, dissolution, amalgamation, discontinuity
and improvement of higher education institutions and community colleges.
The Thai Qualifications Framework for Higher Education under the NQF
is also developed and monitored by OHEC.
In April 2019, OHEC and the Ministry of Science and Technology have been
amalgamated and transformed into a new ministry, called the Ministry ofHigher Education, Science, Research and Innovation (MHESRI), which
also carries out the sub-sector of higher education in the NQF. The reason
for such amalgamation is the policy of the government in enhancing higher
education to better serve the rapid change of technology and innovation.
However, the transition period will take at least one year.
6. Supporting and Special Agencies
Besides the five main agencies responsible for education of various levels
and types, there are seven supporting and special agencies which are independent
from the MOE and are as follows:• Teachers’ Council of Thailand• Institute for the Promotion of Teaching Science and Technology• Office of Welfare Promotion Commission for Teachers and Educational
			 Personnel and Educational Personnel• National Institute of Educational Testing Service• Mahidol Witthayanusorn School (Public Organization) (Science-based school)• National Scout Organization of Thailand• Office for National Education Standards and Quality Assessment			 (Public Organization)

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AQRF Referencing Report Of Thailand

1.3 Training Systems and Learning Pathways
In order to ensure lifelong learning, training is offered not only by MOE providers,
but also by almost every organization related to workforce development.
Such organizations offer pre-service, in-service and on-the-job training for their staff.
Furthermore, MOE was established Public and Private Committee for Education inorder to provide guidelines for competency-based curriculum development, teacher
training, and the teaching and learning process. Additional training through the
Education to Employment (E to E) Programme is also provided for graduates of
TVET in order to up-skill them in relevant fields and provide them with a possible
career path. Various training programmes are also provided for those who are
already in the workplace and need re-skills and up-skills programmes as well as
further qualifications.
Training System
The training system in Thailand was mainly established for those out of theschooling system (15 years old and over) by the Ministry of Education (MOE).
The learning pathways for those who completed training programmes are provided
through non-formal and informal education, as well as open learning, up to Higher
Education Qualifications.
Ministry of Labour (MOL) is also the main governmental agency responsible forvocational training and the National Skill Standards Certificate and recognized asa part of vocational and technical education qualifications.
The Thailand Professional Qualification Institute (Public Organization) (TPQI),
under the revised Royal Decree of 2019, plans to support and enhance thecompetency-based training courses against its occupational standards. TPQI
encourages training providers to receive training before going for a competency
assessment by an assessment center.
However, other government ministries, such as the Ministry of Industry, the Ministryof Agriculture and Cooperative, the Ministry of Tourism and Sports, the Ministry ofSocial Development and Human Security, the Ministry of Interior, the Ministry of Public
Health and others also provide training in related areas. The specialized training
programmes are also conducted for the public for up-skills or re-skills for the private
sector and other public agencies. Those who completed training programmes cantransfer units of competency in related fields for education qualifications.

AQRF Referencing Report Of Thailand

21

Training Programmes by Education Institutes
For education institutes, the training courses are offered mainly by TVET colleges
under the supervision of the Office of the Vocational Education Commission (OVEC),
the Non-Formal Education Centers under the Office of the Non-Formal and Informal
Education, universities and community colleges.

Figure 4: Training Programmes by Ministry of Education
MOE Training
Programmes
Objectives• further education• employment• self-employment/entrepreneurship• self-fulfillment

Short-Course Vocational   
Training by TVET Colleges
Short-Course Vocational   
Training by Non-Formal
Education Centers
Short-Course Training
by Universities andCommunity Colleges

Accumulating/validating unit ofcompetency/training time for credits
to fulfill education qualifications• Short Course Vocational Training by TVET Colleges
The short courses in vocational training offered by TVET colleges under the Officeof the Vocational Education Commission (OVEC) is flexible in terms of aspects suchas models, duration and delivery system, but need to be aligned with the objectivesof national standard, measurements, and evaluation for training achievement.
The content and curriculum must be appropriate and respond to the problems
and needs of the individuals in each group and community. The short courses
in vocational training programmes have four objectives, based on the needs of trainees:
further education, employment, self-employment or entrepreneurship, and self-fulfillment.
Some credits of the training programmes can be accumulated for education qualifications
in order to provide a learning pathway for trainees who wish to study at a higher
level.

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AQRF Referencing Report Of Thailand

The education institutions are independent in designing and authorizing the training
programmes according to National Vocational Education and Training Qualifications
Framework through cooperation in the workplace and the community. The designof the programmes take into consideration the benefits of developing quality oflife, having supplementary careers, changing careers, developing careers, attending
professional qualification standard tests, attending labour skill standard tests, andcontinuing education at the level of a vocational certificate, technical diploma, andbachelor of technology programmes. The short courses of vocational programmes
are required to contain at least one unit of competency with at least six hoursof training, and issue specialized vocational certificates to graduates. Each unit ofcompetency from a training programme can be accumulated for credits of related
qualifications.
		 • Short Course Vocational Training by Non-Formal Education Centers
Non-Formal Education centers, under the Office of Non-Formal and Informal Education
are located in every province and district, especially in rural areas, providing vocational
training programmes for adults or youngsters who would like to develop life skills
for self-fulfillment, self-employment and education qualifications.
The short courses of vocational training programmes are also offered as part ofaccumulative credits to fulfill requirements for education qualifications to level 3 of
NQF or a vocational education certificate.
		• Short Course Training by Universities and Community Colleges
Academic service is a mission of every university and community college. Therefore,
training courses in related fields or needs of the community are offered by universities.
For example, technology universities mainly offer new industrial technology training
programmes while universities specializing in agriculture deliver training programmes
in related field. The community colleges also offer short-course of vocational training
to the community, especially in rural areas.

AQRF Referencing Report Of Thailand

23

Table 8: Number of Trainees Attending Educational Institutes Training
Programmes (2016 – 2017)
Institution/Agency
TVET Colleges
Community Colleges
Non-Formal Education Centers
Total

Number of Trainees
2016
2017
219,007282,991
19,35027,0191,886,823
3,072,538
2,125,180
3,382,548

Source: Education Statistics, 2018, Office of the Education Council
Table 8 shows the number of trainees classified by Educational Institutes during
2016 – 2017. For TVET and Community Colleges, training programmes mainly focusedon level 1 to 3 of NQF, which can be counted for further education qualifications.
For Non-Formal Education Centers, there are not only a lot of programmes on life
quality improvement, but also opportunities for learners to further their education
for secondary and vocational qualifications.
Training Programmes by the Department of Skill Development, Ministry of Labour
The functions of the Department of Skill Development (DSD) are to develop theskills of workforce as well as coordinate and encourage their capacity development
to meet standards and be recognized at international level and competitive at global
stage. DSD has three main responsibilities: organizing skill training programmes;
setting skill standards and testing; and promoting skill development in the workplaces.
The National Skill Standards Framework from level 1-8 are under the umbrella of
NQF. Those with skill standards at any level are able to validate and transfer toeducation qualifications (details in Annex 8).
• Labour Force Skill Training
Labour force skill trainings are conducted for newly-employed staff toupgrade their working skills in correspond with the changing technology and market
needs. The trainings are also conducted for employees who are getting laid off,
unemployed, and persons changing jobs. The objectives of trainings are to resolve
shortage of skill and quality workforce to meet the market needs. There are three
types of training courses: Pre-employment Training, Upgrade Training, and Re-training.

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AQRF Referencing Report Of Thailand

1.		Pre-employment Training: The training is for the trainees who want tohave a job; boosting performances of workforce in line with standards ofeach occupational field; training and producing new skilled labour which ishighly demanded by labour market and industry or service sector of thecountry; improving knowledge, ability, and attitude toward the career; andfinally cultivate work appreciation and required characteristics for basic work
performance.
2. Skill Upgrade Training: It is a skill training to increase knowledge, ability, andskill of workforce leading to higher work competency. The objectives of thiskind of training are to upgrade skills of workforce in any occupational fields
in order to respond to the market needs and technological progress; boost
knowledge, ability, and skills for work; and promote and support regularly
self-development of workers. The training, with the fixed time duration, isconducted for employed or unemployed persons having work experiences.
The trainees must have basic knowledge, ability, and skills in relation to
occupation fields.
3. Re-training: It is a skill training to increase knowledge and ability in occupational
fields other than the current job of the trainees. The objectives of the
training are to give workers an opportunity to get other jobs in accordancewith their abilities and interests. The trainees can do other jobs in parallelwith their current job or change their job. The unemployed persons havea better chance for a new job. The training enhances self-development of
employed and unemployed persons for getting new jobs.
• Skill Standards and Testing
The skill standards are academic rules for measuring the level of skills, knowledge,
ability, and work attitude of the workers. The standards are used for testing thecompetencies. The skill standards, in line with the Skill Development Promotion Act
B.E. 2545 (2002), are divided into 2 following types:
1. National Skill Standards and Testing Method (as indicated in Section 22of the Skill Development Promotion Act B.E. 2545 (2002)) was prepared by
the Sub-Committees on the National Skill Standards of different occupation
fields. The Sub-Committees comprises key stakeholders, professional associations,education institutes, experts, representatives of employers and employees.
The Committee on Promotion of Skill Development approves the appointment

AQRF Referencing Report Of Thailand

25

of each Sub-Committee and prepares the National Skill Standards and testing
methods which are promulgated in the Government Gazette. At present, theSkill Standards are adjusted to be in line with 8 levels of NQF.
2. Skill Standards of Workers (as indicated in Section 26 of the Skill Development
Promotion Act B.E. 2545 (2002)) encourage companies or professional associations
to set skill standards in response to their needs. These standards can be used
to test specialized target groups of companies or professional associations.
As a result, the companies or professional associations would be certified
by the Committee on Promotion of Skill Development. After getting certified,they could receive a subsidy from the Skill Development Fund supervisedby the Department of Skill Development. At present, 245 occupations areindicated skill standards.
• Promotion of Skill Development in Workplace in line with the Skill Development
		 Promotion Act B.E. 2545 (2002)
This Act is the law encouraging private sector to develop workforce skills in response
to market needs. There are tax incentives for companies that conduct training for
new employees, laid-off employees as well as allowing apprenticeship for students inworkplace. The workplace can get 100% deduction for their training expenses before tax
calculation. This encourages private companies to develop their employees. The companies
employing more than 100 workers must organize annual trainings for at least 50% of
their total employees. If not, they must return the subsidy to the Skill Development
Fund according to the proportion of subsidy rates and the number of employees,
who did not attend skill development trainings. The operation result of DSD isdisplayed in Table 9.
Table 9: Number of Trainees Attending DSD Training Programmes (2014 – 2017)
Number of people
People passing
People passing
People promoted
Yearlabour skill training
the test
for labour skill development
2014
193,195
42,9904,220,799
2015
200,739
36,9104,456,177
2016
214,176
72,0253,809,648
2017
209,982
77,344
3,978,493
Total
818,092
229,269
16,465,117
Source: Plan and Information Division, 2018, Department of Skill Development

26

AQRF Referencing Report Of Thailand

Table 9 presents the number of people attending the programmes of the Department
of Skill Development from 2014 to 2017. There were increasing number of people
passing labour skill training from 193,195 in 2014 to 209,982 in 2017, and people
passing the test from 42,990 in 2014 to 77,344 in 2017. The people who passed
the test were different from those with passing skill training. Those who underwent
training in the company were not be required to take the DSD test. However, thetotal number of people who received a promotion in labour skill development from
DSD decreased from 4,220,799 in 2014 to 3,978,433 in 2017. This was a results of
the needs and requirements of the industry.
Training Programmes by Thailand Professional Qualification Institute Public
Organization)
The Thailand Professional Qualification Institute (Public Organization) or TPQI is a publicorganization working under the supervision of the Prime Minister, established under
the Royal Decree on the establishment of the Thailand Professional Qualification
Institute and published in the Royal Thai Government Gazette on 30 March 2011. TPQI
has the mandate and the mission to develop the national professional qualifications
system, set internationally comparable occupational standards, certifying the assessment
centers responsible for individuals in accordance with occupational standards andmaintaining a data base system of professional qualifications.
TPQI has developed more than 700 occupational standards, representing 1,900
professional qualifications in 55 sectors to respond to government policies on
economy, society and quality of life in the aspect of educational policies. In orderto ensure that these professional and occupational standards are implemented,
a revised Royal Decree was issued in May 2019 which allowed TPQI to support andoffer training programs or competency-based curriculum mapped to occupational
standards in order to train the workforce to acquire the competencies sought byemployers and industry or to re-skill or up-skill learners or workers. With this new
mission, TPQI will enhance and strengthen the whole cycle and mechanism ofworkforce development.

AQRF Referencing Report Of Thailand

27

Recognition of Prior Learning/Training and Experience
In transferring knowledge and experiences for Vocational and Technical Education
qualifications, Office of the Vocational Education Commission (OVEC) has developeda system of validating or recognizing knowledge and experiences by subjects for theworkers who would like to acquire formal education qualifications. After the validation
process is completed, additional training programmes will be developed for every
individual, different and shorter than those with extensive work experience and to obtain
qualifications without undergoing formal education. This is to certify their knowledge
and skills; and this is an encouraging mechanism of continuing self-development
for career advancement. The transfer could be credit transfer, or recognition ofprior learning.
There are many formalities of transfers between education qualifications andoccupation qualifications, as follows:(1) Referencing between education qualifications and occupational qualifications.
(2) Referencing occupation qualifications with subjects or subject clusters in
the curricula of education institutions for faster graduation.
(3) Referencing prior learning derived from informal education or non-formal
education with occupation qualifications.
(4) Referencing occupation qualifications with those of ASEAN and international.
In other words, within the NQF umbrella, occupational qualifications can be validated
or transferred to education qualifications. At the same time, education qualifications
can be referenced to occupational standards for employment and further vocational
study.
Learning Pathways of Education and Training
In terms of learning pathways, there is a linking mechanism of the three qualification
sub-sector systems and training of various agencies responsible for education andtraining provision. The implementation was conducted through the system of learning
outcome accumulation and transfer (credit transfer) as well as the system of experience
accumulation and validation (prior learning) as follows:

28

AQRF Referencing Report Of Thailand

Figure 5: NQF Levels and Qualifications Sub-Framework
NQF
Levels

Education(Formal Education)
Sub-Qualifications Framework
Basic
Education

TVET

Higher
Education

8

Doctoral +Post Degree

7HigherGraduate Dip. /Master Degree
Bachelor Graduate Dip. /Degree of
Bachelor
Technology
Degree6
5Technical
Diploma4
3
2
1Linkages
Mechanism

Upper
Secondary+Voc. Skill
Upper
Secondary

Vocational
Certificates

Associate
DegreeTraining
Sub-Qualifications Framework
National
Occupational
SkillStandards
Standards
LevelsLevels
8
8
7

7

6

6

5

5

4

4

3

3

2

2

Lifelong Learning(Non-Formal andInformal Learning
and Training)• Credit Transfer
System• Recognition ofPrior Learning(RPL)• Recognition of
Current Competency(RCC)• Accreditation ofTraining

Lower
1
1
Secondary- Comparing, Transferring and Accrediting of Credits or Qualifications- Testing and Assessing Skills or Competencies- Additional education and training modules

Figure 5 presents the overview of NQF levels and its qualifications sub-frameworks
which includes education (responsibility of the Ministry of Education), occupational
standards (responsibility of the Thailand Professional Qualification Institute), and national
skill standards (responsibility of the Department of Skill Development).
At present, the credit transfer system from training, non-formal and informal
education, as well as Recognition of Prior Learning (RPL) are actively provided up tolevel 6 or a Bachelor’s degree qualification. Furthermore, DSD is responsible for NSS,
which is actively implemented from levels 1 to 5. Levels 6 to 8 are developed for
implementation in some occupational areas needed in the future. The details and theirlinkage mechanism are elaborated in criterion 3. Additional education and training are

AQRF Referencing Report Of Thailand

29

required for those who need to fulfill educational or occupational qualifications. This
is to ensure quality of education, training relevant to manpower demands and thefacilitation of lifelong learning.
Figure 6: Linkages between Education Qualifications and Training

Education Qualifications• Basic Education(NQF level 1-3)
• Vocational and Technical
Education (NQF level 3-6)
• Higher Education(NQF level 6-8)

NQF
(level 1 – 8)
Learning
Outcomes

Training• Further education• Pre-employment• Skill upgrade• Re-training• Self-actualization(NQF level 1 – 8)

Mechanism for Linking- Comparing and transferring- Testing, assessing- Validation of experiences- Recognition of Prior Learning/training- Additional education and training

Figure 6 shows details of the linkages between education qualifications and training
which include further education, pre-employment, skill upgrade training, re-training,and self-actualization. At each institution, a committee is established for assessment
purposes and to provide learning pathways for learners. If an individual gains
competencies from training programmes or experiences aligned with learning
outcomes at a certain level of education qualifications, they will be assessed andfacilitated with additional education or training for qualifications. Actually, this process
has been put in place in same program of study for long time but needed to be expanded
and strengthened.
On the other hand, those who have education qualifications which partly covercompetencies aligned with occupational standards, they will be recognized for
occupational qualifications after additional training and assessment.

30

AQRF Referencing Report Of Thailand

It is clear that the education and training systems are linked under NQF learning
outcomes according to the mechanism presented in Figure 6, and include comparing,transferring, testing, assessing, validation of experience, recognizing of prior learning,
and additional education and training.

1.4 Current and Future Reforms
Thailand has developed education reform process according to the Thailand’s
20 Year National Strategy B.E. 2561 – 2580 (2018 – 2037) and Education Reform
Plan (2019 – 2022). The focus of this plan is human resource development related
to education, training, NQF, and AQRF, as follows.
• Strengthen qualification design and the learning process according to NQF
to facilitate 21st century skills with improvement of the curriculum, learningand assessment processes through competency-based and learning outcomesapproach.
• Capacity building of teachers to be come “facilitators or coaches” toensure quality in implementing the revised curriculum with various methods oflearning, such as STEM Education, Project-Based Learning, Blended Learning,
Constructionist Learning, Work-based Learning, etc.
• Improve education management at every level, especially in terms of anorganized partnership for education quality improvement and learning delivery
system with all stakeholders in order to achieve NQF learning outcomes.
• Enhance lifelong learning in order to prepare new graduates and theexisting workforce for global competitiveness and disruptive technologies andto re-organize recognition of experience and training systems to facilitate
lifelong learning.
• Develop digital platform for learning process to widen participation of thoseout of schooling system who need qualifications and enhancement of skills
and knowledge.
• Focus on competency-based education and training according to NQF for
quality improvement of the education and training system.
• Internationalize education and training by promoting the use of international
standards for qualifications development in order to promote the mobility ofeducation and workforce in the region smoothly through AQRF.
• Plan for the development of the Digital Learning Platform and database on
qualifications among ASEAN member countries.

Criterion 2 :National Bodies Involved
in Referencing
The responsibilities and legal basis of all relevant
national bodies involved in the referencing process
are clearly determined and published by the main public authority
responsible for the referencing process
Presently, Thailand is in the process of implementing the National Qualifications
Framework (NQF) and AQRF referencing process. The NQF is considered to be an
important tool for education reform and human resource development. The Ministry of
Education by the Office of the Education Council is the main agency responsible formobilizing the NQF and AQRF referencing process under the National NQF Committee
There were five Sub-Committees established in order to facilitate referencing from
NQF to AQRF. The details of the NQF Committee and Sub-Committee responsible
for NQF and AQRF are provided in the following sections:

2.1 The National Qualifications Framework Committee
In order to enhance the implementation of Thailand NQF, the Committee on the
National Qualifications Framework (NQF Committee) was appointed according toa cabinet resolution on 2 August 2016, and the Deputy Prime Minister served as
Chairperson.
The NQF Committee is comprised of 33 members from both the public and private
sectors (industrial and business sectors), and the Office of the Education Council(OEC) serves as the Secretary of the Committee. The details of the National NQF
Committee are shown in Annex 1 and the mission of other sub-committee is in
Annex 2.

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AQRF Referencing Report Of Thailand

For the purpose of mobilizing the NQF and AQRF referencing process, the National
NQF Committee has appointed five sub-committees responsible for different tasks
and mandates as follows:
1. Sub-Committee on NQF Mobilization
2. Sub-Committee on Referencing NQF to AQRF
3. Sub-Committee on Database System Development for NQF and AQRF
4. Sub-Committee on Benchmarking and Quality Assurance System
Development for NQF and AQRF
5. Sub-Committee on Development of a Model for NQF Implementation

Figure 7: Bodies Responsible in the Referencing Process

National NQF Committee
Office of the
Education Council (OEC)Sub-Committee
on NQF
Mobilization
Sub-Committee
on Referencing
NQF to AQRF

Sub-Committee
on Database System
Development for
NQF and AQRF

Sub-Committee
on Development of
a Model for NQF
Implementation

Sub-Committee
on Benchmarking
and QA System
Development for
NQF and AQRF

AQRF Referencing Report Of Thailand

33

The NQF Committee acts as a national committee with the authority to encourage
cooperation among agencies from inside and outside the Ministry of Education andthe private sector. The Committee has the following duties:
1. Formulate policies and measures to enhance NQF implementation
2. Strengthen the use of occupational and skill standards in the education
system
3. Promote lifelong learning through various methods such as credit bank,validation of experience, and open-entry/open-exit education system, etc.
4. Develop information system on the implementation of NQF
5. Develop linkages between NQF and AQRF and other international standards
6. Make decision on the AQRF referencing process in Thailand
7. Scrutinize and approve an AQRF referencing report before submitting to
the Cabinet for endorsement

2.2 Sub-Committee on Referencing NQF to AQRF
The Sub-Committee on Referencing NQF to AQRF was appointed on 22 May 2017by the Deputy Prime Minister, comprised of 21 members, and mainly from fivequalification sub-sector authorities. The Sub-Committee had the following mission:• To develop strategies and plans for referencing NQF to AQRF, according
to the policies and guidelines of the National NQF Committee• To implement the process of referencing NQF to AQRF
• To draft a AQRF referencing report for submission to the NQF Committee
and AQRF Committee• To perform other tasks assigned by the NQF Committee
The composition of the Sub-Committee on Referencing NQF to AQRF is shownin Annex 3.

2.3 Office of the Education Council
The Office of the Education Council (OEC) serves as the main secretariat of the
National NQF Committee for supporting, promoting and coordinating with related
agencies. The responsibilities of the OEC are as follows:• To serve as a central authority for coordinating with all agencies involvedin the NQF and AQRF referencing process

34

AQRF Referencing Report Of Thailand• To act as the secretariat of the National NQF Committee and Chair of
AQRF Sub-Committee on Referencing NQF to AQRF
• To serve as Thailand’s representative on the AQRF Committee• To organize meetings, seminars, and workshops for the National NQF
Committee and Sub-Committee on Referencing NQF to AQRF
• To formulate policies and implementation plans to enhance linkages between
educational qualifications and occupational standards according to NQF• To develop a referencing system between NQF and AQRF for considerationof the National Committee• To raise public awareness about NQF and AQRF
• To develop and enhance the quality assurance system of NQF referencing
to AQRF• To develop a database relevant for NQF and AQRF
• To monitor and evaluate NQF and AQRF implementation

2.4 Five Qualifications Sub-Sector Authorities
The AQRF referencing process involves the five following qualification sub-sector
agencies:
1. Office of the Basic Education Commission (OBEC)
2. Office of the Vocational Education Commission (OVEC)
3. Office of the Higher Education Commission (OHEC)
4. Department of Skill Development (DSD), Ministry of Labour
5. Thailand Professional Qualification Institute (Public Organization) (TPQI)
The representatives from the five sub-sectors participated in AQRF referencing process
through several workshops and meetings in order to enhance their understandingof referencing of NQF to AQRF. Finally, they can bring back what they learned todevelop learning outcomes for their qualifications and in alignment with the NQF
and the AQRF. The roles of five qualification sub-sector authorities and their main
related laws and regulations are shown in Annex 4.

AQRF Referencing Report Of Thailand

35

2.5 Other Related Agencies
As previously mentioned, in Thailand, in addition to the five qualification sub-sector
authorities, there are other relevant agencies, which includes the Office for National
Education Standards and Quality Assessment (Public Organization) (ONESQA) andthe Industrial/Business Sector involved in NQF and AQRF referencing process.
Office for National Education Standards and Quality Assessment (Public Organization)
The Office for National Education Standards and Quality Assessment (Public Organization)(ONESQA) is an agency responsible for external quality assurance; with a main
responsibility on the development of the system in terms of procedures, standards
and criteria of effective and aligned external quality assessment.
In the AQRF referencing process, the representatives of ONESQA assist in providing
guidelines, comments, and related issues regarding a quality system for the referencing
process and to ensure the existing qualifications and quality assurance systemin the country. The details of the Thailand education quality assurance system aredescribed in Criteria 6.
Industrial and Business Sector
The representatives of Federation of Thai Industry, Chamber of Commerce, andTourism Council of Thailand are involved in the AQRF referencing process throughthe National NQF Committee and Sub-Committees. However, representatives fromvarious industrial and business sectors are also involved, including digital technology,
logistics, food and agriculture, petroleum and petrochemicals, electricity andelectronics, automotive, mold and die, automation, and robotics are also involved in
the process of referencing and public hearing. They are responsible for providing
advice and guidelines in the implementation of NQF and the referencing processof AQRF. They also actively engaged in the following activities:• Identify manpower requirements, competency and education qualifications
in each educational sub-framework• Link levels of competency with education qualifications and proposed levels
descriptors of NQF and referencing to AQRF level• Provide alternatives for decision-making on core descriptors of each levelof the NQF and AQRF
• Locate the NQF level learning outcomes in AQRF

36

AQRF Referencing Report Of Thailand

Criterion 3 :Inclusion of Qualifications in the National
Qualifications Framework

The procedures for inclusion of qualifications in the national
qualifications framework or for describing the place of qualifications in
the national qualifications system are transparent
The main objectives of the NQF are to consolidate five qualification sub-frameworks,
made up of three education qualifications sub-sectors and two occupational standards
and qualifications sub-sectors. In the NQF, education qualifications are linked withoccupational standards and qualifications in order to reform education for employment
and to expand the learning pathway for those who are outside the school system.
Training, non-formal and informal learning for lifelong learning are also extended
through NQF. Therefore, the learning outcomes of each qualification are an integral
component for inclusion in NQF.

3.1 Process of NQF Development
The process of developing NQF was undertaken by the NQF Working Committee,
made up of the OEC and representatives from five agencies of qualifications
sub-sectors: ONESQA, the Federation of Thai Industries, the Thai Chamber ofCommerce, and the Tourism Council of Thailand. The Working Committee on the
NQF that was previously mentioned was appointed for the purposes of the review,
revision, and development of the NQF. It took about one year and the process of
NQF development is as follows:

38

AQRF Referencing Report Of Thailand

Phase 1: Preparation• Study articles and research concerning the development of NQF at boththe national and international level• Organize international seminars on NQF to learn the experiences of othercountries• Participate in international conferences and study visits• Collect information on education qualifications, occupational standards andconcerned agencies in Thailand
Phase 2: Planning• Organize meetings with all concerned agencies to share knowledge andexperience with NQF and seek agreement on NQF development• Work with all concerned agencies in drafting a plan for NQF development
and implementation
Phase 3: Development and Social Involvement• Several meetings were organized with leaders and members of the main 13
occupational groups from the private sector in order to review the levelsof workforce competencies and qualifications needed and submit the information
to the Working Committee• Working Committee on NQF analyzed information on the required levels ofworkforce competencies, compared and linked with learning outcomes at
each level of education qualifications• The linkages between all levels of the workforce needed competencies andlevels of education qualifications, which were summarized in the first draftof NQF• The first draft of NQF was reconfirmed with 13 occupational groups and all
stakeholders, including teachers, administrators, employers, and employees
at the second meeting and the content of linkages was adjusted to a baseon the feedback• DSD and TPQI adjusted their levels of skill standards and occupational
standards in relation to the learning outcomes at each level of NQF• NQF Working Committee provided feedback, comments, and considerationof DSD and TPQI levels, and the descriptors in the NQF• Draft Thailand NQF through linking all education qualifications and occupationaland skill standards was made by the NQF Working Committee. Its approval
was sought by the National NQF CommitteeAQRF Referencing Report Of Thailand

39• Public hearings and general assembly were held with all stakeholders
throughout the country in four regions to provide feedback on the impact
of NQF, as well as opinions and suggestions to revise the draft NQF• Working Committee on NQF considered the draft NQF and provided feedback
on how to revise the draft NQF after a public hearing• The final draft NQF was submitted to the National NQF Committee forconsideration before seeking approval from the Cabinet. On 18 April 2017,
the Cabinet approved the revised edition of NQF
Phase 4: Implementation and Evaluation• Publish “National Qualifications Framework” document and disseminate to
all related stakeholders for knowledge and understanding of NQF• Develop NQF Mobilizing Plan and seek approval from the National NQF
Committee• Designate NQF Sub-Committees to drive NQF Mobilizing Plan
• Encourage educational and occupational agencies to drive NQF in accordancewith the NQF Mobilizing Plan
• Follow up the education agencies and occupational agencies in driving
NQF• Develop a model of NQF implementation in seven areas of occupation byworking in cooperation with all stakeholders• Disseminate developed model of NQF implementation to the public forbetter understanding and operation• Monitoring and evaluation

3.2 Locating Qualifications in NQF
There are two steps in locating qualifications in the NQF, as mentioned below:
Step 1: Process of Aligning the Sub-Framework to NQF
The NQF was organized to ensure that the five qualifications sub-frameworks weredifferent in terms of purposes and qualifications. Their respective level descriptors
and learning outcomes are comparable, linked or similar. The details are shownin Annex 5 and Annex 6. As previously mentioned, Thailand has a sub-frameworkwith levels of five qualifications. Therefore, each responsible agency would map its
qualifications against the NQF learning outcomes.

The NQF was organized to ensure that the five qualifications sub-frameworks were different interms of purposes and qualifications. Their respective level descriptors and learning outcomesare comparable, linked or similar. The details are shown in Annex 5 and Annex 6. As previously
AQRF Referencing
Report Of Thailand
40 Thailand
mentioned,
has a sub- framework with levels of five qualifications. Therefore, each
responsible agency would map its qualifications against the NQF learning outcomes.
Figure 8: Thailand NQF

Figure 8: Thailand NQF
Educational Qualifications
Educational
Qualifications
Basic
Education

Upper
Secondary +Vocational Skill
Upper
secondaryLower
secondaryOccupational Standards/Qualifications
NQF

Higher
Education

LevelsProfessional
Qualification Level

National
National Skill
Skill
Standards/Occupati
Standards/Occupational
onal Standards
Standardards

Doctoral Degree

Level 8

PQ 8

NSS 6

Higher Graduate
Dip./Master
DegreeLevel 7

PQ 7

NSS 5

Bachelor Degreeof Technology

Graduate Dip. /Bachelor Degree

Level 6

Diploma inTechnical
Education

Associate Degree

Vocational
Education

Vocational
Education
Certificate

PQ 6

NSS 4

Level 5

PQ 5

NSS 3

Level 4

PQ 4

NSS 2

Level 3

PQ 3

NSS 1

Level 2

PQ 2

OS 2

Level 1

PQ 1

OS 1

Figure 8 shows the relationship between the five qualifications sub-frameworks to NQF. Since
Figure has
8 shows
the relationshipbetweenthe fiveto
Thailandnine yearsof compulsory
education,
it is qualifications
expected that sub-frameworks
everyone would receive
Sinceyears
Thailandhasornine
years
of compulsory
it is expected
at NQF.
least nineof basic
lower
secondaryeducationeducation,
before entering
the worldthatof work.
Therefore,
NQF atstartslower
secondaryor level one.
The Basic
everyone Thailand
would receive
leastatnine
years
of basiceducation
or lower secondary
education
Education
Qualification
Framework
3 levels;
2, and3. Itatislower
worthsecondary
noting that for
before entering
the worldof work.includes
Therefore,
Thailand1, NQF
startsthose
who completed
secondary
12 years of education,
qualifications
educationor level upper
one. The
Basic education
EducationorQualification
Frameworktheir
includes3
arelevels;at level
2.
If
they
are
trainedandcompetent
inone
vocational
skill
in
TVET
system,1, 2, and 3. It is worth noting that for those who completed upper secondary they
qualify
for level
and NQF.
Vocationaltheir
Education
Qualificationsin levels
3, 4, 5,
educationor 312of yearsof education,
qualifications
are atarelevel
2. If they
areand 6of NQF while and Higher Education Qualifications have learning outcomes in levels 4, 5, 6, 7,
trained and competent in one vocational skill in TVET system, they qualify for leveland 8 of NQF.

3 of NQF. Vocational Education Qualifications are in levels 3, 4, 5, and 6 of NQF
while Higher Education Qualifications have33 learning outcomes in levels 4, 5, 6, 7,
and 8 of NQF.

Linking occupational standards and qualifications with each level of education
qualification is comprehensive because the learning outcomes of occupational
standards or qualifications have been already identified at each level and alignedwith the NQF. However, when a learner acquires a professional qualification,
it does not mean that they automatically receive an education qualification. There are

AQRF Referencing Report Of Thailand

41

mechanisms for testing, recognizing, validating, and filling-up with additional trainingor education for qualifications. In other words, learning pathways are available tothose who have attained occupational standards and qualifications.
TPQI and DSD have developed qualifications and skill standards up to level 8 in
consultation with employers and stakeholders. Occupational qualifications and skill
standards levels are varied and rely on the nature of each occupation. However,for DSD qualifications sub-framework, there are active delivery from levels 1 to 5.
Levels 6 to 8 are currently in development for future implementation. It is worth
noting that education qualifications have fixed levels in NQF. For example, TVET
qualifications are in Levels 3, 4, 5, and 6 of the NQF, while higher education qualifications
are in Levels 4, 5, 6, 7 and 8. They differ from Professional Qualification (PQ) andNational Skill Standards (NSS) which may cover levels 1 to 8.
Methodology
There are two approaches used in comparing and locating sub-sector qualification
learning outcomes in NQF.
1. Linguistic analysis is the process of language technical analysis or descriptor
text analysis.
2. Social analysis is the process of providing common understanding among
all stakeholders and partners in referencing process and collect feedback
and information on comparing and locating the learning outcome levels ofeach sub-sector qualifications in NQF.
Both linguistic analysis and social analysis were implemented and information was
integrated in order to locate the learning outcomes.
Rules and Process
The rules and processes for locating qualifications in NQF are set by the NQF
National Committee, as follows:
1. Each level of domain descriptors and the learning outcomes of qualification
sub-sectors should comply with a minimum of 80% with NQF learning
outcomes levels by linguistic and social analysis.
2. Five qualification sub-sector committees analyse and locate their domain
descriptors and learning outcomes in each level of qualifications and arealigned with NQF levels, descriptors, and learning outcomes. The adjustmentof learning outcomes can be made, if necessary.

42

AQRF Referencing Report Of Thailand

3. The results of locating qualification levels in NQF must be approved by theirauthorized agencies or bodies, such as National Skills Development Board,
Vocational Education Commission, Higher Education Commission, TPQI
Governing Board, etc.
4. The National NQF Working Committee aligned the five qualifications sub-sector
in NQF and sought approval from the National NQF Committee.
5. Each authorized agency responsible for the qualifications sub-framework
developed a quality assurance system for the implementation and monitoringof qualifications, according to NQF.
Education Qualifications
Basic Education Qualifications
The learning outcomes of basic education qualifications were compared and linked
to the learning outcomes of level 1 and 2 in NQF, as follows:• Lower Secondary Qualification: level 1 in NQF• Upper Secondary Qualification: level 2 or level 3 (plus vocational skill) in
NQF
Technical and Vocational Education Qualifications
Technical and Vocational Education Qualifications are divided into three levels in
NQF and the learning outcomes of each qualification are linked with level descriptors
in NQF, as follows:• Vocational Education Certificate (three-year programme after lower secondary
education qualification): level 3 in NQF.
• Technical Education Diploma (two-year programme after vocational certificate
or upper secondary education qualification): level 4 or 5 in NQF  (depending
on areas of study which require different learning outcomes, for example;
the aircraft maintenance technician qualification requires learning outcomesat level 5 because it is more complicated than that of the automotive
maintenance technician qualification, which requires level 4. So, different
learning times and experiences are required for level 4 and 5).
• Bachelor’s Degree of Technology (two-year programme after completion ofTechnical Education Diploma): level 6 in NQF.

AQRF Referencing Report Of Thailand

43

In order to fully comply with NQF, OVEC, which is responsible for technical andvocational education and training, implemented the new National Vocational Education
Framework in early 2019. This framework was endorsed by the Minister of Education,
which includes qualifications, related rules and regulations and a quality assurance
system.
The process of referencing TVET learning outcomes into NQF was undertaken
through several meetings and workshops. Learning outcomes of TVET qualifications
are divided into four domains which included: (1) ethics, morals, and designed
characteristics; (2) knowledge; (3) skills; and (4) application and responsibility.
These four domains of learning outcomes are aligned with NQF learning outcomes.
Higher Education Qualifications
Higher Education Qualifications are divided into four levels, after linking and incomparison with the learning outcomes in NQF, as follows:• Associate’s Degree: level 4 and 5 in NQF (depending on the programme
and the complexity of the programme)• Bachelor’s Degree and Graduate Diploma: level 6 in NQF• Master’s Degree and Higher Graduate Diploma: level 7 in NQF• Doctoral Degree: level 8 in NQF
The Thai Qualifications Framework for Higher Education (TQF: HEd) was implemented
in 2009 and has been continuously enhanced. In the process of referencing TQF : HEd
to NQF, it was found that the three domains of learning outcomes of NQF covered
five domains of learning outcomes of TQF: HEd. The five domains of TQF: HEd
include the following: (1) ethics and morality; (2) knowledge; (3) cognitive skills;(4) interpersonal skills and responsibility; and (5) numerical analysis, communication,and information technology skills.
The TQF: HEd was developed with assistance of Australian Government and could
be referenced to the international standards. The details on locating TQF: HEd in
NQF is presented in Table 10. The Professional Bodies also play important rolesin the identification of needed competency and accreditation.

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AQRF Referencing Report Of Thailand

Occupational Standards and Qualifications
The Professional Qualification Framework
The Professional Qualification Framework (PQF) was established by the Thailand
Professional Qualification Institute (Public Organization) (TPQI). It is used as themain tool for assessing and certifying the performance of professional standards
in order to meet the demands of the business and industrial sectors and industry,
as well as a mechanism to link comparable qualifications in both the country andthe international community.
The levels of the Professional Qualification Framework describes the rules of knowledge,
skills responsibilities earned from the performance and level of innovation, dependingon the difficulty level of the work in question. With regard to the change of the
NQF from 9 to 8 levels, after several consultations with the stakeholders, public
and the private sector, TPQI proceeded to review the framework step-by-stepin order to assure that all stakeholders understand and acknowledge the importanceof the benchmarking of the PQF to the NQF. The process has been implemented
as follows:
1. Collaborated and worked with the New Zealand Qualification Authority(NZQA) and organized an expert workshop from 16-20 January 2017, withthe main stakeholders to exchange ideas on the reviewed descriptors.
2. Studied and researched the referencing process and methodology to identify
and analyse the NQF and the AQRF.
3. Analyse possible comparisons by using the linguistic analysis approach
methodology between the NQF and the PQF and to analyse the domainsof competency, key words and all significant descriptors.
4. Organized a public hearing among the main stakeholders represented by
the related ministries, associations, employers and employees and othersignificant private stakeholders. The draft of 8 levels of the PQF has been
proposed to the meeting on 30 May 2017, the feedback from the meetingallowed TPQI to have a fruitful and productive revision of the PQF.
5. The second draft has been proposed to the public on 12 June 2017 andthe stakeholders agreed on the domains and descriptors as well as thelearning and performance outcomes of the PQF.
6. The draft of PQF has been tabled to the TPQI Sub-Committee on Policy
and Planning on 15 August 2017 and then to the TPQI Governing Board
on 25 August 2017.

AQRF Referencing Report Of Thailand45

7. The PQF has been reported to the NQF committee by the Office of the
Education Council on 8 December 2017.
8. The TPQI Board agreed to set the working group for the purpose of PQF
pilot implementation with the industry and to disseminate understandingof the PQF.
The working group was officially set in November 2017 by TPQI consistingof representatives at the policy level from the following bodies:
•
•
•
•
•
•
•
•
•
•
•
•

Office of the Vocational Education Commission, Ministry of Education
Office of the Education Council, Ministry of Education
Office of the National Economic and Social Development Council
Department of Skill Development, Ministry of Labour
The Federation of Thai Industries
Mold and Die Association
Thai-German InstituteLanguage Institute, Chulalongkorn University
IT Faculty, Ratchamangkala Thunyaburi University
2 Experts in the benchmarking and credit transfer
TPQI Board Consultant
TPQI Staff

The PQF was adjusted to be aligned with the descriptors of the NQF. The Linguistic
Analysis approach has been applied to compare the descriptors at each level
and then the Professional Qualification Framework was benchmarked with the
NQF whereby; the meaning of core competencies or learning and performanceoutcomes has been considered. The harmonization at 80% is regarded best-fit(Annex 6). The study and analysis have been performed through all domains andnot only with the NQF, but the AQRF as well as the Logistics and Mold andDie occupational standards. The results of the implementation was satisfactory
to the industry.
TPQI has then tabled the successful outcomes of the pilot implementation with
the industry to TPQI Governing Board in February 2018 and the Board agreed to
implement the PQF with all of the occupational standards set by TPQI.
The harmonization is relatively high in percentage. Each level is comparable andregarded as best-fit. Therefore, the PQF is comparable with NQF on a level-to-levelbasis.

46

AQRF Referencing Report Of Thailand

It is considered that the impact of relocating levels is low because there is nothing
dramatically changed between levels. This is because the preliminary professional
qualification framework levels (level 1 to 6) are focused on the basis of operating.
On the other hand, high-level (level 7 to 8) qualification will be able to create new
innovation, new ways to work or to invent new technologies in their career.
National Skill Standards
The Occupational Standards of the Ministry of Labour were divided into 8 levels to bein line with the NQF. There are two types of Occupational Standards of the Ministry ofLabour: Occupational Standards (OS1 and OS2) are provided with basic occupational
skills for those who would like to enter the world of work. OS1 and OS2 are referenced
in NQF level 1 and level 2. The other six levels included the following: National Skills
Standard (NSS1 – NNS6). They are more specialized skills in each occupation andtheir level descriptors are referenced in NQF levels 3 to level 8.
The level descriptors included knowledge, skills, and attitudes are coveredin the level descriptors of the NQF (details in Annex 6). It was set up under thecooperation of the industrial sector and vocational education. After creating theoverall framework to be in line with NQF, formal promulgation of the application ofeach level in each work field will be made law.
In formulation of definition in the referencing of the Ministry of Labour, the definitionand levels of Occupational Standards (OS) and National Skill Standards (NSS) are madethrough the cooperation among the public, private, employer and employee organizations,as well as the educational sector, to jointly formulate definitions and skill levels according
to the employment situation in the labour market and the NQF level descriptors.
The revision and improvement of the NSS in various fields of occupation are also
carried out in line with the NQF.
In formulation of the NSS in every field, the criteria and all definitions set by the
Ministry of Labour through the referencing with NQF have been utilized in theidentification, formulation, and implementation of national skill standards, as well as
identification of qualification of applicants for skill testing, testing the contents ofknowledge and capability of the testing procedures.
The Department of Skill Development in the Ministry of Labour submitted thedefinition of Referencing the NSS descriptors for approval by the National NQF
Committee on 8 December 2017. This definition would be used for improvement ofexisting National Skills Standards and the new ones that were developed after 2018.

AQRF Referencing Report Of Thailand

47

Step 2: Processes and Procedures by the Agencies
Responsible for Five Qualification Sub-Frameworks
The processes and procedures to determine qualifications or standard levels within
qualification sub-frameworks are described in the life cycle of NQF qualifications.
Each qualification sub-framework authority will review and revise its qualification
sub-framework according to NQF.
Figure 9: Life Cycle of Qualifications in NQF

Figure 9 shows the Life Cycle of Qualifications under NQF, the qualifications framework
are actually enforced by the Five Qualification Sub-Frameworks Authorities
according to manpower demand, input from industries, professional bodies andoccupational standards. The institutions or training providers work with theirpartners and design qualifications by benchmarking the learning outcomes of therelated qualifications sub-framework. Each Qualifications Sub-Framework Committee
consists of stakeholders who are responsible for evaluating the qualifications
proposed by institutions or training providers, according to learning outcomes ofqualifications before seeking approval from the National Board or Commission ofeach qualification sub-framework. Each qualification or standard is judged against
the qualification sub-framework, which includes the structure of qualifications,learning and assessing, quality systems, manpower demand and industries andprofessional bodies, as shown in Figures 10, 11 and 12.

outcomes of qualifications before seeking approval from the National Board or Commission of
AQRF Referencing
ReportOf Thailandor standard is judged against the48 sub-framework.
each qualification
Eachqualification
qualification sub-framework, which includes the structure of qualifications, learning andassessing, quality systems, manpower demand and industries and professional bodies, as
The approved
education
qualifications are endorsed by Minister of Education.
shown in Figures
10, 11 and
12.

The TVET and Higher Education Qualifications must be submitted to the Civil Service

The approved education qualifications are endorsed by Minister of Education. The TVET andCommission for recognition. The occupational standards of TPQI (PQ) and DSD
Higher Education Qualifications must be submitted to the Civil Service Commission for(NSS)
announced
in the Royal
Decree.
The DSD
sub-sector
authorities
recognition.
The areoccupational
standardsof TPQI(PQ) and(NSS) qualification
are announced
in themonitorandevaluate
these
qualifications.
The
NQF
Committee
andOEC
follow
up
Royal Decree. The sub-sector qualification authorities monitor and evaluate theseand mobilize
implementationof learning
outcome-based
and otherqualifications.
The NQFthe
Committee
and OEC
follow up
and mobilize qualifications
the implementationofrelated issues
NQF in orderensurequalityissuesof education
lifelong
learning outcomebasedfor
qualifications
andtootherrelatedfor NQFand
in orderto learning.
ensurelaw, alllearning.
qualifications
musttobethereviewed,
every fivequality of According
education toandthelifelong
Accordinglaw, all revised
qualifications
mustyears
besooner
if manpower,socialandif economic
warrant it.requirements
reviewed, orrevisedevery
five years or
soonermanpower,requirementssocial and economic
warrant it.

Figure 10, 11, and 12 describe details of the life cycle of Basic Education Qualification,

Figure 10,TVET
11, and
12 describe details
the life cycleQualification,of Basic Education
Qualification,
TVET
Qualification,
HigherofEducation
Professional
Qualification
Qualification,
Qualification, Professional Qualification and National Skill
and Higher
NationalEducation
Skill Standard.
Standard.
Figure10: Lifeof Basic
Education
Qualification
in NQF
Figure10:Cycle
Life Cycleof Basic
Education
Qualification
in NQF
NQF

Learning Outcomesof each level (1 - 3)
Basic Education
Qualifications Framework

National
Education
Standard- Structure of Qualifications
 Learning & Assessing
 Quality System
OBEC Qualification Design
 Review & Revise
Basic Education Commission
 Appraisal
 Approval40

 Government Policy National Develop Plan Implementation
 Monitoring Evaluation
 Improvement

Endorsement by
Minister of
Education

AQRF Referencing Report Of Thailand

49

Figure 10 presents the Life Cycle of Basic Education Qualification in NQF.
The Basic Education Framework was derived from the National Education Standard,
government policy, and the National Development Plan, providing guidelines for the
structure of qualifications, learning and assessing, and developing a quality system
forFigurecurriculum
or qualificationaccordingto learning
outcomes
NQF. Once
10 presents
the Life Cycle ofdesign
Basic Education
Qualification
in NQF.
The Basic in
Education
OBEC
designs,
andtherevises
in cooperation
allandconcerned
Framework
was reviews,
derived from
Nationalqualifications
Education Standard,
governmentwith
policy,the
National
Development
Plan,
providing
guidelines
forthestructureofqualifications,learning
andagencies and stakeholders, qualifications is submitted to Basic Education Commission
developing a quality system for curriculum or qualification design according toforassessing,appraisalandandapproval. Following this, the Minister of Education announced
learning outcomes in NQF. Once OBEC designs, reviews, and revises qualifications inqualifications
for allimplementationin schools.
OBEC is qualifications
responsibleisforsubmitted
the implementationcooperation withconcerned agencies
and stakeholders,to Basic
Education
Commission
forappraisal
andapproval.
Following
this,
theMinisterof
Educationi.e. monitoring, evaluation, and improvement of the qualification in schools underitsannounced
purview. qualifications for implementation in schools. OBEC is responsible for the
implementation i.e. monitoring, evaluation, and improvement of the qualification in schools
under its purview.

FigureFigure
11: Life
Cycle
andHigher
Higher
Education
Qualifications
11: Life
Cycleofof TVET
TVET and
Education
Qualifications
in NQF in NQF
NQF

Learning Outcomes
TVET: Level 3 - 6
H. Ed: Level 4 – 8

TVET/H. Ed Qualifications
Framework

National
Education
Standard Manpower
Demand Industries &Professional
Bodies Occupational/
Skill Standard(TPQI, DSD)-

 Structure of Qualifications
 Learning & Assessing
 Quality System
Qualification Design
 Institutions
 Colleges, Universities

 Government Policy National Develop Plan Implementation
 Evaluation
 Improvement

Qualification Appraisal
OVEC

OHEC

Vocational
Education
Commission

Higher
Education
Commission

Approval

Approval

Ratify by
Minister of
MOE

Ratify by
Minister of
MHESI

41

Announce by
Minister of
MOE/MHESI

Endorse by
OCSC

50

AQRF Referencing Report Of Thailand

Figure 11 shows Life Cycle of TVET and Higher Education Qualifications which arevery similar. Both TVET and Higher Education Qualification Framework comply withlearning outcomes in NQF, as well as National Education Standards, Government
Policy, and the National Development Plan. The input from manpower demand,
industrial and business sectors, professional bodies are considered to be importantparts of TVET and Higher Education Qualifications Framework and design. For TVET,
occupational and skill standards are an integral part of qualification framework andqualification design. After TVET and Higher Education Qualifications are developed byinstitutions according to qualification frameworks, they are appraised by authorized
bodies (OVEC or OHEC) and approved by the Vocational Education Commission
or Higher Education Commission. The MOE or MHESI ratify qualifications andsend them to the Office of Civil Service Commission for endorsement. The list ofqualifications are registered and displayed on OVEC (www.vec.go.th) and MHESI
websites (www.checo.mhesi.go.th).
Finally, the implementation of the announcement is made by the MOE and the
MHESI. The TVET or Higher Education institutions are responsible for implementation,
evaluation, and improvement of qualifications under the guidelines of OVEC or
OHEC. Industrial and business partners, as well as professional bodies, also played
important roles in the delivery, evaluation and improvement of qualifications.

AQRF Referencing Report Of Thailand

51

Figure 12:
Life Cycle
Professional
Qualifications
and SkillandStandard
in NQF in NQF
Figure12: Lifeof Cycleof Professional
Qualifications
Skill Standard
NQF

Learning Outcomeslevel (1 - 8)

 Manpower
Manpower
DemandDemand Industries
Industries &&Business
Business Professional
Professional
BodiesBodies Occupational
Occupationalgroupsgroups-Professional
Qualifications
Framework/Skill
Standards Framework

 Government Policy National Develop Plan Structure of Qualifications
 Learning Outcomes Assessment
 Quality System

 Implementation
 Monitoring Evaluation
 Improvement

Qualification/Skill Standard
Design Occupational Groups Industrial and Business
Partners
TPQI
evaluate
Professional
Qualifications

DSD evaluate
National Skill
Standards

Approve by
Executive
Board of
TPQI

Approve by
National Skill
Standard
Committee

Announcement in
the Royal Decree

Figure 12 presents Life Cycle of Professional Qualifications of TPQI and National Skill
Standards of DSD. The difference between PQ and NSS is that PQ of TPQI are mainly
designed to cover various levels of competency required by clusters of each occupation while
NSS are single skills. At present, TPQI and DSD are linking and integrating PQ and NSS under
the same NQF level and occupational groups in order to ensure the quality of qualifications
and national skill standards. The similarities of PQ and NSS are the process of designing PQ
and NSS which is carried out through collaboration and input from manpower demand,
industries and businesses, professional bodies, and occupational groups. The TPQI and DSD
have drafted a PQ and the NSS and the Executive Board of TPQI and the National Skill
Standard Committee approved the PQ and NSS. This was announced in a Royal Decree for

52

AQRF Referencing Report Of Thailand

Figure 12 presents Life Cycle of Professional Qualifications of TPQI and National
Skill Standards of DSD. The difference between PQ and NSS is that PQ of TPQI
are mainly designed to cover various levels of competency required by clustersof each occupation while NSS are single skills. At present, TPQI and DSD arelinking and integrating PQ and NSS under the same NQF level and occupationalgroups in order to ensure the quality of qualifications and national skill standards.
The similarities of PQ and NSS are the process of designing PQ and NSS whichis carried out through collaboration and input from manpower demand, industries
and businesses, professional bodies, and occupational groups. The TPQI and DSD
have drafted a PQ and the NSS and the Executive Board of TPQI and the National
Skill Standard Committee approved the PQ and NSS. This was announced in a
Royal Decree for implementation. Each authorized body, TPQI and DSD implement,
monitor, evaluate, and improve PQ or NSS.

AQRF Referencing Report Of Thailand

53

Locating Qualifications Learning Outcomes in NQF
Figure 13: Example of Linkages of TVET Qualification and PQ Qualification

NQF
TVET Diploma I Qualification(Level 4 of NQF)
5 Units of TVET Requirement
UC1 Math
UC2 Science
UC3 Communication
UC4 Social
UC5 ICT
10 Units of PQ Competency
UC1 Petroleum and Petrochemical Industry
		 and Business Structure
UC2 Safety, Health and Work		 Environment (SHE)UC3 Quality Concepts
UC4 Basic Equipment's
UC5 Process & Utility Overview
UC6 Safety in Operation
UC7 Chemical Handling and storage
UC8 Plant Control system
UC9 Utility System
Prerequisites- complete Vocational Certification selected
field (Level 3 of NQF) through formal,
non-formal or informal learning- validation of experiences are also provided
to those who have Professional Qualification
or Skill Standard in related area

PQ : Level 4 of NQF
Petrochemical Operation Technician
Qualification Level 4
10 Units of PQ Competency
UC1 Petroleum and Petrochemical		Industry and Business Structure
UC2 Safety, Health and Work		
Environment (SHE)UC3 Quality Concepts
UC4 Basic Equipment's
UC5 Process & Utility Overview
UC6 Safety in Operation
UC7 Chemical Handling and storage
UC8 Plant Control system
UC9 Utility System
UC10 Waste Treatment System
Prerequisites- complete Vocational Certification(Level 3 of NQF) or- having experiences in the fields at last
five years

Figure 13 presents the example of linkages of TVET Qualification and PQ
Qualifications in the Petrochemical Operation Technician Qualification. OVEC provided
the Petrochemical Technician Qualification at level 4 or the Diploma level by using
the 5 units of competency required by the TVET sub-qualification framework and 10
units of Petrochemical Operation Technician Qualification of TPQI. The Petrochemical
Industries and Petroleum Institute of Thailand identified and organized Petrochemical
Operation Technician competency for TPQI by benchmarking with international
standards. The TVET Diploma at level 4 of NQF will be received by learners when
they completed all 15 units of competency and passing the required test.

AQRF Referencing Report Of Thailand

54

Knowledge:• Theoretical and technical,
covering an occupation field.
English & ICT related to work

TVET Diploma I
Learning Outcomes

Skills:• Skills in adapting suitable Operation
process and related to safety issues

Knowledge:• Theoretical and technical covering
an occupation field. English & ICT
related to work

NQF Level 4 Learning
Outcomes

Knowledge:• Technical or theoretical knowledge
in a field of work

PQF Level 4 Learning
Outcomes

NQF

Skills:•Skills in adapting suitable
Operation process and related
to safety issues

Application andResponsibility:• Ability to operate as planned
and adjust to changes• Ability in problem solving by
oneself and coordinate for problem
solving with unifamiliar issues

Responsibility:• Responsibility for work supervisionand continuous work
• Responsibility for their own andothers’ occupational health andsafety (OHS)

Application:• Competence for revision of quality
or continuous works by onesel

Skills:• Apply working skills in problem
solving and safety in a field of work

Application andResponsibility:• Ability to operate as planned
and adjust to changes• Ability in problem solving with
unfamiliar issues

Best Fit

Prerequisites- complete Vocational
Certification (Level 3 of NQF)
or- having experiences in thefields at last five years

10 Units of PQ Competency
UC1 Petroleum and Petrochemical
Industry and Business Structure
UC2 Safety, Health and Work
Environment (SHE)UC3 Quality Concepts
UC4 Basic Equipment's
UC5 Process & Utility Overview
UC6 Safety in Operation
UC7 Chemical Handling and storage
UC8 Plant Control system
UC9 Utility System
UC10 Waste Treatment System

Petrochemical Operation
Technician Qualification Level 4

PQ : Level 4 of NQF

Figure 14: Examples of Learning Outcomes Comparisons in Petrochemical Operation Technician Qualification

TVET Diploma I Qualification(Level 4 of NQF)
• 5 Units of TVET Requirement
UC1 Math
UC2 Science
UC3 Communication
UC4 Social
UC5 ICT• 10 Units of PQ Competency
UC1 Petroleum and Petrochemical
Industry and Business Structure
UC2 Safety, Health and Work
Environment (SHE)UC3 Quality Concepts
UC4 Basic Equipment's
UC5 Process & Utility Overview
UC6 Safety in Operation
UC7 Chemical Handling andstorage
UC8 Plant Control system
UC9 Utility System
UC10 Waste Treatment System
Prerequisites- complete Vocational
Certification selected field(Level 3 of NQF) through formal,
non-formal or informal learning- validation of experiences arealso provided to those whohave Professional Qualification
or Skill Standard in related area

AQRF Referencing Report Of Thailand

55

Figure 14 presents an example and the details of learning outcomes comparison
in Petrochemical Operation Technician Qualification at level 4 of the NQF. Learning
outcomes of level 4 in NQF, TVET Diploma Qualification, and PQ level 4 are compared
and appeared in matching the learning outcomes. TVET qualifications are offeredat levels 3, 4, and 5 of PQ under NQF. The location of all qualifications in NQF
assists the education qualifications to be relevant to labour market requirements, aswell as better provision of learning pathways for those who have experience andneed to acquire higher qualifications. The learning outcomes for each qualification
in basic education, Technical and Vocational Education and Training, and higher
education are located in NQF, as presented in Annex 5.
Education Qualifications and Locating in NQF
In locating Education Qualification in NQF, learning outcomes of each qualification
sub-frameworks are mainly focused on learning outcomes conforming to each level in
NQF. Education qualifications are divided into three sub-frameworks: Basic Education
Qualification Framework, Technical and Vocational Education and Training Qualification
Framework, and Higher Education Qualification Framework. These three qualification
sub-frameworks were established before the NQF. However, after the NQF wasestablished, these frameworks were reviewed and adjusted to comply with the NQF.
There were comparisons and an analysis of learning outcome compliance level of eachqualification sub-framework by the Sub-Committee on NQF Implementation throughseveral meetings and workshops before submitted for approval and endorsementby the National NQF Committee and the Cabinet.
The compliance of learning outcomes of domains for each qualification sub-frameworks
with the levels of NQF, it is found that the compliance is more than 80%, so
the referencing is at the best-fit level.
In 2018, the Technical and Vocational Education and Training Qualification Framework
has already been adjusted according to NQF and the new qualifications wereorganized and implemented, while other sub-framework adjustment and qualification
development were also carried out. The details of locating Education Qualification
learning outcomes in NQF are provided in Annex 5.

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AQRF Referencing Report Of Thailand

Occupational Standards/Qualifications and Location in the NQF
In developing linkages and alignment between PQF, OS, and, NSS, TPQI hasorganized referencing process between PQF and NQF by analyzing the corecompetencies of learning outcomes or work outcomes in four domains, namely:
knowledge, skills, application and responsibility, while the DSD formulated the definitionof OS and NSS with learning outcomes in three domains: knowledge, skills, andattitudes as mentioned before. The learning outcomes and work outcomes locatedin the NQF of occupational standards that appeared in Annex 6.
The alignment of the Education Qualifications and Occupational Standards with the
NQF has been completed. The agencies responsible for occupational standards
adjusted their level descriptors to be in line with the NQF and learning outcomes.
The agencies responsible for education actively encouraged the integration ofoccupational standards or work performance standards into education qualifications
in order to improve the job opportunities of the graduates, focusing on individuals,
preparing themselves for work or developing their work skills. The agencies
concerned have worked cooperatively to ensure that the occupational or skill standards
in NQF are applied to qualifications, teaching, learning, and assessment. At present,
the clear linkages among five qualification sub-frameworks in NQF are recognized.
The strong and continuing cooperation among the agencies concerned are the key
to the success of NQF implementation in all sectors.

Criterion 4 :Link of Thailand National

Qualifications Framework Levels
to the AQRF Levels Descriptors

There is a clear and demonstrable link between
the qualification levels in the national qualification frameworkor system and level descriptors of the AQRF
Thailand has expressed its intent to join Phase IV of Referencing NQF to AQRF
from 2016 to 2019. The scheme has been administered by the ASEAN Secretariat,
aiming to referencing reports according to the eleven criteria set by ASEAN
Member States.
The process of linking the NQF to AQRF was undertaken through the following
activities:
1. Set up a National Sub-Committee on Referencing NQF to AQRF are mainlycomprised of members from five qualification sub-sector authorities andrepresentatives from the private sector with the following missions:• Develop strategies and plan for referencing NQF to AQRF, according to thepolicy and guidelines of the National NQF Committee• Implement the process of referencing NQF to AQRF
• Draft a report on Referencing AQRF for submission to the NQF and AQRF
committees
2. Carry out referencing process through several meetings and workshops for
feedback and improvement
3. Summarize the referencing report and submit for approvalAQRF Referencing Report Of Thailand

58

Once the Sub-Committee on Referencing NQF to AQRF was been established,
the following activities were carried out:
• Structures of NQF and AQRF were mapping and analyzing• Overview of the similarities and differences between AQRF and NQF are
made• Methodology, rules, and process in referencing AQRF and NQF are developed• Learning outcomes of AQRF and NQF in details of eight levels in eachdomain are analyzed• AQRF and NQF learning outcomes in each level are linked• The draft of referencing report was developed and disseminated to allconcerned agencies for feedback and improvement• Submit the final referencing results for approval by the National NQF Committee
This part of the report shows the objectives and structures, similarities, differencesof NQF and AQRF. The methodology, criteria and processes in reference to NQF
and AQRF are also described.

4.1 Objectives and Structure of NQF and AQRF
The main objectives of NQF are to consolidate all qualifications into the same framework
according to a strategy to reform education for employment as well as to widen
opportunities for lifelong learning. Therefore, occupational standards or qualifications
are also included in the NQF in order to ensure that educational qualifications
linked to manpower requirement. As a result, NQF consists of three education
qualification sub-frameworks and two qualifications sub-framework of occupational
standards as follows:-

Basic Education Qualification
Vocational Education Qualification
Higher Education Qualification
Professional Qualification
National Skills Standard(The details are presented in Criterion 1, 2 and 3)

AQRF Referencing Report Of Thailand

59

All of the five qualification sub-frameworks are linked to education qualifications bylevels and learning outcomes. There are mechanisms for linking and fulfilling learning
outcomes through accumulating credits, the validation of experience and providing
additional education and training. NQF is provided with qualifications at every level.
There are 8 levels of NQF and the learning outcomes of each level is divided into
three domains, as follows:- Knowledge- Skills- Application and responsibility
Each level of learning outcomes indicates a level of knowledge, skills, application andresponsibility. The differences of learning outcomes in each level depending on the depthof knowledge, complexity of skills, and the degree of application and responsibility.
The number of credits is required for education qualifications in the NQF. For those out of
the school system, they can obtain credit hours for education qualifications by validating
experiences, non-formal, informal learning as well as additional training. Learning
pathways are provided for every qualification, as shown in Criterion 5.
For AQRF, the main objectives are to facilitate the mobility of students andthe workforce in the region. Therefore, AQRF supports integration and harmonizationof education and training in ASEAN member countries with a common quality
assurance system. AQRF serves as a guideline for improvement and internationalized
qualifications for each member.
AQRF features 8 levels of learning outcomes without referencing types or levels of
education qualifications. AQRF is comprised of two domains, as follows:- Knowledge and skills- Application and responsibility
There are similarities of AQRF domains as those of NQF. However, AQRF does notprovide qualification titles and credits in the way that the NQF does.

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AQRF Referencing Report Of Thailand

4.2 Overview of the Similarities and Differences between NQF and AQRF
There are similarities and differences between the NQF and AQRF as follows:
Similarities
1. The objectives are similar in terms of serving as core principle for comparing
qualifications, providing lifelong learning and guidelines for the enhancementof education qualifications.
2. Both NQF and AQRF contain 8 levels of learning outcomes that clearly
describe different levels of similar complexity.
3. The three domains of NQF are comprised of knowledge, skills, application andresponsibility are the same as those of two domains of AQRF which coverknowledge and skills, and application and responsibility.
4. The main learning outcome descriptors of both AQRF and NQF are very
similar through NQF contains more details.
Differences
1. NQF has combination of five qualification sub-frameworks and a mechanism
for linking, recognizing and fulfilling qualifications.
2. There are five qualification sub-sector authorities which are responsible foreducation and occupational qualifications or standards under NQF.
3. NQF provides education qualifications and requires credits.
4. NQF involves life skills and ethics whereas the AQRF does not.
5. AQRF does not provide education qualifications and titles.
6. AQRF does not show linkages with other qualification sub-frameworks.

4.3 Methodology, Rules and Process
Methodology
In referencing NQF to AQRF, the two approaches included linguistic and social
analysis are used to compare and locate qualification learning outcomes in the
NQF and the AQRF.

AQRF Referencing Report Of Thailand

61

Rules and Processes in Referencing NQF with AQRF
1. Set the criteria for the best-fit of learning outcomes between AQRF and
NQF, at least 80%.
2. Involve the industrial sector, international experts and all stakeholders in
the process of referencing NQF to AQRF through the Sub-Committee on
Referencing NQF to AQRF and several meetings and workshops.
3. To organize workshops and seminars with qualification sub-sector authorities
and concerned agencies for the following tasks:- To analyse and compare the similarities and differences of domain descriptors
and learning outcomes at each level of AQRF with NQF through linguistic
analysis and social analysis- To map the domain descriptors in NQF with AQRF
- To draft the results of linking AQRF to NQF
4. To disseminate draft referencing reports for feedback from concerned
agencies and social partners.
5. To revise draft referencing report by a Sub-Committee on Referencing NQF
to AQRF.
6. To submit the results of linking AQRF to NQF for approval by the National
NQF Committee.

AQRF Referencing Report Of Thailand

62

Learning
OutcomeLearning
OutcomeFigure 15:
betweenNQF NQF
and AQRF
Figure15:Linkages
Linkages
betweenand AQRF

Application &Responsibility

Knowledge& Skills(ช่วยออกแบบให้ใหม

(พิมพ์ 4 สี)

5. To revise draft referencing report by a Sub-Committee on Referencing NQF to
AQRF.
6. To submit the results of linking AQRF to NQF for approval by the National NQF
Committee.

Knowledge
SkillsApplication &Responsibility

Figure 15 shows the linkages between levels of NQF and AQRF. For NQF, descriptors oflearning outcomes are divided into three domains, knowledge, skills, and application andAQRF Referencing Report Of Thailand

63

Figure 15 shows the linkages between levels of NQF and AQRF. For NQF, descriptors oflearning outcomes are divided into three domains, knowledge, skills, and application andresponsibility while the AQRF are divided into two domains, knowledge and skills, andapplication and responsibility, which are similar and comparable. By using both linguistic
and social analysis in referencing NQF to AQRF, it was found that all levels of descriptor
learning outcomes of NQF are best-fit with AQRF level by level by at least 80%. The
details can be found in Table 10 which shows the details of referencing process,learning outcome comparison, analysis, and locating NQF in AQRF.
Table 10: Comparison and Analysis of NQF and AQRF Learning Outcomes
Learning Outcomes• Knowledge• Skills• Application andResponsibility

AQRF

Level 1• basic and general• involve simple,
straightforward androutine actions

Thailand NQF• basic, general, about occupation
communicate with the world ofwork• basic occupation skills• skills in communication, life skills,
and skills in routine operation
without complexity• involve structured routine • ability in routine operation
processes
according to the required steps• involve close levels of• ability to operate under close
support and supervision
supervision

Analysis
Similarity: Both the NQF and the AQRF learning outcomes have the same key words:
basic and general, routine operations and actions, and close supervision.
Differences: NQF descriptors cover ‘communication’ in both knowledge and skills but
not in AQRF. There are more details on NQF descriptors than the AQRF.
It is concluded that AQRF descriptors in level 1 are best-fit with those at the NQF
level 1.
Level 2
• Knowledge• general and factual• ICT communication, general and• involve use of standard
factual knowledge of the fieldactions• Skills• skills in operation according to
the required steps and standards• thinking skills, life skills andcommunication skills with initiatives

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AQRF Referencing Report Of Thailand

Learning Outcomes
AQRF
Thailand NQF• Application and• involve structured processes • ability in operation according
Responsibility• involve supervision andto principles and standardssome discretion for• ability in operation, looking after
judgment on resolving
and making basic decisions andfamiliar issues
problem-solving
Analysis
Similarity: AQRF learning outcomes in three domains as underlined and covered in
the NQF learning outcomes.
Differences: There are more details of learning outcomes in NQF using different wording.
However, they are covered by AQRF.
Therefore, it is concluded that NQF level 2 is best-fit with AQRF level 2.
Level 3
• Knowledge• includes general principles • principles of specialized fields
and some conceptualand basic analysis
aspects• involves selecting and• Skills• skills in selection and application
applying basic methods,of basic tools and materials
tools, materials and• communicative ICT and skills
information
related to safety issues• Application and• stable with some aspects, • ability to operate as planned andResponsibility
but subject to change
adjust oneself without complex• involve general guidancechangesand require judgment and • ability in independently providing
planning to independently the basic advice needed for
resolve some issues
decision-making and planningfor problem-solving in someissues• application of knowledge skillsin the field, ICT, communicationin problem-solving, and work in
a new context including
responsibility for oneself andothersAnalysis
Similarity: AQRF learning outcomes cover the three domains NQF as underlined.
Differences: NQF has more details and reflects the needs of Thai qualifications.
The wordings used in AQRF are different from those of NQF, however, the objectives
are comparable.
Therefore, it is concluded that NQF level 3 is best-fit with AQRF level 3.

AQRF Referencing Report Of Thailand

Learning Outcomes• Knowledge• Skills• Application andResponsibility

AQRF

65

Thailand NQF

Level 4• technical and theoretical • theoretical and technical, coveringwith general coverage of an occupation field. English +a field
ICT related to work• involves adaption• skills in adapting a suitableprocesses
operation process and related
to safety issues• generally predictable but • ability to operate as planned andsubject to change
adjust to changes• involves broad guidance • ability in problem-solving byrequiring some selfoneself and coordinate fordirection and coordination problem-solving on unfamiliar
to resolve unfamiliar
issuesissuesAnalysis
Similarity: AQRF learning outcomes of level 4 cover the NQF level 4 as underlined.
Differences: There are differences in terms of using the terms or wording, but theobjectives are the same. NQF also includes English, ICT, and safety issues, but is not
in AQRF.
Therefore, it is concluded that the level 4 NQF learning outcome is best-fit with AQRF level 4.
• Knowledge• Skills• Application andResponsibility

Level 5• detailed technical and• theoretical and in-depth technical,
theoretical knowledge ofcovering an occupation fielda general field• skills in thinking, analyzing, and• involves analytical thinking problem-solving• skills in planning, managing andevaluating operations• often subject to change • ability in operation under changing• involves independentsituations at all times
evaluation of activities to • ability of evaluation of operation
resolve complex andbyoneself for complex problemsometimes abstract issues solving and abstract issues

Analysis
Similarity: AQRF learning outcomes covered that of NQF, as underlined.
Differences: There are different wordings and statements between AQRF learning
outcomes and those of the NQF. However, the objectives of those learning outcomes are
not different. Therefore, it is concluded that NQF level 5 is best-fit with AQRF level 5.

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AQRF Referencing Report Of Thailand

Learning Outcomes• Knowledge• Skills• Application andResponsibility

AQRF

Level 6• specialized technicaland theoretical skills ina specific field• involve critical andanalytical thinking• complex and changing• requires initiative andadaptability, as well as
strategies to improve
activities and to solve
complex and abstract
issuesThailand NQF• theory and detailed specificoccupation field• skills in thinking, analyzing,
reviewing, and comparing
problems• complex problem-solving andchanging• initiate and improve, strategic
complex planning, abstract
problem-solving and managementin the field

Analysis:
Similarity: AQRF learning outcomes cover those of the NQF, as underlined.
Differences: There are different wordings and statements between AQRF learning outcomes
and those of the NQF. However, the objectives of these learning outcomes are notdifferent.
Therefore, it is concluded that NQF level 6 is best-fit with AQRF level 6.
Level 7
• Knowledge• at the forefront of a field • in-depth forefront of the fieldandshowing mastery of a • skills in thinking, analyzing,• Skills
body of knowledge
initiating research, expanding• involve critical andknowledge, practice andndependent thinking as
academic English usage
the basis for research toextend or redefineknowledge or practice• Application and• complex, unpredictable, • solve complex and unpredictable
Responsibility
involves the development problems, develop and try out
and testing of innovative
new methods, search forsolutions to resolve
innovative solutions
issues• provide judgment and be as• require expert judgment
responsible as an expert withand significant
knowledge of operations andresponsibility for
management
professional knowledge, • expert with theoretical andpractice and management practical knowledge andmanagement

AQRF Referencing Report Of Thailand

67

Learning Outcomes
AQRF
Thailand NQF
Analysis:
Similarity: AQRF learning outcomes cover those of the NQF, as underlined.
Differences: There are different wordings and statements between AQRF learning outcomes
and those of NQF. However, the objectives of those learning outcomes are notdifferent.
Therefore, it is concluded that NQF level 7 is best-fit with AQRF level 7.
Level 8• Knowledge• Skills• Application andResponsibility• at the most advanced• the most advanced and highest
andspecialized level, at
specialized levelthe• initiate research, creating
frontier of a fieldknowledge or practice• involves independent• use English in an academic
and original thinking and presentation
research, resulting in the • conduct research, published andcreation of new
accepted internationallyknowledge or practice• highly specialized and• have expertise in complex
complex, involving the
problem solving, develop and testdevelopment, the testing
new theories or search newof new theories andsolutions with complex andsolutions to resolve
abstract issues
complex and abstract• authorized to provide knowledge
issuesin the field for management• require authoritative andresearch and responsible forexpert judgment in theenhancing knowledge andmanagement of research
practices, creating new ideas andon an organization andprocess in the fieldsignificant responsibility
in extending professional
knowledge and thepractice and creation of
new ideas and processes

Analysis:
Similarity: AQRF learning outcomes cover those of the NQF as underlined.
Differences: There are more details for the NQF learning outcomes than those of AQRF.
The wording and the statements used in AQRF learning outcomes and those of the
NQF are also different, but the objectives of the learning outcomes are not different.
Therefore, it was concluded that the NQF level 8 is best-fit with AQRF level 8.

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AQRF Referencing Report Of Thailand

Table 10 provides details on learning outcomes in terms of comparison, analysis, andsimilarities and differences between each level of NQF and AQRF. The underlined
statements or words in Table 10 presented similar learning outcomes of AQRF and NQF
which may be different in terms of the wording, but the objectives are comparable.
All of the level descriptors in NQF are comparable and best-fit in linking with AQRF
level by level.

4.4 Impacts of AQRF Referencing
Thailand is a pilot country to undertake referencing the NQF to AQRF. This may
result in enhancing implementation of the NQF and internationalized qualifications
through AQRF. However, the details of referencing qualifications with member countries
through AQRF must be carried out by each occupational sectors or fields andqualifications. The following are the expected impact of AQRF referencing:
1. Enhance extensive implementation of learning outcomes-based qualifications
2. Enhance education qualification quality through NQF and AQRF
3. Recognition of the competencies of learners and manpower who received
certificates from five qualifications authorities
4. Extend lifelong learning
5. Increase the participation of the workforce in education and professional
qualification systems
6. Reform occupational standards qualifications in line with the NQF and the
AQRF
7. Promote internationalized qualifications according to the NQF and the AQRF
8. Develop an online learning platform and qualifications catalogue among
ASEAN member countries
9. Encourage learners and workforce mobility in the region

Criterion 5 :Basis Agreed Standards of NQF
The basis of the agreed standards of the national framework or
qualifications system and its qualifications is described
The basis of the agreed standards of NQF or qualification system covers educationand occupational standards in the five qualification sub-sectors, which include:
1. Education Standards		 • Basic Education Standards• Vocational Education Standards• Higher Education Standards
2. Occupational Standards• National Skill Standards• Professional Standards
The agreed standards of NQF are the learning outcomes of those five qualification
sub-frameworks, which are already located in the NQF. In this part of the paper, NQF
qualification standards control are described and the details of standards for eachqualification sub-framework are explained.

5.1 NQF Standards Control
The learning outcomes in NQF are agreed standards which every qualification
sub-sector needs to ensure quality of all qualifications under the NQF. The following
activities were implemented:
1. The improvement and implementation of qualification sub-frameworks according
to NQF learning outcomes were carried out by five responsible agencies.
2. The NQF qualification quality assurance system of the programme arefocused, especially TVET, and higher education qualifications linked toprofessional qualifications and recognized by the industrial and businesssectors and professional bodies.

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AQRF Referencing Report Of Thailand

3. The credit bank systems for education qualifications under NQF has beenstrengthened by each educational institution in order to provide learning
pathways and qualification progress to those out of the school system.
4. The database on NQF qualifications which is under the authority of thequalification sub-sector authorities is linked and disseminated to the publicby both those five sub-sector authorities and the OEC.
5. There has been an increasing expansion of co-qualifications with international
institutions or agencies by benchmarking learning outcomes.
6. TPQI has been authorized to provide training according to occupational
qualification standards. The process of developing a system of validationof experiences or prior learning for occupational qualifications is carriedout. Therefore, additional training for qualifications can be provided and acredit transfer system can be used for educational qualifications.
7. The involvement of industrial and business sectors, as well as professional
bodies, is essential for designing and monitoring qualification standards.
8. Accreditation and register of TVET and Higher Education Qualifications
under NQF are provided by the Office of the Civil Service Commission.

educational qualifications.
7. The involvement of industrial and business sectors, as well as professional bodies,
is essential for designing and monitoring qualification standards.
AQRF Referencing Report Of Thailand
71
8. Accreditation and register of TVET and Higher Education Qualifications under NQF
are provided by the Office of the Civil Service Commission.
FigureStandards
Figure16:16:Agreed
AgreedNQF
NQF
Standards
NQF Learning Outcomes

Basic
Education
Qualification
Standards
MOE: National
Education
Standards

TVET
Qualification
Standards
Higher
Education
Qualification
Standards

Qualification
Sub-Sector
BodiesRegisterMonitorEvaluate
Review &ReviseProfessional
Qualification
Standards
National Skill
Standards
Figure 16 presents the agreed NQF standards, which were based on the learning outcomes.
In designing
qualifications,the five
qualification
sectorbodiescomplied
NQF
Figure 16thepresents
the agreed
NQF
standards,subwhich
were
based
on the withlearning
learning
outcomes
accordingthe
to qualifications,
their qualification
frameworks
thatare alreadylocatedin theoutcomes.
In designing
the five
qualification
sub-sector
bodiescomplied
NQF. The control system of agreed standards in NQF is operated by reporting registeredwith NQF learning outcomes according to their qualification frameworks that are alreadyqualifications to OEC and National NQF Committee. Therefore, policies and issues forlocated in the NQF. The control system of agreed standards in NQF is operated by
58 and National NQF Committee. Therefore,
reporting registered qualifications to OEC
policies and issues for mobilization of NQF implementation would be enhanced. Furthermore,
linkages of education qualifications learning outcomes and professional qualifications
or skill standards are focused in order to enable the relevance of qualifications to thelabour market demand. At the same time, those who have experiences or professional
qualifications or skills standards would be provided with the validation of experiences
or prior learning for accumulated credits. So lifelong learning through additional training,
non-formal, and informal learning is provided for education qualifications.

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AQRF Referencing Report Of Thailand

5.2 Education Standards
Thailand has declared the new National Education Standards B.E. 2561 (2018) in theform of desired learning outcomes to be in line with the learning outcomes of the
NQF, which was approved by the Cabinet on 2 October 2018 for implementationof every level of education. There are three categories of National Education
Standards, which include the following: (1) learners; (2) innovative co-creators; and(3) active citizens. The desired outcomes of education set in the National Education
Standards are the minimum requirements for Thai people and linked closely withthe learning outcomes of NQF. In order to ensure qualification standards, Figure 17
shows the endorsement process of educational qualifications.

Officeof Civilthe Civil
Officeof theService
Service Commission
Commission
EndorsesEndorses
Qualifications
Qualifications
Higher Education
Commission
ConsidersCommission Considers
Qualifications
Qualifications

Officeof Civilthe Service
Civil
Officeof theServiceCommission
Commission Endorses
Endorses
Qualifications
Qualifications
Ministry ofof Education
Education
Ministry
Ratifies
Qualifications
Ratifies Qualifications

Technical andVocational
Technical
and Vocational
Education Qualifications
Qualifications
Education
59

Basic Education
Education
Basic
Qualifications
Qualifications

Development Committee

Office ofof thethe Vocational
Vocational
OfficeEducation
Commission
Education Commission
Establishes
the Qualifications
Establishes
theDevelopment
Committee
Qualifications
Development
Development Committee

Higher Education
Education
HigherQualifications
Qualifications

University/Institute
University/Institute
Develops Qualifications
Qualifications
Develops

Board ofof University/Institute
University/Institute
Board
Approves
Approves Qualifications
Qualifications

Announces Implementation

Announces Implementation

Vocational
Vocational Education
Education
Commission Approves
Approves
Commission
Qualifications
Qualifications

Ministryof Education
Ministry of Education
Announces
Implementation

Ministry of Education
Ministry of Education
Announces
Implementation

the Basic
OfficeOfficeof theofBasic
Education
Education Establishes
Commissionthe
Commission
Qualifications
Development
Establishes
theCommittee
Development
Qualifications

Basic Education
Education
Basic
Commission
ApprovestheCommission Approves
theQualifications
Qualifications

Ministry
Ministry ofofEducation
Education
Ratifies andandAnnounces
Announces
Ratifies
Implementation
Implementation

Figure 17: Endorsement Process of Education Qualifications

Figure 17: Endorsement Process of Education Qualifications (พิมพ์ 4 สี)learners; (2) innovative co-creators; and (3) active citizens. The desired outcomes of education
set in the National Education Standards are the minimum requirements for Thai people andlinked closely with the learning outcomes of NQF. In order to ensure qualification standards,
Figure 17 shows the endorsement process of educational qualifications.

AQRF Referencing Report Of Thailand

73

74

AQRF Referencing Report Of Thailand

Figure 17 presents an endorsement process of Education Qualifications in Basic
Education, Technical and Vocational Education and Training, and Higher Education.
For basic education, Office of the Basic Education Commission will establish
a Qualifications Development Committee comprised of all stakeholders. The Basic
Education Qualification Framework under the NQF will serve as guideline for qualification
development. Once the framework was completed, the Basic Education Commission
must approve and submit to the Minister of Education for ratification and anannouncement for implementation. This qualification would serve as core qualification
for schools. However, each school can develop elective subjects or content according
to needs of locality within the structure of the curriculum.
For Technical and Vocational Education and Training Qualifications, the Office of
the Vocational Education Commission will establish the Qualification Development
Committee, mostly composed of the private sector and professional groups.
Occupation and skill standards are required for qualification development, according
to the National Vocational Education Framework. Once the standards are completed,approval of the Vocational Education Commission will be needed before submitting it to
the Minister of Education for ratification. After that, Vocational Education Qualifications
must be endorsed by the Office of Civil Service Commission and used for
implementation by the Ministry of Education. Technical and Vocational Education
and Training Colleges can offer other elective subjects and add or revise thecontent of the subjects in the curriculum structure and described the qualifications,according to needs of the industry or the locality. It can be said that both Basic
Education and Technical and Vocational Education and Training are National Core
Qualifications, but they are provided with opportunities for schools and institutions
to adjust in accordance with the needs of the locality.
Higher Education is different from Basic and Technical and Vocational Education,in other words, a university or an institution is responsible for qualification development,
according to Higher Education Qualifications Framework and seeks approval fromthe Board of the University or Institute. The Higher Education Commission will ratify
qualifications and submit them to the Office of the Civil Service Commission for endorsement
before announcement for implementation by the Minister of Education.

AQRF Referencing Report Of Thailand

75

Table 11: Number of Credits for Education Qualifications in NQF
Educational Qualifications
Basic
Education

Vocational
Education

Higher
Education
Doctoral Degree
Higher Graduate
Dip./
MasterDegreeBachelor
Graduate Dip./
Degree of
Bachelor Degree
Technology
Diploma inTechnical Associate Degree
Education
Upper
Vocational
Secondary +Education
Vocational
Certificate
Skill
Upper
Secondary
Lower
Secondary

NQF
LevelsNumber of
Credits

Level 848

Level 7

39

Level 6120
(72 – 82
for B. Tech)

Level 580-90

Level 4
Level 3100 – 110
(77 + 30 for
Upper
Secondary)

Level 2

77

Level 1

77

Learning
Pathway

Training,
Non-Formal,
Informallearning,
and recognitionof experiences

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AQRF Referencing Report Of Thailand

Table 11 shows the credits required by each level of NQF. As mentioned in the
Basic Education Qualifications and Lower Secondary and Upper Secondary Education
requiring 77 credits for levels 1 and 2 of the NQF. If upper secondary students takeadditional vocational skills, they will be at level 3 of the NQF. In terms of Vocational
Education, there are four qualifications at level 3, 4, 5, and 6 of NQF, while Higher
Education has a five level qualification system, which corresponds with levels 4, 5,
6, 7 and 8 of the NQF. As mentioned in Criterion 1, the credit transfer system foreducation qualifications is currently derived from training, non-formal and informal
learning, and recognition of experience is actively implemented at levels 1 to 6,
especially, TVET qualifications. Hopefully, in the future, all level of qualifications could
be implemented. The following are the standards of Basic Education, Technical andVocational Education and Training and Higher Education which are described interms of qualifications standards, and achievement standards.
Basic Education Standards• Qualification Standards
The qualification standards of Basic Education Core Curriculum (A.D. 2008) is aimed
at attaining a balanced development in all aspects – knowledge, skills, attributes andmorality to serve as a foundation for Thainess and universal values. The learning
standards and indicators of the eight key learning areas include the following: Thai
language; science; social studies, religion and culture; health and physical education;art; occupations and technology, and foreign languages serve as goals for thedevelopment of the quality of the learners. These learning standards and indicators
are designed to qualify learners with five key competencies: communication, thinking,problem-solving, ICT literacy, and life skills with the combination of eight attributes:
love of the nation, religion and the monarchy; honesty and integrity; self-discipline;
eagerness to learn; applying principles of a sufficiency economy philosophy;
dedication and commitment to work; cherishing Thainess and public mindedness.
For Lower Secondary Education in formal education system, learners must study
for at least three years. In order to complete lower secondary education, learners
must attain not less than 77 credits.
At Upper Secondary Education in formal education system, learners must spend at
least three years of study. In order to complete upper secondary education, learners
attain not less than 77 credit hours.

AQRF Referencing Report Of Thailand

77• Achievement Standard
With regard to lower secondary education, a student must pass reading, writing,and numerical testing according to the standards set by the school. They need tocomplete 66 credits of core courses and not less than 11 credits hours of elective
courses. A grade point average of 1.00 is also required.
In terms of Upper Secondary Education, a student must pass reading, writing, andnumerical testing according to the standards set by the school. They need to complete
41 credits of core courses and not less than 36 credits in elective courses.
The average grade point of 1.00 are required.
In order to ensure qualification standards for basic education, Ordinary National
Education Test (ONET) is provided for students in Grade 6, Grade 9 and Grade
12 in eight areas, as previously mentioned.
Technical and Vocational Education and Training Standards• Qualification Standard
The Qualification Standards of TVET has been clearly identified in the National
Vocational Education Framework of 2018, which covered three qualifications: Vocational
Education Certificate, Technical Diploma, and Bachelor Degree. The learning
outcomes must cover at least four aspects: (1) moral, ethics, and desired attributes;(2) knowledge; (3) skills; and (4) application and responsibility.
For the Vocational Education Certificate, three years of study or six semesters
are required. One semester lasts 18 weeks, for students have to undertake
work-based learning or practical experience in industry or business. The total credits
of six semesters are 100 – 110 credits. The structure of qualifications comprises 21
credits hours for core competency, 69 credits for technical competency, ten credits
hours for electives and at least two hours a week for extra-curricular activities
without credits. The ratio between theory and practice is 20:80. Students may enroll
to complete the programme within 12 semesters for full-time and 16 semesters
for part-time.
For Technical Diploma, two years of study or four semesters are required. One
semester lasts 18 weeks, and students have to undergo work-based learning orpractical experience in industry or business. The total credits of four semesters
are 80-90 credits. The structure of qualifications are comprised of 18 credits core

AQRF Referencing Report Of Thailand

78

competency, 56 credits for technical competency, 6 credits of elective and at least
two hours a week for extra-curricular activities without credits. The ratio between
theory and practical is 40: 60. Students may enroll to complete the programmewithin 8 semesters for full time and 12 semesters for part time.
In terms of the Bachelor’s Degree, three years of study or six semesters are required.
One semester is 18 weeks, and at least for one to two semesters, students are on
work-based learning or practical learning in industry or business. The total credits
for four semesters are 72-82 credits. The structure of qualifications are comprisedof 18 credits core competency, 48 credits for technical competency, 6 credits ofelective and at least two hours a week. The ratio between theory and practicalis 40: 60. Students may enroll to complete the programme within 8 semesters forfull-time and 12 semesters for part-time.
• Achievement standards
The achievement standards of Technical and Vocational Education and Training
Qualification are based on three levels of qualifications, as follows:1.

Vocational Education Certificate: In the formal schooling system,
students in vocational education programmes are required to complete
100-110 credits.

2.

The average grade point must be at least 2.00. They also have topass the Vocational Education Test for completion of the programme
and take the Vocational National Educational Test (V-NET).

3.

Technical Education Diploma: After completion of Vocational Education
Certificate, students may continue to spend two years of study or
more for a technical education qualification. They have to complete
80-90 credits. The average grade point must be at least 2.00. They
also have to pass Vocational Education Test for completion of the
programme and take a Vocational National Educational Test (V-NET).

4.

Bachelor’s Degree of Technology: Bachelor’s Degree programme
offered those who complete the Technical Education Diploma is a two-year
programme. Students must complete 72-82 credits. Their grade point
average is at least 2.00.

AQRF Referencing Report Of Thailand

79

Figure 18: TVET Qualifications Standards under NQF

Figure 18: TVET Qualifications Standards under NQF
National
Education
Standard

TVET Qualifications
Quality Standards
Qualification
Sub-Sector
Bodies(OVEC)

Professional
Bodies andIndustrial
PartnerStandards

Learning
Outcomes

DesignApprove
Review

Professional
Qualification
Standards

Assessment
Guidelines

1. Objectives
2. Teaching and learning
methods
3. Structure of requiredcompetency
4. Credits
5. Learner requirements
6. Teacher qualifications
7. Learning resources
8. Monitoring andevaluation

Figure 18 shows the integration of the educational standard in the framework of TVET
Figure18 shows
the integrationof objectives,
the educational
standardin the methods,
frameworktheof
Qualifications
QualityStandards,
which include
teaching
and learning
Qualifications
QualityStandards,
include objectives,teaching andlearninglearning
structure ofTVET
requiredcompetency,
credits,
learnerwhich
requirements,
teacher qualification,
the structureof requiredcompetency,
credits, learnerresources,methods,
and monitoringand evaluation.
The TVET
standard framework
will lead requirements,
to expectedteacherqualification,
learning
resources,
andmonitoring
andevaluation.
The bothTVETlearning outcomes in NQF which are the responsibility of OVEC, in cooperation withstandard
will leadto expected
learningQualification
outcomes inStandards
NQF whichtheprofessional
bodiesframeworkand industrial
partners.
Professional
arearealso
integral components
of TVETqualifications.
responsibilityof OVEC,in cooperation with both professional bodies and industrial

partners. Professional Qualification Standards are also integral components of TVET
Figure qualifications.
19: Example of Implementing Book Keeping Professional Qualifications in
TVET Qualification
TVET
Qualifications

PQ Qualification
Standards
Level 4

9 Units of Competency

Level 3

NQF
Learning outcomes

8 Units of Competency

Benchmarking with
International
Standards

Accountant
Association, Council& Business Partners

Technical Diploma
Vocational
Certificate

structure of required competency, credits, learner requirements, teacher qualification, learning
resources, and monitoring and evaluation. The TVET standard framework will lead to expected
learning80outcomes
NQF whichReport
are theresponsibility of OVEC, in cooperation with both
AQRFin Referencing
Of Thailand
professional bodies and industrial partners. Professional Qualification Standards are also
integral components of TVET qualifications.

Figure19: Example ofBook
Implementing
Bookkeeping Qualifications inFigure 19: Exampleof Implementing
Keeping Professional
Professional Qualifications
in TVET Qualification
TVET Qualification

PQ
PQ Qualification
Qualification
Standards
Standards
Level
Level44
9 9Units
Unitsofof Competency
Competency
Level
Level33
Unitsofof Competency
Competency
8 8Units

Benchmarking
Benchmarking
with
withInternational
International
Standards
Standards

TVET
TVET
Qualifications
Qualifications
Technical

NQF
Learning outcomes

Technical
Diploma
Diploma

Vocational
Vocational
Certificate
Certificate

Accountant
Association,
Accountant
Council & Business
Association,CouncilPartners& Business
Partners

64

Figure 19 shows an example of Professional Bookkeeping Qualifications, which are oneof 700 occupations in 55 sectors and with 1,900 professional qualifications developedby TPQI in cooperation with Professional Bodies and industrial sectors. The Accounting
Professional Qualification, like that of other professional qualifications, are the main
components of TVET qualifications. Besides the TVET required competency unit, allunits of competency from professional accountancy qualifications are provided in TVET
qualifications. The learning outcomes of each level of PQ qualification are integrated
in the TVET learning objectives and outcomes. The Association of Accountants andtheir business partners played important roles in providing the competency standards
needed which are also benchmarked with international standards. They also participatedin curriculum development, delivery methods and assessment.

AQRF Referencing Report Of Thailand

81

Higher Education Standards• Qualification Standard
In 2006, the first version of Higher Education Standard was launched with themandates from the National Education Act. It is comprised of three aspects: (1)standards of the quality graduates; (2) the standards for governance in higher
education management; and (3) the standards of knowledge-based learning andsociety. In 2008, the new version of Higher Education standards was launched andhad five aspects: (1) the standards of students and graduates; (2) research andinnovation; (3) the standards of academic services; (4) the standards of arts, culture,
and Thainess, and (5) the standards of higher education management. The Higher
Education Standards can serve as a guideline for the implementation of all higher
education management and affairs.
In 2009, the Thai Qualifications Framework for Higher Education (TQF: HEd)was developed to support the implementation of educational guidelines set out in the National
Education Act, to ensure consistency in both standards and titles for higher education
qualifications, and to make clear the equivalence of academic awards with those
granted by higher education institutions in other parts of the world. The Framework
will help to provide appropriate points of comparison in academic standards for
institutions in terms of planning and internal quality assurance processes, for evaluators
involved in external reviews and for employers in understanding the skills and capabilities
of graduates they may employ. The learning outcomes at each level of qualifications
in higher education are emphasized and play an important role in the TQF,
which is a reference to a designing programme of study for higher education. Later,
the TQF has been integrated into NQF.
TQF classifies the learning outcomes into five domains and describe the learning
outcomes at each level and in each of these groupings in relation to the NQF
descriptors, as follows:
1. Ethics and morals
2. Knowledge
3. Cognitive skills
4. Interpersonal skills and responsibility
5. Numerical analysis, communication, and information technology skills

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The bottom-up approach with all stakeholders is promoted to translate TQF to“the Discipline Standards”, with the research process required to make it comparable
internationally. The structure and learning outcomes in the higher education programmeof study will be designed in compliance with the TQF or discipline standards.
• Achievement standards
Higher Education Standards consist of the following three aspects, as follows:
1. Quality Standard of Graduates: students must have knowledge, moral, ethics,
self-learning and development; application of knowledge for living in thesociety with physical and mental happiness; conscience and responsibility
		 as national and global citizens.
2. Quality Standard of Higher Education Administration: Higher Education
institutions should have good, balanced governance.
3. Quality Standard in creating and developing a knowledge-based
		 and learning society.
It covers four levels of qualifications: Associate’s degree, Bachelor’s degree, Master’s
degree, and Doctoral degree.
1. Associate’s degree: Students must spend three years after completionof upper secondary education in formal systems and not after more thansix years of study. 90 credits of study are required and students shouldhave the average grade point of 2.00.
2. Bachelor’s degree: Four to six years after completion of upper secondary
education are required for students in the Bachelor’s degree programme.
At least 120 credits are required and students should have the average
grade point of 2.00.
3. Master’s degree: Students must spend no more than five years of study
after completion of the Bachelor’s degree. At least 39 credits are required
4. Doctoral degree: Not more than eight years of study after completionof a Bachelor’s degree and not more than six years of study after
completion of a Master’s degree are required for the Doctoral degree
program with at least 48 credits required for those who completea Master’s degree and 72 credits are required for those who completea Bachelor’s degree and students should have a grade point averageof 3.00.

AQRF Referencing Report Of Thailand

83

Figure20: Higher
Education
Qualifications
Standards
Framework
Figure20: Higher
Education
Qualifications
Standards
Framework
National
Education
Standard
Professional
Bodies andIndustrial
PartnerStandards
Professional
Qualification
Standards

Higher Education
Programme Standards
Qualification
Sub-Sector
Bodies(OHEC)

Design
Review

Learning
Outcomes Programme
specification
 Course and field
experience
specifications
 Teaching and learning
process Assessment andevaluation
 Course and field
experience report Semester and annual
programme report Planning for
improvement anddevelopment

Figure 20 shows the Higher Education Qualifications Standards Framework, which are similar
Figure 20 shows the Higher Education Qualifications Standards Framework, whichto TVET qualifications. The components of programme specification in Higher Education
are similar to TVET qualifications. The components of programme specification inincludes course and field experience specifications, the teaching and learning process,Higherincludesand field
experience
specifications,the teachingassessment
andEducation
evaluation,
coursecourseand field
experience
report,semester andannualandlearning
process,
assessment
andevaluation,
courseandfieldexperience
report,programme report, and planning for improvement and development. OHEC, whichissemesterand annual
programme
report, andfor improvement
and thedevelopment.
responsible
for higher
education
qualifications
and planningmonitoring
and controlling
learning
outcomesOHEC,
of eachwhich
programmeto those forprogramme
specifications
by the Higher
is responsible
higher education
qualifications
and Education
monitoring
Commission.
After
the
programme
proposedbyuniversitiesorhighereducation
institutionsareand controlling the learning outcomes of each programme to those programme
ratified byspecifications
the Higher Education
Commission,
it is endorsed
and After
registeredby Office ofproposed
the Civilby the Higher
Education
Commission.
the programmeService Commission(OCSC)
and announced
by the Ministerof Education.
professional
by universities
or higher
education institutions
are ratified
by the The
Higher
Education
bodies and industrial partners are also involved in programme design and are reviewed at a
Commission, it is endorsed and registered by Office of the Civil Service Commission
university level. Some programmes in higher education also implemented professional(OCSC) and announced by the Minister of Education. The professional bodies andqualifications standards.

industrial partners are also involved in programme design and are reviewed at auniversity level. Some programmes in higher education also implemented professional
qualifications standards.

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AQRF Referencing Report Of Thailand

5.3 Occupational Standards
TPQI Qualifications Standards and Achievement
The Thailand Professional Qualification Institute (TPQI) encourages stakeholders
to set occupational standards. The occupational standards are then developed byprivate sector, employers and employee groups or associations.
TPQI has a Terms of Reference which serves as a guideline for all professional
writers to strictly follow the process of occupational standards setting (Annex 9),
which can be represented, as follows:
1. Stakeholders Meeting (industry, government agencies, associations, etc.)
need to be held to ensure that the standard is needed and a responseto the real needs of the industry.
2. Professional Writer contracted (Universities, Associations, Institutions andmust follow the TOR of TPQI).
3. Pre-and-post public promotion through different target media.
4. Stakeholders are selected and invited as a working group to participate
in occupational standard setting.
5. It is necessary to study and analyze related occupational standards fromtwo overseas countries and one SEA country to consider the similarities
and differences.
6. Several workshops with a working group of industrial representatives arearranged for occupational standard setting and qualifications, according to
TPQI template and professional qualification framework.
7. Table the occupational standard and the qualifications to Endorsement
Committee represented by 9-12 representatives from relevant public andprivate organizations for consensus.
8. Once the occupational standard and qualifications are endorsed by thecommittee, the working group will develop assessment tools for occupational
standards.

AQRF Referencing Report Of Thailand85

9. The experts are invited to evaluate, to verify the validity, reliability and the
difficulty of the assessment tools.
10. Pilot tests of the assessment tools are conducted with a trial assessment
and if there are some important issues during the trial, it is necessary to
go back to the standard.
11. If the assessment tools are against the occupational standard, TPQI willtable the assessment process and assessment tools to the Endorsement
Committee for final consensus.
12. The occupational standard will be reported to the TPQI Governing Board(occupational standard, assessor manual, occupational standard manual andassessment tools).
13. TPQI announces the occupational standards of the Royal Decree.
The process includes several consultations of relevant stakeholders in the field forsetting the unit of competence, elements of competence and performance criteria.
Once the occupational standards, representing units of competence and qualifications,
are set by the working group, then the working group will develop the assessment
tools and test them before reporting to the TPQI Governing Board. The wholeprocess can take about 365 days, depending on how large the industry is or thenumber of qualifications.
Training providers and education institutions are able to use these occupational
standards for curriculum development and training programmes.

TPQI Governing Board. The whole process can take about 365 days, depending on how large
the industry is or the number of qualifications.
Training
and education
institutions
are able to use these occupational standards for
AQRF Referencing
ReportOf Thailand
86 providers
curriculum development and training programmes.

21:ofLinkagesof TVET CurriculumStandard
andFigure 21: Figure
Linkages
TVET CurriculumStandard andPQ Competency
Standard
PQ Competency Standard

TVET Competency based
Curriculum Standard

PQ Competency Standards• Performance criteria• Range statement Knowledge evidence
requirements• Skill evidence requirements• Guidelines for assessment• Learning Objectives• Subject Standards• Outcomes Standards• Assessment Standards

Figure 21 presents the linkages of the TVET curriculum standard and the PQ competency

Figure 21 presents the linkages of the TVET curriculum standard and the PQ competency
standard. The agreed standards of learning outcomes in NQF will be implemented
standard. The agreed standards of learning outcomes in NQF will be implemented throughthrough TVET competency-based curriculum standards, which include the following: (1)TVET competency-based curriculum standards, which include the following: (1) learninglearning objectives; (2) subject standards; (3) outcome standards; and (4) assessment
objectives; (2) subject standards; (3) outcome standards; and (4) assessment standards. The
standards.
The Standards,
PQ Competency
Standards,
whichof areintegralcurriculum
parts of arethecomprised
TVET of
PQ
Competency
which areintegral parts
the TVET
curriculumof criteria;
the following:(1) performance
criteria;(2) rangethefollowing:are(1)comprised
performance(2) range
statements; (3)knowledge
evidencestatements; (3)evidence
requirements;(4) skill evidence
requirements;
requirements;(4) knowledge
skill evidence
requirements;and (5) guidelines
for assessment
are integrated(5) curriculum
guidelines infortheassessment
areNQF.
integrated in TVET curriculum in the same
inand
TVET
same level oflevel of NQF.

By 2019, TPQI had already developed occupational standards in 55 sectors covering about700
occupations
andalready
1,900 developed
professionaloccupational
qualifications.
A list ofintheStandard
By 2019,
TPQI hadstandards
55 Occupational
sectors covering
Sectors
andProfessional
Qualificationsarelocated
in
Annex
10.
about 700 occupations and 1,900 professional qualifications. A list of the

Occupational Standard Sectors and Professional Qualifications are located in Annex 10.

Occupational Standards and Achievements by the Ministry of Labour

The National Skill Standards are implemented under the Skill Development Promotion Act B.E.
2545 (A.D.2002) under the supervision of the Department of Skill Development (DSD) and the
Occupational Standards and Achievements by the Ministry of Labour
Ministry of Labour and were then divided into 2 types:
 NationalSkill
Skill Standards
Standards are implemented under the Skill Development
The National Occupational
Standardsof Workers
Promotion
Act B.E. 2545
(A.D.2002)
under the supervision of the Department of Skill(DSD)
and theskill
Ministryof Labourand werethen divided
intoortwo
types:
InDevelopment
the formulationof national
standardsof various
occupations,by laws
by international• National
Standards
usage, theelementsSkill
to betaken into account include the knowledge and ability skills of•
Occupational
Standards
personnel in each occupation, which ofis Workers
reflected in the rates of wages and payments. The
procedure contains the following:69

AQRF Referencing Report Of Thailand

87

In the formulation of national skill standards of various occupations, by laws or byinternational usage, the elements to be taken into account include the knowledge
and ability skills of personnel in each occupation, which is reflected in the rates ofwages and payments. The procedure contains the following:
1. Survey the demand of labour market
2. Select the key occupations demanded by the market
3. Recruitment of experts, specialists, occupation owners and stakeholders tobe sub-committee members on national skill standards
4. The Committee on Skill Development designates the sub-committee as
required
5. Analyze the occupations, main tasks, sub-tasks, and draft skill standardsof each occupation
6. Call a meeting of the sub-committee to endorse their skill standards
7. Identify the qualifications of these applicants in national skill standard tests
8. Produce handbooks on the tests: procedures, criteria, content of tests interms of knowledge and ability
9. Present standard for approvals of the sub-committee and committee
10. Publish the draft national skill standards, qualifications of test applicants
and procedures of the tests in the Government Gazette
11. Train examiners and accredit testing centers
12. Conduct tests on national skill standards in compliance with the quality
assurance system
To be certified on qualifications according to the skill standards, applicants must
pass the national skill standard test on the knowledge, skills and attitude required
for working in each occupation. The minimum wage is also determined according
to their level of skill standards.
An individual who applies for skill standards tests must be at least 18 years old,with experience in that occupation or receiving appropriate training and education.
He or she must pass 70-80 percent of the test, depending on the rules and criteria
for each field.
In 2019, the DSD developed 245 skills standards in 7 occupational sectors andprovided training and testing for those who looked for employment, changing jobs,
and upgrading skills. A list of the 7 occupational sectors are included in Annex 11.

Criterion 6 :National Quality Assurance System
for Education and Training
The national quality assurance system for education and trainingthat refers to the national qualifications framework or system
are described. All bodies responsible for quality assurance state
their unequivocal support for the referencing outcome

6.1 Quality Assurance System
The Quality Assurance (QA) system for education and training in Thailand are
responsible by Ministry of Education. External quality assurance system is carriedout by Office of National Education Standards and Quality Assessment (Public
Organization) (ONESQA) while each qualification sub-sector authority is taking careof Internal Quality Assurance (IQA). Recent development of QA system is in the
Ministerial Regulation for Education Quality Assurance 2018.
The National Education Act 1999 stated that a quality assurance system should takeplace in order to develop the quality and standards of education at all levels, comprisinginternal and external quality assurance systems, which are linked and related altogether
as shown in Figure 23. The criteria and procedure of quality assurance are as statedin the Ministerial Regulation for Education Quality Assurance 2018.
The new ministerial regulation 2018 announcing the “Education Quality Assurance”
means to evaluate and monitor the quality according to education standards of eachlevel and type of institutions with a controlling mechanism established by institutions.
The aim is to develop and ensure confidence of stakeholders and the public thatthe institutions are able to provide quality education according to education standards
and achieve the objectives of qualification sub-sectors.

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Each qualification sub-sector provides a quality assurance system within the institution
by defining its education standards in accordance with the education standard of eachlevel and type of education announced by the Minister of Education. Each institution
is required to undertake an evaluation and examination on education quality and follow
up the results to meet quality and standards of education provision and submit
a Self-Assessment Report (SAR) to qualification sub-sector bodies every year.
In order to ensure that the implementation of education quality assurance is effective,
qualification sub-sector bodies are responsible for providing counseling, assistanceand introduction to institutions in order to continuously enhance the quality of assurance.
When qualification sub-sector bodies receive the self-assessment reports of institutions,they are required to deliver such reports, together with issues that require evaluation andmonitoring collected from relevant agencies or stakeholders, to ONESQA as informationand guidelines for external quality assessment.
The ONESQA shall evaluate and monitor the quality and education standards ofinstitutions and submit the assessment and monitoring report with suggestions toinstitutions and qualification sub-sector bodies to use as guidelines for enhancing
the quality of education.
Figure 22: Roles of Bodies in Quality Assurance System

Regulator
ONESQA• Set EQA standards• Organize EQA• Analysis of SAR• Deliver assessment
report for quality
improvement(suggestions
and guidelines)

Supporter

Operator

Qualification Sub-Sectors Schools/TVET/Institutes(OBEC, OVEC, OHEC)

Universities• Set IQA standards(guidelines, quality
code and criteria)• Preparation andsupport institutions
readiness for SAR
and Mockassessment• improvement QA
standards throughDevelopment plan
• Involve social partner
in IQA and SAR
Develop IQA of
institutions• Organize annual SAR• Summit SAR toconcerned agencies

AQRF Referencing Report Of Thailand

91

Figure 22 shows the roles of three bodies in the QA system, which includes
ONESQA and the three qualification sub-sectors (OBEC, OVEC, and OHEC), andinstitutions. These three responsible bodies in the QA system play important roles
as regulators, supporters and operators. The details of the Internal Quality Assuranceand External Quality Assurance System is described below:
Internal Quality Assurance System
The Internal Quality Assurance (IQA) system is one of the administrative educational
processes, which should be continuously practiced. There must be control of components
related to quality, audit, follow-up, and performance assessment for regular quality
improvement. Hence, the internal quality assurance system should monitor the inputs,
processes, and outputs and the outcomes of the system, while the external one
focuses on the outputs and the outcomes.
Education institutions set their standards according to the standards of each type andlevel of education, with education provision plans, aiming for quality; then implementing
and assessing to check the internal quality. The report on self-assessment is annuallysent to qualification sub-sector bodies.
The IQA system has been put in place in educational institutions. This assessment
is based on the missions of the institutions in order to make assessment more
effective and efficient. Each institution is responsible for monitoring and assessing
its IQA system as a mechanism to manage overall internal performance assessment,from inputs and process to outputs and outcomes. Each education institution is required
to produce an annual IQA report or SAR for submission to its responsible agencies,
relevant organizations, and the public.

AQRF Referencing Report Of Thailand

92

Figure 23: Relationship between IQA and EQA Systems

Figure 23: Relationship between IQA and EQA Systems(พิมพ์ 4 สี)

As shown in Figure 23, educational institutions must produce an annual internal quality
assessment report. These reports contain internal quality assessment results as specified by
the responsible agency. The Higher Education Institutes use Commission on Higher Education
Quality Assurance ( CHE QA) in an online database system recording education quality

AQRF Referencing Report Of Thailand

93

As shown in Figure 23, educational institutions must produce an annual internal
quality assessment report. These reports contain internal quality assessment
results as specified by the responsible agency. The Higher Education Institutes use
Commission on Higher Education Quality Assurance (CHE QA) in an online databasesystem recording education quality assurance results in an online system, startingwith the collection of a common data set, supporting documents, self-evaluation,and evaluation by a quality assessment committee. These reports are presented tothe overseeing agencies, relevant organizations, and the public since the reports
connect IQA and monitoring by responsible agencies.
Office of the Higher Education Commission (OHEC) will provide educational
institutions with consultancy, assistance, advice, for the continuity of the quality
assurance. The OHEC also sent the report with issues for assessment and monitoring
gathered from relevant agencies or stakeholders to ONESQA as information for EQA.
External Quality Assurance System
ONESQA is responsible for assessment and quality monitoring at educational
institutions. Reports with recommendations will be sent to the institutions and supervisoryagencies for quality improvement.
ONESQA also conducts EQA for individuals or agencies and then certify them.
Qualification sub-sector bodies have to follow-up the results of the improvement
and the development of institutions in terms of quality and education standards.
The Royal Decree on the Establishment of the ONESQA 2000 stipulates that therecruitment of distinguished committee members is based on principle of inclusiveness,balanced representation and even distribution from the public and private sectors,
scholars and professional communities. Therefore, ONESQA committees are professionaland have extensive experiences with management, educational administration,and QA to help steer the development of EQA in accordance with the goals of
the National Education Act.
All members of all of the boards and committees can each serve for a four-year termof service, but no more than two consecutive terms. The committee has the authority
to control the operation such as setting management policy, decision-making
on operational plans, approving investment and financial plans, following up on
operations and monitoring the administration of organizations. The committee also
enforces regulations, rules, announcements and requirements, such as distributing

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the organizational structure; determining job positions, qualifications, and salary, etc.
(Royal Decree on the Establishment of the ONESQA, Section 20) empowers the Executive
Committee to appoint advisors to committees and to certify external assessors.
External Quality Assurance and Education Quality Assessment Committee iscomprised of 4 committees:
1. The Executive Committee for the ONESQA there are 10 members appointed
by the Cabinet.
1.1 Chairman: specialist in the field of administration, social or scienceand technology
1.2 Member: Chairman of Basic Education Commission
1.3 Member: Chairman of Vocational Education Commission
1.4 Member: Chairman of Higher Education Commission
1.5 Member: six specialists from administration, science and technology
1.6 Member and secretariat: Director of the ONESQA is a committee
Duties and responsibilities:
			
		
-

Formulate policy and approve the ONESQA implementation plan
Approve an annual budget and a financial plan
Provided measures in disseminating quality and standard assessment
to concerned agencies and the public
Accredit external assessors and provide a scope of duties and related
rules and regulations
Issue rules, regulations, criterion or announcements in managementof ONESQA

2. The Committee for Development and Assessment System of Basic			Education
3. The Committee for Development and Assessment System of Vocational
			Education
4. The Committee for Development and Assessment System of Higher
			Education

AQRF Referencing Report Of Thailand95

The three committee of each education sector are comprised of 11 members,
selected from specialists in administration, assessment, and related fields from boththe public and private sector. The working term is three years and they are able
to continue for another three years.
Duties and responsibilities: These three committees provided academic assistancein each type of education to the Executive Committee- To develop and improve EQA including standards and criterion
for external quality assessment in accordance with Executive Committee
			policy- Monitor standard accreditation and education quality assessment of related
institution accordance with Executive Committee policy• Alignment of the Quality Assurance System and the ASEAN Quality Assurance		Framework
The external quality assurance follows the ASEAN Quality Assurance Framework (AQAF)
in terms of four key principles: (1) External Quality Assurance Agencies (EQAA); (2)External Quality Assurance (EQA); (3) Institutional Quality Assurance (IQA); and (4)National Qualifications Framework (NQF). The implementation under AQAF will help
support the trust and facilitate qualification recognition, credit transfer and learner
mobility in the region in the present and in the future.
ONESQA is the sole national EQAA in Thailand and its establishment conforms
to the principles of the AQAF which suggest that a national EQAA should be set
up with a legal framework. The details of operations of ONESQA to conform theprinciples of the AQAF are provided in Annex 12.
For external quality assurance guideline and processes, AQRF serves as a common
set of core principles, neutral reference points and some evidence along with theprinciples shown in Table 12.

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Table 12: AQAF Principles and Neutral Reference
External Quality
Assurance Standards
and Processes

Internal Quality
Assurance(Institutions)

National Qualifications
Framework

An appropriate andlegally established by
an external bodymandated anddedicated to conduct
quality assurance.
The mission and goals
are clearly indicated.

The core function andactivity is to conduct
quality assurance
processes and theestablishment of policies,
standards, procedures
and outcomes. Thesestandards are developedwith stakeholders andreflect national needs
and aspirations

It reflects the close
linkage between
external quality
assurance and theinternal quality
assurance of institutions

This provides anational classification,and standards for
qualifications in
educational sector.
It reflects the progressive
complexity of learning,
outcomes, credits, andestablishes a learner
center approach inteaching and learningand beyond that
supports lifelong
learning

Examples of   - The National
Evidence
Education Act of 1999
- Royal Decree on the
Establishment of
ONESQA- Ministerial regulation
of QA- Board of committees
cover all levels of
education- manual for operations- standard operatingprocedures- strategic plans- publications- research output- seminars/ conferences- IQA review system- monitoring systems
and reviews- procedures fordeveloping standards- guidelines for
institutional assessment- involvement of
stakeholders- set of quality
assurance framework,
evaluation instrument,
assessors training andmonitoring- manuals for
Institutional- selection criteria andpractice- workshops- appeals system andprocedures- dialogue and input
from various parties- a structure within the
IQA organization toensure the implementationand monitoring of
improvement such as
a committee and aworking group- documented policies(Ministerial regulations
of QA) and responsibilitiesof all parties whichhave been disseminatedto institutions- linkage between the
IQA & EQA indicators- national policies andstrategies- mechanism ofauthorized body
responsible for NQF- evidence of
implementation
policies andmechanisms- EQA Indicators
related to learning
outcomes

Principles
Guidance

The External Quality
Assurance Agencies

AQRF Referencing Report Of Thailand

97

ONESQA’s EQA corresponding to the AQAF consists of three steps: (1) before the institution
visit; (2) during the institution visit and; (3) after the institution visit.
• Before site visit
ONESQA notifies the designated institution to submit institutional SAR to ONESQA
at least 30 days prior to the EQA. Additionally, SAR can also be prepared on theelectronic database system with the same format, differing only in terms of criteria
and standards. This makes it easier for education institutions to use this databaseto prepare reports. Furthermore, ONESQA has developed an information system for
EQA called Automated Quality Assurance (AQA) by linking databases with responsible
agencies to facilitate and enhance the efficiency of ONESQA performance, assessors,and education institutions. After the team of external assessors has received theinstitutional SAR, they will call a meeting to discuss assessment preparation. The
team of assessors examines assessed institution’s performance through SAR andcommon data set to analyze preliminary assessment results and prepare questions
for actual assessment.
• During site visit
The team of assessors has a meeting with the representatives of institution’s
administrators to get introductory information of the institute and explain the objectivesof the assessment. After the meeting, the processes of interview, observation andexamination of decision making and gaining reliable information are made to the
key stakeholders. On the last day of assessment, the team of assessors verballygives comments and summary of the assessment results. The assessors will provide
suggestions for improvement and subsequently deliver a draft of assessment reportto the institution for review. The assessed institution can make an objection within
15 days after the receiving date.
		 • After site visit
The team of assessors submits the draft assessment report approved by the institution
to ONESQA for verification. If there is any part that needs amendment or correction,
ONESQA returns it to the team of assessors for amendment. Only the completed andaccurate report is brought to the consideration of the Development of Assessment
Systems for each level of education committees (basic, vocational and higher
education) and then the Executive Committee of ONESQA will be the ultimate bodyto certify quality of assessed institutions. ONESQA will post summary of the EQA

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results and disseminate it to the public via its website and send the full assessment
report with official certification of the quality assessment to the education institutions
and responsible agencies.

6.2 Quality Assurance System of Education and Occupational
Standards Related to NQF
Qualification sub-framework authorities (OBEC, OVEC and OHEC) establish quality
assurance standards based on their qualification frameworks which are located in
NQF. Learning outcomes of qualifications in NQF are actually described throughstandards such as the quality of the learners, teaching and learning approaches,
the administrative process, and involvement of social partners. The education
institutions have to carry out those standards and develop assessment reports for
improvement. With the implementation of NQF, the quality assurance standards ofqualifications are strengthened. The linkages between IQA and EQA, with the NQF
standardsof qualifications
strengthened.
linkages between IQA and EQA, with thelearning
outcomes, asare
shown
in Figure 24The
below:

NQF learning outcomes, as shown in Figure 24 below:

Figure 24: Linkages of IQA and EQA with NQF Learning Outcomes

Figure 24: Linkages of IQA and EQA with NQF Learning Outcomes

Furthermore, quality assurance is divided into educational and occupational standards, which
can be described as follows: Quality Assurance for Education Standards
In practice, institutions implement quality assurance at the institution level, called IQA, whichAQRF Referencing Report Of Thailand

99

Furthermore, quality assurance is divided into educational and occupational standards,
which can be described as follows:• Quality Assurance for Education Standards
In practice, institutions implement quality assurance at the institution level, called
IQA, which is conducted once a year, and receives external quality assessment
according to the cycle. In addition, at programme level, it is necessary that the
programmes of study are certified by other agencies, such as the professional council,
international standard bodies or others. This can proceed further than normal
systems according to the standards of the certification agency.
		• Quality Assurance for Occupational Standards

Graduates or workers can take additional professional standards tests. Those who
pass the standard test will be certified by the agency or organization to ensurethat they have skills, knowledge, and competencies that meet the requirements.
Table
Quality
Assurance System
System ofOccupational
Standards
Table
13:13:
Quality
AssuranceofEducational
EducationalandandOccupational
Standards

International
Standard

National Standard

Basic Education

Quality Assurance System for
Educational Standards
Vocational Education

Basic Education

Vocational Education

Higher Education

Basic Education
Standards
for internal quality
assurance
 OBECQA Non-formal andInformal Education
Standards

 Vocational Education
Standards
 Vocational Education
IQA

 Higher Education IQA

Quality Assurance
System for
Occupational
Standards

Higher Education







 EAS TVET QAF
 Asia PacificAccreditation andCertification
Commission(APACC)









AUN-QAAACSBABEST43
EPAS
EQUIS
IACBE
WFME




TPQI
DSD
Professional
Associations
Professional
Councils
Professional
Organizations
ISO 9001: 2015
ISO/IEC 17024

Table 13 summarizes the quality assurance system of education and occupational
standards, including international standards of each qualification sub-sector.
For example, the professional standard of TPQI are also certified by ISO 9001:2015
and benchmarked with ISO/IEC 17024 (details in 6.3), and the DSD Skill Standards

Table 13 summarizes the quality assurance system of education and occupational standards,
including international standards of each qualification sub-sector.For example, the professional
standard of TPQI are also certified by ISO 9001: 2015 and benchmarked with ISO/ IEC 17024( details in 6. 3) , and the DSD Skill Standards are benchmarked with ISO/ IEC 17024. The ISO
9001:2015 is a management system with standards that apply to TPQI as an organization. ISO
17024 is a standard that applies to organizations which certify students in some competencies.
This demonstrates that TQPI processes for certification are under close monitoring by the ISO
17024 certification body. For some of the Higher Education programmes, as well as TVET
programmes and institutions, they are also benchmarked and certified by internationalorganizations and standards.
Quality Assurance of Basic Education Qualifications

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are benchmarked with ISO/IEC 17024. The ISO 9001:2015 is a management systemwith standards that apply to TPQI as an organization. ISO 17024 is a standard thatapplies to organizations which certify students in some competencies. This demonstrates
that TQPI processes for certification are under close monitoring by the ISO 17024
certification body. For some of the Higher Education programmes, as well as TVET
programmes and institutions, they are also benchmarked and certified by internationalorganizations and standards.
Quality Assurance of Basic Education Qualifications
The Criteria and Procedure of Education Quality Assurance 2010 has set four standardsof basic education for IQA of education institutions:• Standard 1: Quality of Learners, meaning that the learning outcomes whichreflect and express knowledge, ability, skills, key competencies, desired
attributes, according to the curricula with development in terms of reading,writing and analytical thinking.
• Standard 2: Administrative Process of Institutions meaning that the administrationof institutions cover academic aspects, teachers, education personnel,
ICT and environment, allow participation of all stakeholders in education
provision to ensure confidence in the quality of education.
• Standard 3: Learner-Centered Teaching and the Learning Approach meaningthat the process of education provision are based on institutional curriculathat are in line with the context of community and locality, interests, demands
and aptitudes of learners, with diverse methods, so that learners could learn
fully and in accordance with their potential. The knowledge and understandingof learners could be systematically and efficiently investigated and assessed.
• Standard 4: Effective IQA System meaning that the system of educational
quality and standard management of institutions result in good quality oflearners, derived from participation of stakeholders who are confident in
the quality of education provision.

AQRF Referencing Report Of Thailand101

The quality assurance system for non-formal and informal education as follows:• Ministerial regulation on the System, Criteria and Procedure of Education
Quality Assurance, 2010
• Ministerial regulation on the Criteria and Procedure of Internal Quality
Assurance for Non-Formal Education Institutions, 2012
• The 2nd Announcement of Ministry of Education on the Standards of Non-formal
and Informal Education, 2017 for basic education, comprising three mainstandards:- Quality of learners and service receivers- Quality of education and service provision- Efficiency of education administration
In order to ensure basic education quality, QA system development includes eightactivities, as follows:
•
•
		
•
•
•
•
•
•

Identify Education Institution Standards
Develop Quality Education Development Plan according to Education
Institution Standards
Develop administrative systems and information
Implement the Quality Education Development Plan
Monitor and evaluate the quality of education
Assess internal quality according to Education Institution Standards
Develop annual internal quality assessment report
Continue enhancement of education quality

In addition, the National Institute of Educational Testing Service (NIETS), a publicorganization also provides Ordinary National Education Test (ONET) to students in
Grade 6, Grade 9 and Grade 12 or at the primary, lower secondary, and upper
secondary level. The main objectives are to assess academic proficiency according
to Basic Education Core Curriculum and reflect the quality of education at thenational level.

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Quality Assurance of Technical and Vocational Education
and Training Qualifications
In order to ensure quality of TVE qualifications, the National Vocational Education Frameworkof 2019 identified four components of quality assurance, as follows: (1) the useof occupational standards for qualification development; (2) qualified teachers andresources; (3) appropriate learning methods and assessment; and (4) the quality ofgraduates. In addition, everyone must pass the Vocational Education Standard
Test to attain qualifications.
In 2018, there was an announcement of the Vocational Education Standards,
including three standards and eight issues for assessment. Three standards include:• Standard 1: Desired characteristics of graduates including knowledge, skills
and application, and ethics and morals• Standard 2: Vocational education management comprised of curricula,teaching and learning, management, and policy implementation• Standard 3: Establishment of a learning society involving partnership in
learning society establishment, and innovation, invention, creativity and research
Eight issues for assessment include:
•
•
•
•
•
•
•
•

Objectives
Teaching and learning methods
Structure of required competency
Credits
Learner requirements
Teacher qualifications
Learning resources
Monitoring and evaluation

According to the Vocational Education Act of 2008, National Vocational Education
Framework has been developed in order to ensure the quality of the qualifications,curricula, delivery system and the quality of the graduates. The National Vocational
Education Framework of 2019, covers levels of qualifications, delivery system,and quality of graduates in four areas: (1) desired characteristics and behavior;(2) knowledge; (3) skills, and (4) application and responsibility, which are closely
related to the learning outcomes in NQF and AQRF.

AQRF Referencing Report Of Thailand103

In addition, quality assurance of TVE qualifications have been undertaken by carryingout the following international standards, for example:• East Asia Summit Technical and Vocational Education and Training Quality
Assurance Framework (EAS TVET QAF) (2012)• Asia Pacific Accreditation and Certification Commission (APACC)• ASEAN Mutual Recognition Arrangements (MRA) in Tourism Professionals• Doc 7192 AN/857 of International Civil Aviation Organization• Model course of International Maritime Organization (Model course 7.02,
7.04)• Nondestructive Testing from England and U.S.A. standards (SNT-TC-1A)• Electronic and Mechatronics of KOSEN, Japan
In the IQA process of Technical and Vocational Education and Training, allstakeholders, including staff, students, community members and industrial
representatives, as well as related agencies in both public and private organizations.
There are eight activities in the QA system development, which are similar to thoseof basic education.
Quality Assurance of Higher Education Qualifications
In terms of higher education, academic independence in the selection of QA systemis the main concern. Universities may select IQA developed by Office of the Higher
Education Commission or any other systems that are internationally recognizedcommunity. The IQA system is organized through curricula, faculties, and institutions.
The steps for the development of quality graduates are in compliance with the Thai
Qualifications framework for Higher Education (TQF: HEd).
The process of quality assurance of higher education qualifications, starting fromthe Thai Qualification Framework for Higher Education, which follows the National
Education Act of 1999 (the 2nd amendment in 2002), National Education standards
and Higher Education Standards, which are embedded in the NQF.
The Thai Qualification Framework for High Education describes the expected learning
outcomes, program standards criteria, degree nomenclature, criteria for credit transfer
and other relevant standards. There are seven components in the Higher Education
qualifications framework. According to Figure 25 and with TQF 1 to TQF 7, program
reviews must be carried out every five years.

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According to the National Education Act of 1999 (the 2nd Amendment, 2002),
the quality assurance, both internal and external, must be developed. The OHEC
is responsible for supporting the IQA in higher education institutions. ONESQA isalso responsible for EQA.
At first, the IQA was developed at the faculty and institution level. Later, after
the implementation of TQF in 2009, the IQA was extended to be conducted at a
programme level with elements and criteria, as follows:• IQA at the faculty and institution level, there were 5 elements and 13 indicators:(1) graduate production; (2) research; (3) academic services; (4) arts andculture conservation; and (5) administration.
• IQA at the programme level, there were 6 elements and 14 indicators:(1) standards monitoring; (2) research; (3) students; (4) lecturers; (5) curricula,teaching and learning methodologies and learning assessment; and(6) learning support facilities.
In 2009, the TQF was launched by OHEC. The TQF was designed as a tool ormechanism to link policy to implementation and emphasizing the quality of graduatesand other aspects of higher education standards. The quality of graduates must
consist of five domains of learning outcomes, as mentioned in criterion 5: Standards,
Criteria and Guidelines for Accreditation, namely: (1) ethics and morals; (2) knowledge;(3) cognitive skills; (4) interpersonal skills and responsibility, and (5) numericalanalysis, communication, and information technology skills. All programmes of study
must meet the requirements of the TQF and can be assessed by the IQA system.
In order to ensure that the quality of graduates is in compliance with the learning
outcomes at each qualification level of the TQF. OHEC introduced the TQF quality cyclewith good practice for higher education institutions to use as guideline for implementation,
including programme design, the teaching and learning process, and assessment.
The Outcome-Based Education Approach and a series of workshops also introduced
and held yearly in the four regions of Thailand with collaboration from Australia,
and the European Union (EU). However, the TQF was designed for the flexibility of
autonomous institutions to formulate their own models or adding up their identities
or international standards based on the TQF for the benefits of their needs thatserve the needs of community, society, and the country. Most of the quality ofgraduates must be comparable internationally. According to the TQF Quality Cycle,
higher education institutions must follow the culture of quality. Every year,

AQRF Referencing Report Of Thailand

105

information from the cycle shows their strengths and weaknesses while conducting
programmes of study. This allows them the opportunity to fix any problems that
may occur before other students in that batch of graduates. Since 2014, the OEC
has been working on the NQF of Thailand. The OHEC has been actively involved
to integrate and link qualifications from the TQF to the NQF.
To support higher education institutions in the aspect of IQA, OHEC established
the QA Online system to be a channel for higher education institutions to submit
their CHE IQA SAR to OHEC who serve as a responsible agency. With this system,other relevant organizations and the public can access and utilize the informationaccording to their purposes In addition, Professional Councils are also involved in
the QA of Higher Education which consists of 17 units: (1) the Teachers Councilof Thailand; (2) the Dental Council; (3) the Medical Council of Thailand; (4) the Physical
Therapy Council of Thailand; (5) the Thailand Nursing and Midwifery Council;(6) the Lawyers Council Under the Royal Patronage; (7) the Medical Technology
Council; (8) the Pharmacy Council of Thailand; (9) the Veterinary Council of Thailand;(10) the Council of Science and Technology Professionals; (11) the Council ofEngineers; (12) the Architectural Council of Thailand; (13) the Federationof Accounting Professions under the Royal Patronage of His Majesty the King;(14) the Social Work Professional Council; (15) Council of Community and Public
Health; (16) the Traditional Medical Council; and (17) the National Institute for
Emergency Medicine.

6.3 Quality Assurance of Occupational Standards
Professional bodies in Thailand are established based on their legal basis in theircommunities, which have their own quality assurance standards.
Occupational standards consist of the Professional Qualifications of the TPQI, andthe National Skill Standards of DSD, and the details are as follows:
Professional Qualifications
The TPQI has applied the ISO/IEC 17024: 2012 in accrediting and monitoring the TPQI
assessment centers. These agencies are responsible for competency assessments
according to the principles, criteria, procedures, conditions and attributes identified
by the TPQI. The three main activities related to the QA system are as follows:

106

AQRF Referencing Report Of Thailand• Coordinate and facilitate industrial groups or associations to identify anddevelop occupational standards according to the levels and descriptorsof the professional qualifications framework in order to be endorsed as professional
qualifications in various fields. The quality of those qualifications are carriedout through endorsement and approval of the experts in the field as wellas the leaders of concerned agencies and occupations.
• Train and register the auditors of assessment centers using the training
programme on the assessment and auditing techniques, according to theprinciples of ISO 17024 in order to efficiently accredit the capabilities ofassessment centers.
• Train and register the assessors who will assess the learners or candidates
in the accredited assessment centers. TPQI has an assessor standards andtraining programme. The assessors need to have at least five years of experiencein a particular field and to be trained in an assessment programme, which
includes the following: (1) competency technique assessment; and (2) the
related occupational standards and assessment guidelines.
• The Assessment Center runs the assessment process with assessment
guidelines and registered assessors. The assessment methods include
examination, demonstration and interview or the combination of both. The assessors
will report the results of the assessment to the assessment center whether
or not the people assessed are competent or not. It is the role of the assessment
center to report the results to the Assessment Center Committee for approval.
The Committee can question the process or the results of the assessment
so assessors need to be available to clarify the issues raised by the committee.
• If there is no disagreement with the Assessment Center Committee, theassessment center will send the results to TPQI and then the qualification
will be awarded to competent learners and candidates.

question the process or the results of the assessment so assessors need to beavailable to clarify the issues raised by the committee.
 If there is no disagreement with the Assessment Center Committee, the assessment
center will send the results to AQRF
TPQI Referencing
and then thequalification
will be awarded
ReportOf Thailand
107 tocompetent learners and candidates.
Figure 25: TPQI Quality Assurance Framework

Figure 25: TPQI Quality Assurance Framework

84

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AQRF Referencing Report Of Thailand

National Skill Standards
Quality Assurance System of the Department of Skill Development (DSD) is carriedout in two aspects through the 77 skill development institutes and centers
nationwide accordingly:		 • Training
DSD developed the ISO/IEC 17024 for the implementation of quality assurance
training, with a specific scope of pre-employment training and upgrade training,
manual development as well as related documents in training.
• Skill Standard Testing
As stated in the Skill Development Promotion Act B.E. 2545 (2002), the DSD develops
National Skill Standards (NSS) in different occupations. NSS is the stipulation used
to benchmark skills, knowledge, and the attitudes of people working in various
occupations. To support this, the DSD has developed the ISO/IEC 17024 as aquality assurance system tool, which includes the monitoring of the skill standards
testing itself, as well as the documents used in testing and also the related online
testing activity, namely: (1) member applications; (2) member log-in; (3) personal
information editing; (4) news; (5) contact; (6) dealing with complaints; (7) dealing
with appeals; (8) document downloading; (9) document uploading; (10) document
deleting, and (11) reporting back to DSD headquarters.

Criterion 7 :Process Involvement of Main Public
Authority and Stakeholders in
Referencing Qualifications
The process of referencing has been devisedby the main public authority and has been endorsed by
the main stakeholders in the qualifications system
In the referencing process from NQF to AQRF, there are two main responsible
committees: the National NQF Committee and Sub-Committee on Referencing
from NQF to AQRF, with the Office of the Education Council (OEC) serving asa main government agency responsible for devising, organizing, and coordinating theworking process of referencing.
The National NQF Committee, chaired by the Deputy Prime Minister consisted of allconcerned agencies and stakeholders, providing policies, guidelines, endorses andmonitors NQF to AQRF referencing process. After the referencing report was completed,
it was submitted to the National NQF Committee for approval.
As mentioned in Criterion 2, the referencing process is the responsibilityof the Sub-Committee on Referencing from NQF to AQRF, appointed on 22 May 2017by the Deputy Prime Minister, Chairman of the National NQF Committee.
The sub-committee is chaired by the Deputy Secretary General of the Office of the
Education Council. The sub-committee members consisted of two national specialists
in NQF and one foreign specialist in NQF. From the educational authorities are the
Directors of Basic Education Standards and the Academic Bureau, the Vocational
Education Standards Bureau, the Higher Education Quality and the Standards
Bureau. From the occupational standards agencies are the Directors of TPQI, Skill
and Testing Standard Bureau of DSD, representatives of the Federation of Thai
Industries, and the Thai Chamber of Commerce. The related agency representatives

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included the Department of Tourism, the Tourism Council of Thailand, the Ministryof Digital Economy and Society, the Department of Trade Negotiation, the Office of
Non-Formal and Informal Education, and the Office of National Education Standards
and Quality Assessment (Public Organization). The responsibilities of the Sub-Committee
on Referencing from NQF to AQRF are mentioned in Criterion 2.
As described in Criterion 2 and Criterion 4, the involvement of main public authorities
and stakeholders in referencing NQF to AQRF includes the following activities:
1. Involvement of all concerned agencies and stakeholders in the Sub-Committee
on the Referencing process through a series of meetings and workshops.
• The first two meetings aimed to provide knowledge and understanding ofreferencing qualifications, as well as analyzing the NQF and AQRF leveldescriptors and learning outcomes (on 20 September 2017, and 6 November2017).
• The third meeting was held to ensure that the concerned agencies andall stakeholders accepted and endorsed the principles of locating
qualifications (on 9 January 2018).
• A two-day workshop was organized to locate NQF qualifications details
in AQRF and draft the report (on the 15-16 January 2018).
2. Submit the referencing principles and processes to the Sub-Committee
on Referencing from the NQF to the AQRF for feedback and approval
		 on 5 February 2018.
3. Submit a full draft referencing report to the Sub-Committee on Referencing
from NQF to AQRF on 18 October 2018 and received approval.
4. Organize the Stakeholders Consultation Seminar on 21 November 2018.
The objectives are for integration and to seek comments for improvementfrom various agencies and organizations. The AQRF committee from the Philippines,
Malaysia, and Myanmar also participated in this seminar.
5. Submit the referencing results for approval by the National NQF Committee
comprised of all stakeholders at a National NQF Committee Meeting on
24 January 2019.

Criterion 8 :Involvement of International Experts
People from other countries who have had experienced
in the field of qualifications are involved in the referencing process
and its reporting
The involvement of international experts in the referencing process from Thailand
NQF to AQRF could be divided into two groups. The first group were made up
of international experts, who are members of the Sub-Committee on Referencing
NQF to AQRF and provided guidelines for developing strategies and plans forreferencing NQF to AQRF. The second group included AMS experts and involvedin the workshop on referencing reports in November 2018.

8.1 International Expert in Sub-Committee on Referencing NQF to AQRF
Mr. Arnauld de Nadaillac, a French expert on qualifications and competency
development, with extensive experience in working in the ASEAN community and Thailand,has been selected to serve as international experts on the Sub-Committee on
Referencing from NQF to AQRF because of his expertise and experience of thequalifications framework. He received a Master’s degree in Electrical Engineeringand Vocational Training Management. He has also worked on qualification
systems and human resources development in Thailand and ASEAN countries
for more than 20 years. He also attended several meetings and workshops of the
Sub-Committee on Referencing NQF to AQRF since 2017 and has provided EU
experiences in implementing EQF, guidelines, and comments on the referencing
process of Thailand NQF and AQRF. He advised that the process for thealignment of the five qualification sub-framework in the NQF use word
analysis to compare the learning outcomes and the descriptors of the NQF
in each level in Criterion 3, explained how quality assurance standards areapplied across the sectors in Criterion 6 and also provided some infographic
information, such as charts and examples in criteria 1, 3 and 4. This is criticallyimportant for outside readers to understand.

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8.2 AMS International Experts
On 21 November 2018, the OEC and Sub-Committee on Referencing NQF to
AQRF organized a meeting on the Consultation of Stakeholders on the Draft AQRF
Referencing Report of Thailand at the Office of the Education Council, Bangkok,
Thailand. A one-day workshop on Draft AQRF Referencing Report of Thailand was
also conducted in order to receive feedback from all concerned agencies andstakeholders.
The objectives are to integrate and seek comments for improvement of draft
referencing reports from various agencies and organizations. The representatives fromthe Philippines, Malaysia, and Myanmar participated in the workshop to acknowledge
the referencing process and to provide useful feedback and opinions for improving
the Draft AQRF Referencing Report of Thailand. The representatives are as follows:
1. Ms. Irene M. Issac, former Director of Technical Education and Skills
Development Authority, the Philippines,
2. Ms.Norasikin Binti Yahya, representative of Malaysian Qualifications Agency,
		Malaysia,
3. Prof.Dr. Ma Ma Lay, representative of Myanmar National AQRF Committee,
		Myanmar.
All of the AMS International Experts mentioned that Thailand should provide moredetails and examples about the pathways and the major progression routes for formal
education, informal education, non-formal education, and learning and training.
The procedures for inclusion of five qualifications sub-framework in the NQF should
also be elaborated on.

Criterion 9 :Publication of the Referencing Report
One comprehensive report, setting out the referencing
and the evidence supporting it shall be publishedby the competent national bodies and shall address separately
and in order of each referencing criteria
The AQRF Referencing Report of Thailand has been developed by the
Sub-Committee on Referencing NQF to AQRF, then approved by the National NQF
Committee and endorsed by the Cabinet. It will be published in both Thai andEnglish in a hard copy and uploaded on the website http://www.onec.go.th/us.php/
home/category/CAT0001159.
The AQRF Referencing Report of Thailand contains complete information anddetails of Thailand educational qualifications, occupational standards and qualifications,
responsible agencies, the process of both NQF development and AQRF referencing
process. It can be used for implementation, monitoring, evaluation, and improvementof the NQF as well as a guideline for referencing qualifications with AMS. In the future,
several handbooks for implementation of NQF and the referencing process from
AQRF and AMS will be developed in order to ensure the quality of implementation.

Criterion 10 :Outcomes of the Referencing
The outcome of referencing is published by the ASEAN
Secretariat and by the main national public body
It is planned that after the approval of the Referencing Report of Thailand by the
AQRF Committee in 2019, the National NQF Committee consider and submitted
the report to the Cabinet for its endorsement in two months. Then, the OEC will
formulate an action plan with all of the concerned agencies for implementation.
The outcomes of the referencing report will not only be the tool for referencing
qualifications among AMS, but also a mechanism in enhancing and mobilizing
educational quality and AMS training.

Criterion 11 :Following the Referencing Process
Following the referencing process all certification and awarding
bodies are encouraged to indicate a clear reference tothe appropriate AQRF level on new qualifications certificates,
diplomas issued
According to the plan to enhance NQF and AQRF, new qualifications in Thailand
should comply with NQF and AQRF, while the existing qualifications should be
improved within five years. Therefore, all qualifications and awarding bodies will be
encouraged to implement NQF and be able to reference it with the levels of AQRF.
OEC will take responsibility in enhancing, coordinating, and facilitating the referencing
process of AMS, which require qualifications. The Thai NQF will be reviewed andadjusted, if needed, according to the changing demands on the need of the workforce
every three years.
Hopefully, it would be beneficial for AMS in sharing new qualifications andlearning pathways through on-line communication in order that a referencing
process based on AQRF among NQFs of AMS can be easily accessed and used
as a translation device for learner and worker mobility.

Annexes

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Annex : 1
Members of the National NQF Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

Deputy Prime Minister
Minister of Education
National Specialist in NQF
National Specialist in NQF
National Specialist in NQF
National Specialist in NQF
Permanent Secretary, Ministry of Labour
Permanent Secretary, Ministry of Education
Permanent Secretary, Ministry of Commerce
Permanent Secretary, Ministry of Industry
Permanent Secretary, Ministry of Tourism and Sports
Permanent Secretary, Ministry of Finance
Permanent Secretary, Ministry of Agriculture andCooperatives
14. Permanent Secretary, Ministry of Transport
15. Permanent Secretary, Ministry of Natural Resources andEnvironment
16. Permanent Secretary, Ministry of Digital Economy and		Society
17. Permanent Secretary, Ministry of Public Health
18. Chairman, Federation of Thai Industries
19. Chairman, Thai Chamber of Commerce
20. Chairman, Tourism Council of Thailand
21. Secretary General, National Economic and Social
Development Board
22. Secretary General, Civil Service Commission
23. Secretary General, Higher Education Commission
24. Secretary General, Vocational Educational Commission
25. Secretary General, Basic Education Commission
26. Director General, Department of Skill Development
27. Director, Thailand Professional Qualification Institute		 (Public Organization)

ChairmanVice-Chairman
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee
Committee

AQRF Referencing Report Of Thailand

28. Director, Office for National Education Standards and		 Quality Assessment (Public Organization)
29. Secretary General, the Education Council					
30. Deputy Secretary General, the Education Council

121
Committee

Committee
and Secretary
Committee
and Assistant
Secretary
31. Deputy Director, Thailand Professional Qualification Institute Committee		 (Public Organization)
and Assistant
Secretary
Committee
32. Director, Office of Skill Standard and Test Development,
and Assistant
Department of Skill Development  Secretary
33. Director, Education Policy and Planning Bureau,
Committee
Office of the Education Counciland Assistant
Secretary

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Annex : 2
Missions of Other Sub-Committees under
the National NQF Committee
1. Sub-Committee on NQF Mobilization
The Sub-Committee on NQF Mobilization was appointed on 22 May 2017by the Deputy Prime Minister, comprised of 22 members with the following missions:(1) To draft an implementation plan for NQF in order to be endorsed by the
National NQF Committee before submitting it to the Cabinet for approval(2) To establish and publicize knowledge and understanding of the NQF
		 Revised Edition(3) To coordinate and monitor the NQF implementation plan
(4) To perform other missions according to the assignment of the National NQF
Committee
2. Sub-Committee on Database System Development
The Sub-Committee on Database System Development was appointed
on 4 August 2017 by the Deputy Prime Minister and comprised of 13 memberswith the following missions:(1) To develop curriculum, information, database system and occupational
		 standards in relation to NQF(2) To build up connections, information, and networks of agencies affecting
		 development and utilization, according to NQF(3) To appoint the Committee as deemed necessary(4) To perform missions according to the NQF Committee, as assigned
3. Sub-Committee on Benchmarks and Quality Assurance System Development
in Relation to NQF
The Sub-Committee on Benchmarks and Quality Assurance System Development inrelation to the NQF was appointed on 4 August 2017 by the Deputy Prime Ministerand consisted of 13 members, who had the following missions:(1) To set the standard criteria and accreditation according to the NQF(2) To develop a quality assurance system in relation to the NQF(3) To appoint the committee as deemed necessary(4) To perform missions according to NQF Committee, as assigned

AQRF Referencing Report Of Thailand

123

4. Sub-Committee on the Development of a Model for NQF Implementation
The Sub-Committee on the Development of a Model for NQF Implementation
was appointed by the Deputy Prime Minister in order to make sure that the implementationof the NQF through linking educational qualifications and occupational standards incompetency-based curricula according to the NQF are clearly understood by theconcerned agencies. The eight areas of occupational groups are identified for developmentof new curriculum according to the NQF, which included the following:(1) Infrastructure Logistics(2) Logistics and Supply Chain Management(3) Robotics and Automation(4) Information, Communication Technology and Digital Content(5) Food and Agriculture(6) Petrochemicals, Chemicals, Energy and Alternative Energy(7) Mold and Die(8) Aviation Maintenance Technicians
The Sub-Committee for the Development of a Model for NQF Implementation ischaired by leaders of the private industrial sector. The members of the sub-committee
mainly consisted of the industrial sector, education, TPQI representatives and DSD,
with the following missions:(1) To develop strategies and plans for manpower demands from 2019 to 2022
(2) To identify required competency standards and qualifications according
to the NQF(3) To support curriculum development and the delivery system(4) To provide guidelines for teacher training and the improvement of education
facilities and equipment(5) To develop learning pathways for the learners
Those eight groups of occupations were selected to organize a model for NQF
implementation because they already worked toward the NQF since 2013, and it
proved that they had qualified graduates for employment. Therefore, the input andprocess of NQF implementation would be systematized and developed as a modelin order to clearly provide guidelines to others.
The outputs of these eight sub-committees will be considered and approved by the
National NQF Committee before disseminating them to all concerned agencies as a
Model for NQF Implementation. The plans created by these eight sub-committees
will be implemented by responsible agencies.

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Annex : 3
Members of the Sub-Committee on Referencing NQF to AQRF
1.
		
2.
		
3.
4.
5.
6.

Mrs. Siripan Choomnoom
Sub-Committee Adviser(National Specialist in NQF)		
Assoc. Prof. Yongyuth Chalamwong
Sub-Committee Adviser(National Specialist in NQF)
Mr. Arnauld de Nadaillac (Foreign Specialist in NQF) Sub-Committee Adviser
Deputy Secretary - General, the Education Council
Chairman
Representative of Department of Skill Development
Sub-Committee
Representative of Thailand Professional
Sub-Committee
Qualification Institute (Public Organization)
7. Representative of Office of the Higher Education
Sub-Committee
Commission
8. Representative of Office of the Vocational Education Sub-Committee
Commission
9. Representative of Office of the Basic Education
Sub-Committee
Commission
10. Representative of Office of the Non-Formal and
Sub-Committee
Informal Education
11. Representative of Department of Tourism and Sports Sub-Committee
12. Representative of Office of Nation Education
Sub-Committee
		 Standards and Quality Assessment
		(Public Organization)
13. Representative of Department of Trade Negotiation
Sub-Committee
14. Representative of Department of ASEAN Affairs
Sub-Committee
15. Representative of Ministry of Digital Economy
Sub-Committee
		and Society
16. Representative of Federation of Thai Industries
Sub-Committee
17. Representative of Thai Chamber of Commerce
Sub-Committee
18. Representative of Tourism Council of Thailand
Sub-Committee
19. Director, Education Policy and Planning Bureau,
Sub-Committee
Office of the Education Council
and Secretary
20. Representative of Office of the Education Council
Sub-Committee and					
Assistant Secretary
21. Representative of Office of the Education Council
Sub-Committee and					
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Annex : 4
Main Legislations of all Concerned Bodies
Involves in Implementing NQF and AQRF Referencing Process
Main responsibilities in
implementing NQF
1. The National NQF
Formulate policies and measurescommittee
in implementing NQF and AQRF
2. The Sub-Committee on Develop strategies and plan for
Referencing NQF toreferencing NQF to AQRF as
AQRF
well as make an outline anddraft a report on Referencing
AQRF
3. OEC
Serve as a central authority for
coordinating with all agencies
involved in NQF and AQRF
Organizations

Main related Laws
and Regulations
Resolution of the Cabinet designating
NQF Committee on 2 August 2016
Order of the National NQF committee
designating Sub-Committee on
Referencing NQF to AQRF on 22 May
2017
1. National Education Acts, B.E. 2542
(No. 2), B.E. 2545 (No. 3), andB.E. 2553
2. Ministry of Education Act,
B.E. 2546
3. Resolution of the Cabinet on NQF(revised) on 18 April 2017

4. Five sub-sector qualifications authorities(1) OBEC
Provide policies, guidelines for
1. National Education Acts, B.E. 2542
education development plans,(No. 2), B.E. 2545 (No. 3), and B.E.
educational standards and the2553
core curricula of basic education 2. Ministry of Education’s Rule onaccording to NQF and involve in Level Division and Categories of
the AQRF referencing process
Basic Education, B.E. 2546
3. Ministry of Education’s Rule on
Criteria and Education Quality
Assurance Process for Basic
Education Schools, B.E. 2546
4. Ministry of Education Act on
Administration, B.E. 2546
(2) OVEC
Provide and promote vocational 1. National Education Acts, B.E. 2542
education and training according(No. 2), B.E. 2545 (No. 3), and B.E.
to the consideration of quality
2553
and professional excellence, to 2. Ministry of Education Act on
develop vocational education and Administration, B.E. 2546
training to meet qualities and3. Vocational Education Act, B.E. 2551
standards, according to NQF and
AQRF, if any

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Main responsibilities in
Main related Laws
implementing NQF
and Regulations(3) OHEC
Study, analyze, and research the 1. National Education Acts, B.E. 2542
problems and guidelines on(No.2), B.E. 2545 (No.3), andhigher educational development,
B.E. 2553
according to the needs of the
2. Ministry of Education’s Rule on
National Economic and Social
Criteria and Education Quality
Development Plan and theAssurance Process for Higher
National Education Plan and the
Education Institutions, B.E. 2546
National Mutual Agreement as
3. Ministry of Education Act onwell as NQF
Administration, B.E. 2546
4. Private Higher Education Institution
Act, B.E. 2546 as Amended (No.2),
B.E. 2540(4) DSD
Develop national skill standards 1. Government Organization
framework according to NQF
Restructuring Act, B.E. 2545
and AQRF and improve training 2. Regulation of the Prime Minister’s
programmes for national skill
Office on National Workforce
standard testing linked to NQF
Development and Occupation
and AQRF
Training, B.E. 2552
3. Ministry’s Rule on the Structure of
Department of Skill Development,
Ministry of Labour, B.E. 2559
4. Skill Development Promotion Act,
B.E. 2545(5) TPQI
Develop Professional Qualification Royal Decree on Establishing
Framework according to NQF
Thailand Professional Qualification
and AQRF, promote and support Institute (Public Organization),educational and training agencies B.E. 2554
to implement occupational
qualifications relevant to NQF
and AQRF
5. Other concerned agencies
ONESQA
Develop the criteria and1. National Education Acts, B.E. 2542
external assessment methods(No.2), B.E. 2545 (No.3), andand evaluate the results for
B.E. 2553
monitoring education institutions 2. Royal Decree on Establishing
the Office of National Standards
and Quality Assessment (Public
Organization), B.E. 2543 and (No.2),
B.E. 2552
3. Public Organization Act, B.E. 2542
4. Ministry of Education’s Rule on
Criteria and Quality Assurance
Procedure, B.E. 2553
Organizations

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Annex : 5
Locating Learning Outcomes of Education Qualifications in NQF
Learning Outcomes
NQF
Education Qualifications
DomainLevel 1
Lower Secondary• Knowledge• basic, general about• basic, general knowledge,
occupation, communication
occupation, and communicationin the world of work
• Skills• basic skills in occupation• basic skills in working with• skills in communication, life
others, and skills in ICT for routine
skills, and skills in routine
operation
operation without complexity• Application and • ability in routine operations • ability in routine operations under
Responsibility
according to required steps
close supervision• ability in operation under• ability in solving basic problems
close supervision
Analysis: The learning outcomes of Basic Education at the Lower Secondary level do nothave more details than the NQF. However, the main descriptors of the learning outcomes ofLower Secondary Qualifications and NQF level 1 are aligned because there are similarities
between learning outcomes of the three domains. The knowledge domain is focused on“basic and general knowledge about occupation”. The skill domains indicated “basic skills
and routine operation”, while the application and responsibility domains covered “ability inoperation process and close supervision”. Therefore, descriptors of learning outcomes ofLower Secondary Qualification are located in NQF level 1.
Domain• Knowledge• Skills

Level 2Upper Secondary• communication and ICT in• general knowledge of occupation,
general and factual of the
ICT, and communicationfield• skills in operation according • thinking skills, problem-solving
to required steps andskills in standard and routine work,
standards
communication skills• thinking skills, life skills, and • life skills, and learning to learn
communication skills withskills for initiatives
initiatives

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Learning Outcomes• Application and • ability in operation according • ability in operation under standard
Responsibility
to principles and standards
and close supervision• ability in operation, looking • ability in making basic decisions
after and making basic
and problem solving
decisions and problem-solving
DomainLevel 2Upper Secondary
Analysis: Descriptors of the three domains of Upper Secondary learning outcomes is similar
to that of NQF level 2. The same underlined keywords include ICT, communication, thinking
skills, communication skills, life skills and initiatives, making basic decisions and problem-solving.
Therefore, the descriptors of the learning outcomes of Upper Secondary Qualification arelocated in NQF level 2.
Domain• Knowledge

Level 3• principles of specialized
fields and basic analysis

Vocational Education Certificate• general principles of the field
and basic analysis• English and ICT• Skills• skills in the selection and• skills in the selection andapplication of basic tools
application of basic tools andand materials
materials• communication, ICT and the • communication and ICT
skills related to safety issues • thinking and problem-solving skills
and the skills related to safetyissues• Application and • ability to operate as planned • ability in operation as planned
Responsibility
and adjust without complex • ability in making changes andchanges
problem-solving in a new context• ability in independently• ability of the self and theproviding basic advice
responsibilities of others
needed for decision-making
and planning forproblem-solving for someissues• application of knowledge,
skills in the field, ICT,
ommunication in
problem-solving, and workin a new context including
responsibilities for oneself
and others

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Learning Outcomes
Analysis: There are similarities between the three domains of TVET learning outcomes andlevel 3 of the NQF, especially keywords, which include knowledge of the principles of the
field, skills in the selection and the application of basic tools and materials, skills in thecommunicative ICT and skills related to safety issues, and ability to operate as planned,
making changes and being responsible for others.
Therefore, the descriptors of the learning outcomes of the Vocational Education Certificate
are located in NQF level 3.
DomainLevel 4
Technical Education Diploma I• Knowledge• theoretical and technical,• theoretical and technical, covering
covering an occupationalan occupational field. English +field. English + ICT related
ICT related to work
to work• Skills• skills in adapting a suitable • skills in adapting a suitable
operational process andoperational process and related
related to safety issues
to safety issues• Application and • ability to operate as planned • ability to operate as planned andResponsibility
and adjusted to changes
adjust to changes• ability in problem-solving• ability in problem-solving withby oneself and coordination
unfamiliar issuesof problem-solving with
unfamiliar issues
Analysis: It is obvious that the learning outcomes of the Technical Education Diploma
I are the same as that of NQF in level 4 in those three domains, as underlined.
Therefore, the descriptors of the learning outcomes of Technical Education Diploma I are
located in NQF level 4.
DomainLevel 5
Technical Education Diploma II• Knowledge• theoretical and in-depth• theoretical and in-depth technicaltechnical, covering an
fieldoccupation field• Skills• skills in thinking, analyzing, • skills in thinking, analyzing,and problem-solving
problem-solving, planning,• skills in planning, managing
managing and operation evaluationand operation evaluation• Application and • ability in operation under• ability in operations under
Responsibilitychanging situation at allchanging situations
times• ability in evaluation of operation• ability in evaluation of
by oneself for complex
operations by oneself for
problem-solving and abstract
complex problem-solving and issues
abstract issues

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Learning Outcomes
Analysis: The learning outcomes of Technical Education Diploma II are almost the sameas that of NQF in level 5. Only knowledge domain descriptors of the NQF are focused on
the occupational field and the application and responsibility domain indicated “at all times”.
Therefore, the descriptors of the learning outcomes of Technical Education Diploma II are
located in NQF, level 5.
DomainLevel 6
Bachelor’s Degree• Knowledge• theory and detailed specific • systematic body of knowledge inoccupation fielda field and the underlying
principles and theories areassociated with it• specialized knowledge in a field• Skills• skills in thinking, analyzing,
reviewing, and problem
comparison• skills in thinking, analyzing, andproblem comparison• skills in investigation,
comprehension and the evaluationof new concepts• computer skills and communication• Application and • complex problem-solving and • application of issues and problems
Responsibilitychange• complex problem-solving and• initiation, improvement, andchangesstrategic planning in complex • Initiation, improvement andand abstract problem-solving strategic planning in complex andand management in the field abstract problem-solving andmanagement in the field
Analysis: It is obvious that the three domain descriptors of NQF level 6 are similar andcover learning outcomes of the Bachelor’s degree, even there are more details. Therefore,
the descriptors of the learning outcomes of the Bachelor’s degree are located in NQF level 6.
DomainLevel 7
Master’s Degree• Knowledge• the in-depth forefront of the • possess a comprehensive,
field
coherent and systematic body ofknowledge in a field and theunderlying principles and theories
associated with it• Skills• skills in thinking, analyzing, • cognitive skills, initiating research
initiating research, expanding and expanding knowledge
knowledge, practice,• interpersonal skills and responsibility
academic English usage• numerical analysis and communication
and ICT skills• English skills

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Learning Outcomes
DomainLevel 7
Master’s Degree• Application and • solve complex and• apply the theory of solving
Responsibility
unpredictable problems,complex and unpredictabledevelop and try out
problems, to develop and try out
newmethods and to search
new methods
for innovative solutions• able to work with others, possess• provide judgment and beleadership and search forresponsible as an expert
innovative solutions
with knowledge of operations • synthesize research works,
and management
planning and able to conduct• possess expertise withresearch schemes by themselves
theoretical and practical• provide judgment and be
knowledge and management responsible as an expert withknowledge of operations andmanagement• possess expertise with theoreticaland practical knowledge andmanagement
Analysis: Three domains descriptors of Master’s Degrees had more details than that of NQF
descriptors, however, they are similar and indicate the same objectives.
Therefore, descriptors of learning outcomes of the Master’s degree are located in NQF level 7.
Domain• Knowledge

Level 8• the highest and mostadvanced and specialized
level

Doctoral Degree• develop innovation or to create
new knowledge• have in-depth understanding in
the core knowledge andspecialized level• know research techniques andwisely formulate an acceptablesummary132

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Learning Outcomes• Skills• initiate research schemes• able to screen statistical andthat create  knowledge ormathematical data on complex
practice
issues to be used in research• use English in academic• initiate research schemes that
presentations
create knowledge or practice• conduct research, published • efficiently communicate withand internationally accepted
appropriate technology• use English in academicpresentations• conduct research, published andinternationally accepted
DomainLevel 8Doctoral Degree• Application and • have expertise in complex• use deep understanding in the
Responsibility
problem-solving, to develop
theories and techniques in seeking
and to test new theories orknowledge
to search for new solutions • problem-solving with newwith complex and abstract
know-how
issues• synthesize research works and• authorized to provide
theories of knowledge
knowledge in the field for• design and conduct key andresearch management andcomplex research schemes forresponsible for enhancing
new knowledge
knowledge and practices,• possess a high capacity increating new ideas andexpressing opinions andprocedures in the fieldoutstanding leadership• plan, analyze and solve highly
complex problems by themselves
Analysis: Doctoral degree domain descriptors have the same issues as that of NQF level 8,even though there are more details reflecting needs of Higher Education Qualifications, i.e.
statistics and mathematics. Therefore, descriptors of learning outcomes of Doctoral degrees
are located in NQF level 8.

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Annex : 6
Locating Learning Outcomes/Work Outcomes ofOccupational Standards in NQF
Learning Outcomes/Work Outcomes
Domain

NQF

Professional
Qualification

National Skill
Standards/Occupational
Standards
OS 1• basic knowledge ina field of work

Level 1
PQ1
• Knowledge • basic, general• basic knowledge
knowledge ofin a field of work
occupation• communication in theworld of work
• Skills• basic skills in• basic skills for• basic skills in
occupation
routine processes
occupation• communication skills,
or simple work
• communication skills
life skills, and skills
ordersin routine operation
without complexity• Application • ability in routine• competence in• responsibility toandoperations according
work orders underbasic jobs
to required steps
supervision• ability in operations• ability in operation
under close
under
close
supervision
supervision
Responsibility• Responsibility tobasic jobs andinteractions with
their work according
to the work ordersof the supervisor
Analysis: The learning and work outcomes of PQ1 and OS1 are similar to the threedomains of NQF level, even though there are more details and different wording is used.
For the knowledge domain, “basic and general knowledge in field of work or occupation”,
are identified. Basic skills are indicated in NQF, PQF, and OS, while communication skills
are shown in NQF and OS only. For the application and responsibility domain, PQ1 and OS1
described “responsibility to basic job” while NQF used the term “ability in routine work”,
and “work under close supervision” are focused by NQF, PQF, and OS.
Therefore, it is concluded that the descriptors of learning outcomes and work outcomes of
PQ1 and OS1 are located at NQF level 1.

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Learning Outcomes/Work Outcomes

Domain• Knowledge• Skills

NQF

Professional
Qualification

Level 2
PQ 2
• communication and• operational
ICT in general andknowledge in afact-based in the field
field of work

National Skill
Standards/Occupational
Standards
OS 2• knowledge in a fieldof work• skills in operation• apply working skills • working skills underaccording to required
for work instruction supervision
steps and standards• communication skills• thinking skills, life skills• teamwork skills
and communication
skills with initiatives• Application• ability in operations• competence for• responsibility to workandaccording to principles a standard• discipline and teamand standards
processing underwork• ability in operation,
supervision• ability in operation,
looking
after,
makinglooking after andResponsibility• responsibility forbasic decisions andmaking basic
own performance
problem-solving
decisions andfollowingproblem-solving
assignments andworking with others
Analysis: The descriptors of learning and work outcomes of NQF, PQ2, and OS2
on knowledge domain descriptors of learning and work outcomes are similar in“factual in the field” in NQF level 2 and “operation knowledge in a field of work” of PQ2 and OS2.
In terms of the skills domain, “ability in operation according to principle and standard” of NQF
is aligned with “skills for work instruction” of PQ2 and “working skill under supervision” in OS2.
For the application and responsibility domain, “ability in operation according to theprinciples and standards, and looking after and making basic decisions and problem-solving”
of NQF are linked with, “competence for standard procession under supervision, andfollowing assignments” of PQ2 and “ability in operation, looking after and making basic decisions
and problem-solving” of OS2. The wording may be different, but they have identical objectives.
Therefore, it is concluded that learning outcomes and work outcomes of PQ2 and OS2 arelocated in NQF level 2.

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Learning Outcomes/Work Outcomes
National Skill
NQF
Standards/Occupational
DomainStandards
Level 3PQ 3
NSS 1
• Knowledge• principles of• principles of• principles manual
specialized fields andknowledge and• principles ofbasic analysis
analysis in a fieldoccupational safetyof work• use of ICT• Skills• skills in the selection • apply working skills • work skills and theand application offor decision-making, use of tools following
basic tools andmethods,
the standard
materials
procedures and• communicative ICT• communicative ICT and tools following theand skills related toskills related to safety
standard
safety issues
issues• Application• ability to operate as• competence for• team workandplanned and adjusta work plan or• aware of safety inoneself without
standard,
responsible jobs
complex changes
decision-making• responsibility for• ability to independently and problemthe quality of work
provide basic advice
solving following
following theneeded for decision
supervisor’s
assignment
making and planning
instruction
for problem-solving,Responsibility• responsibility for
application of
the quality of work
knowledge, skills in
following thethe field, ICT,
assignment andcommunication in
support ofproblem-solving, andcolleagues andwork in the newother department
context including
responsibility foroneself and others
Analysis: Knowledge domain of learning outcomes and work outcomes of PQ3 and NSS1 are“principles of the field and basic analysis”, while in NQF domain, it is indicated that “specialized
fields and basic analysis” are almost the same. With regard to the skills domain, both PQ3 and NSS1
have keywords including “working skills, tools following the standard”, while NQF identified “skills
in selection basic tools and materials”, which are very similar. For the application and responsibility
domain in PQ3 and NSS1 described “responsibility for quality of work following the assignment”
while in NQF domain, to identify the “ability to operate as planned and ability in independently
providing basic advice” which can be comparable to PQ3 and NSS1. There are more details
in the NQF domain.
Therefore, it is concluded that descriptors of learning outcomes and work outcomes of PQ3
and NSS1 are located in NQF level 3.
Professional
Qualification

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Learning Outcomes/Work Outcomes

National Skill
NQF
Standards/Occupational
DomainStandards
Level 4PQ 4
NSS 2
• Knowledge • theoretical and• technical or• academic knowledge
technical, covering an
theoreticalfor occupations
occupation fieldknowledge in• usage of IT for work
• English + ICT relateda field of work
• ICT and English
to work
related to work
• Skills• skills in adapting a• apply working skills • skills in work according
suitable operationin problem-solving
to the standards set
process related toand safety inby expertisesafety issues
a field of work
• skills in adapting
a suitable operation
process related
to safety issues• skills in supervision for
subordinates• Application • ability to operate as• competence for• responsibility for workandplanned and adjust torevision of quality • awareness of safety inchangesor continuous work a working environment• ability in problemby oneself
solving by oneself
Responsibility• responsibility forand coordinate forwork supervision
problem-solving ofand continuous
unfamiliar issues
work• responsibility for
their own andothers’occupational healthand safety (OHS)
Analysis: Learning outcomes and the outcomes of PQ4 and NSS2 in knowledge domains focus
on “technical or academic knowledge in occupations, ICT and English related to work”, which aresimilar to that of NQF level 4. In terms of the skills domain, “apply working skills in problem solving
and safety issues” are identified in PQ4 and NSS2, while in NQF “skills in adapting a suitable
operation process related to safety issues” are described. For application and responsibility,
the “ability to operate as planned and adjust to changes” are indicated in NQF while in PQ4
and NSS2 are concerned with “competence for revision of quality and responsibility for work”
which are similar but have different wordings. Therefore, the descriptors of learning and work
outcomes of PQ4 and NSS2 are located in NQF level 4.
Professional
Qualification

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137

Learning Outcomes/Work Outcomes
Domain• Knowledge

NQF
Level 5• theoretical andin-depth technicalknowledge covering
an occupation field• Skills• skills in thinking,analyzing, andproblem-solving• skills in planning,
managing andoperation evaluation• Application
and• ability in operations
under changing
situations at all time
• ability in evaluationof operations by
oneself for complex
problem-solving andabstract issues

National Skill
Standards/Occupational
Standards
PQ 5
NSS 3
• particular technical • particular technicalor theoreticalor theoreticalknowledge inknowledge in aa specific field ofspecific field of work
work
• personnel administration• basic knowledge of
foreign languages• ICT usage in planningand controlling work
• apply working skills • apply theories andto complex tasks
principles in working
and analyze
and planning skills
relevant information • ICT and English skills
in a field of work
Professional
Qualification• competence in• ability in operation
complex tasks
under changing
evaluating activities situationand managerial• ability in evaluation of
productivity
operations by oneself
for complex
Responsibility• responsibility
problem-solving
for supervision•aware of safetyof operational
in working and work
orproject plan,
environment
evaluation, andproblem-solving• responsibility
in leadership,
advice and job
transferability
Analysis: Learning outcomes and work outcomes of PQ5 and NSS3 in the knowledge domain
indicate “particular technical or theoretical knowledge in a specific field of work” while NQF
described it as: “theoretical and in-depth technical knowledge, covering an occupation field”,
which are very similar. For skills domain, “apply working skills in complex tasks and analyze,
apply theories and principles in working, planning skills” are identified in PQ5 and NSS3,
while NQF domain identified “skills in thinking, analyzing, problem-solving, and planning”, withmore details than that of PQ5 and NSS3. For application and responsibility, PQ5 and NSS3
identified “competence for complex tasks and ability in operations under changing situations andevaluation” while in NQF focus on “ability in operations under changing situations and evaluation”,
which are very similar to PQ5 and NSS3. Therefore, it can be concluded that descriptors of
the learning and work outcomes of PQ5 and NSS3 are located in NQF level 5.

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Learning Outcomes/Work Outcomes

National Skill
NQF
Standards/Occupational
DomainStandards
Level 6PQ 6
NSS 4
• Knowledge • theory, detailed and• advanced technical • advanced technicalspecific occupationor theoreticalor theoreticalfieldknowledge in one
knowledgeor more fields of • design working
work
systems• using foreign language
for communication at  the medium level• using ICT inadministration• Skills• skills in thinking,• apply advanced• skills in thinking,analyzing, reviewing,skills for complex
analyzing, reviewing,
and problem
tasks and develop
and problem
comparison
new strategies orcomparison
techniques in a
• ICT and English skills
field of work
• skills in planningand personnel
administration• Application • complex problem• competence in• initiate, improve,andsolving and changing
strategic thinking
strategic planning in• initiate, improve,and complex tasks complex and abstract
strategic planning in
problem-solving andResponsibility
forcomplex and abstract • responsibility
managing in the field
strategic
problem-solving and•aware of safety inmanagement
managing in the fieldworking and the workfor productivity
environmentand complex
problem-solving• professional
responsibility
and advice tospecialized
consultants
Analysis: The learning and work outcomes of PQ6 and NSS4 in knowledge domain areconcerned with “advanced technical or theoretical knowledge in one of more fields”, which
are similar to “the theory and detailed specific occupation field” of NQF. The skills domainof PQ6 and NSS4 are identified as “applying advanced skills for complex tasks and skillsin thinking, analyzing, reviewing and problem comparison” and very similar to that of NQF.
For application and responsibility domain “competence in strategic thinking and complex tasks,
strategic management and problem solving” are identified, as well as the NQF.
Therefore, it was concluded that descriptors of learning and work outcomes of PQ6 and NSS4,
which are located in NQF level 6.
Professional
Qualification

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Learning Outcomes/Work Outcomes
National Skill
NQF
Standards/Occupational
DomainStandards
Level 7PQ 7
NSS 5
• Knowledge• in-depth forefront of• highly specific• in-depth forefront of
the field
knowledge or
the field
systematic• develop a system ofdevelopment of
products and services
new knowledge• use ICT inin a field of work
problem-solving• Skills• skills in thinking,• apply advanced• skills in thinking,analyzing, initiatingskills for new
analyzing, andresearch, expandingknowledge
evaluatingknowledge, practice,development in• supervising usage ofacademic English
a field of wor
ICT in administration
usage• using foreign
language for high-levelcommunication skills innegotiation and benefit
coordination• Application • solve complex and• competence in• solve complex andandunpredictable problems, system
unpredictable problems
develop and try out
development,• aware of safety at
new methods, searchknowledge andwork and in a work
for innovative solutions innovation ofenvironment• provide judgment andorganizations• provide judgment
expertise in operations • responsibility for
and responsibility
Responsibility
and management
policy management as an expert• expertise withand unpredictable
theoretical andproblem-solving inpractical knowledge
the new context ofand management
the organization• responsibility forprovidingcomments forexperts in each
occupation
Analysis: Learning outcomes and work outcomes of PQ7 and NSS5 in knowledge domain
include “highly specific knowledge and in depth forefront of the field” are the same as NQF.
In terms of the skills domain “apply advanced skills for new knowledge and skills in thinking, analyzing,and evaluating” are similar to the NQF. For application and responsibility, “competence for systemdevelopment, knowledge and innovation, solve complex and unpredictable problems, provide
judgment and responsible as expert, responsibility for policy management” are similar to the
NQF. The detail and wording of the PQ7, NSS5, and NQF may be slightly different, but havethe same objectives.
Therefore, it was concluded that descriptors of learning and work outcomes of PQ7 and NSS5
are located in NQF level 7.
Professional
Qualification

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Learning Outcomes/Work Outcomes

National Skill
NQF
Standards/Occupational
DomainStandards
Level 8PQ 8
NSS 6
• Knowledge • the most advanced• forefront knowledge • most advanced andand highest specialized for creation of thehighest specialized
level
most outstanding • plan formulation ofpolicies and strategies
of organizations• develop work system
and innovation• Skills• initiate research to• apply the most• set policies, targets
create knowledge oradvanced skills forand directions ofpracticea challenging taskorganization• use English inand the creation• supervise
academic presentations of new concept inorganizational• conduct research,a field of work
administration, budget
published and acceptedand personnel
internationally• monitor and assess
the implementation oforganization• expertise in using
foreign languages incommunication• applying ICT andinnovation inadministration• skills in negotiation
and benefit
coordination• Application and • have expertise in• competence in• expertise in complex
complex problemthe creation ofproblem-solving,solving, develop andconceptualization
developing
test new theories
about occupations
conceptualization onor search for new
with theoccupations
solutions with complex international• provide knowledge
and abstract ssues
establishment  
in the field for•authorizedtoprovidemanagement research
Responsibility
forknowledge in the field • responsibility
and responsible forthe greatest top
for management
field of work
management and • aholistic
research andthinking
professional
responsible forexperts,enhancing knowledge
responsibility forand practice, creatinga new conceptual
new ideas andleader andprocesses in the field
new knowledge
extended or
created by theestablishment ofeach field
Professional
Qualification

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Learning Outcomes/Work Outcomes
Domain

NQF

Professional
Qualification

Level 8PQ 8National Skill
Standards/Occupational
Standards
NSS 6

Analysis: Learning outcomes and work outcomes of PQ8 and NSS6 in the knowledge domain
are “forefront knowledge” and the “most advanced and highly specialized”, which are very
similar to NQF. In terms of the skills domain in PQ8 and NSS6, they are identified as “applying
the most advanced skills for a challenging task and the creation of a new concept in a fieldof work” and “set policies, targets and directions of organization”, while the NQF domain
identified “initiate research creating knowledge or practices” which are very similar but use
different wording. For application and responsibility in PQ8 and NSS6 identified “competencein creation of conceptualization” and “expertise in complex problem solving, provide knowledge
in the field for management, responsibility for the greatest top management”, they are very
similar to NQF.
Therefore, it is concluded that descriptors of learning and work outcomes of PQ8 and NSS6
are located in NQF level 8.

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Annex : 7
The Establishment of the Relationship between the Levels of
PQF to NQF
The Establishment of the Relationship between the Levels of Thailand Professional
Qualification Framework (PQF) to National Qualification Framework (NQF)
The approach to referencing of  PQF to NQF should be taken as robust and provenfor recognition purposes whether or not they could be compared and linked witheach other.
To lead to an agreement and a mutual acceptance of qualification under the twoframeworks, linguistic analysis is used in the evaluation and decision-making byconsidering the meaning of descriptors of qualification levels. This is due to thefact that each country or competent bodies have different contexts and structuresin terms of roles and responsibilities. It must therefore mainly examine the purposeand meaning of explanation in the framework, which may vary when compared.
As a result, the relationship between the levels of PQF to NQF focuses and compares
the significant weight of the learning outcomes between two frameworks and seeks acommon understanding or a consensus to apply as comparable agreements and link thequalifications framework together.
In practice, a comparative analysis of the criteria will be used to determine
compatibility. (Harmonization) Eighty percent of the substantial differences are
considered to prove best-fit between PQF to NQF.
The comparative analysis of PQF to NQF uses colors in determining the similarities
between each domain of the two frameworks.
Using Red color to determine similarities in Knowledge
Using Blue color to determine similarities in Skills
Using Orange color to determine similarities in Application
Using Green color to determine similarities in Responsibility

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Comparison and Analysis of PQF and NQF Learning Outcomes
Level 1

NQF

PQF

Level 2

NQF

PQF

Learning Outcomes
Knowledge• basic, general,
about occupation• communicate in
the world of work

Skills• basic skills in
occupation• skills incommunication, life
skills, and skills inroutine operations
without complexity
Knowledge
Skillbasic knowledge in a apply Basic skills forfield of workroutine processes orsimple work orders

Application and Responsibility• ability in routine operation according
to required steps• ability in operation under close• supervision

Application Outcome Responsibility
competence for the responsibility towork orders underbasic job andthe supervisioninteract with
their working,according to thework orders of
the supervisor

Learning Outcomes
Knowledge
SkillsApplication and Responsibility
ICT communication, • skills in operation• ability in operation according toknowledge in general according to required principles and standards
and factual of thesteps and standards • ability in operation, looking after andfield• thinking skills, life
making basic decision and problemskills, communication
solvingskills with initiatives
Knowledge
Skill
Application Outcome Responsibility
operational knowledge apply working skills for competence for a
responsibility forin a field of work
work instruction
standard processing own performance
under supervision
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Level 3
NQF

Knowledge
principles of
specialized fields
and basic analysis

Knowledge

Learning Outcomes
SkillsApplication and Responsibility• skills in selection • ability to operate as planned and adjust
and application of
without complex changes
basic tools and• ability in independently providing basic
materials
advice for decision making and planning• communicative ICT
for problem-solving in some issues
and skills related • application of knowledge skills in theto safety issues
field, ICT, communication in
problem-solving, and working in the newcontext, including responsibility foroneself and others
Skill
Application Outcome
Responsibility

PQF

principles ofknowledge andanalysis in a fieldof work

Level 4

Learning Outcomes
Knowledge
SkillsApplication and Responsibility
Theoretical andskills in adapting• ability to operate as planned andtechnical, covering
suitable operation
adjustments to changes
an occupation field. process and related • ability to solve problems andEnglish + ICT related to safety issues
coordinate problem-solving with regard
to work
to unfamiliar issues
Knowledge
Skill
Application Outcome Responsibility
technical or Theoretical apply working skills competence for the • responsibility
knowledge in a field for problem solving
revision of quality
for workof workand safety in a field or continuous works supervisionof work   
by oneselfand continuous
work• responsibility
for their own
and others’
Occupational
Health and
Safety (OHS)

NQF

PQF

apply working skills
for making decision,
method, procedure,
and tool following
the standard

competence for a work
plan or standard
and decision-making
and problem-solving
following supervisor’s
instruction

responsibility for
quality of work
following theassignment andsupport tocolleagues andother deparments

AQRF Referencing Report Of Thailand
Level 5

NQF

PQF

Learning Outcomes
Knowledge
theoretical andin-depth technicalknowledge covering
an occupation field

SkillsApplication and Responsibility• skills in thinking,• ability in operations under changing
analyzing, andsolving situations at all times
problems• ability in evaluation of operation by• skills in planning,oneself for complex problem-solving
managing andand abstract issues
evaluating
operation
Knowledge
Skill
Application Outcome Responsibility
particular technical or apply working skills competence for• responsibility fortheoretical knowledge for complex tasks
complex tasks
supervision of
in a specific field of and analyzing aand evaluation for
operational orwork
relevant information activities andproject plan,
in a field of work
managerial productivity evaluation, andproblem-solving• responsibility
for leadership,
advice and job
transferability

Level 6
NQF

PQF

145

Learning Outcomes
Knowledge
theory and detailed
specific occupation
field

SkillsApplications and Responsibilities
skills in thinking,• complex problem-solving and making
analyzing, reviewing, changes
and comparing• initiate, improve, strategic complex
problems
planning, abstract problem solving andmanaging in the field

Knowledge
advanced technicalor theoreticalknowledge in one ormore fields of work

SkillsApplication outcomes
Responsibility
apply advanced
competence for• responsibility
skills for complex strategic thinking andfor strategictasks and developing complex tasks  
management
a new strategy orfor productivity
technique in a fieldand complex
of workproblem-solving• responsibility
for profession
and advice tospecialized
consultants

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Level 7

NQF

PQF

Level 8NQF

PQF

AQRF Referencing Report Of Thailand

Learning Outcomes
Knowledge
Skillsin depth forefront
skills in thinking,knowledge of the field analyzing, initiating
research, expandingknowledge, practiceand academic
English usage

Application and Responsibility• solve complex and unpredictable problems,develop and try out new methods andsearch for innovative solutions• provide judgment and be responsible asexpert with knowledge in operations andmanagement• expert with theoretical and practicalknowledge and management
Knowledge
Skill
Application Outcome
Responsibility
particular knowledge
apply advanced
competence for system • responsibility foror systematic
skills for a new body development, body ofpolicy management
development of a new of knowledge
knowledge andand unpredictable
body of knowledge in development ininnovation of organization
problem-solving
a field of worka field of work
under new context
of organization• responsibility togive comments forexperts of each
occupation

Learning Outcomes
Knowledge
Skillsthe most advanced• initiate research,and highest specialized creating knowledge
level
or practice• use English
inacademicpresentations• conduct research,
published andacceptedinternationallyKnowledge
Skill
forefront knowledge for apply the mostcreation at the mostadvanced skills for aoutstanding level
challenging task, creation or new concept
in a field of work

Application and Responsibility• have expertise in complex problem-solving,develop and test new theories or search
new solutions with complex and abstract
issues• authorized to provide knowledge in the field
for management research and responsible
for enhancing knowledge and practice,creating new ideas and process in the field
Application Outcome
competence in acreation ofconceptualization
on occupational
standards for theinternational
establishment

Responsibility• responsibility forthe greatest top
management
and professional
expert   • responsibility fora new conceptual
leader and a newknowledge bodyextended or
created byestablishmentof each fields   

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Annex : 8
Referencing Description of the Ministry of Labour
NQF
Level

Ministry of Labour’s Referencing
Description to NQF

Ministry of Labour’s
Occupational Standard

8

Be able to determine the direction of8
the future of the organization, as well as (National Skill Standard Level 6)
managing organizational culture changes
and the acceptance degree of organization
itself and society

7

Be able to continually develop the7
working system, products and services, (National Skill Standard Level 5)organizational management, work
innovation, as well as human resources
development, and also be able tosynthesize and evaluate in order to solve
the critical problems of an organization

6

Be able to design a working system,
products and services, organizational
management; be able to analyze, dowork planning, monitor and evaluate
work performance and solve unexpectedcomplex problems systematically andeffectively with applied knowledge andskills as well as cost management,
human resources development,cooperation and negotiation

6(National Skill Standard Level 4)5

Be able to perform complex task andparticipate in controlling and planning
related work performance standards
based on own knowledge, skills andability. Be able to solve problems aswell as provide training for subordinates

5(National Skill Standard Level 3)

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NQF
Level

AQRF Referencing Report Of Thailand

Ministry of Labour’s Referencing
Description to NQF

Ministry of Labour’s
Occupational Standard

4

Be able to perform tasks (both quality
4
and reliability) as per specified standards (National Skill Standard Level 2)
with own expertise with advice fromlevel 4; be able to make own decision
on problem-solving on related work andable to supervise and give advice orconsult with subordinates

3

Be able to perform tasks, with expertise,3
as per specified standards, with advice(National Skill Standard Level 1)
from level 4

2

Be able to perform tasks following steps
2
under close supervision at level 3(Occupational Standard Level 2)

1

Be able to perform basic anduncomplicated tasks under close
supervision of levels 2 and 3

1(Occupational Standard Level 1)

TPQI’s Process for Occupational Standards Setting

Annex : 9

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Annex : 10
Lists of TPQI Occupational Standard Sectors andProfessional Qualifications
No.

Occupational Standard Sectors & Professional Qualifications

1

Petroleum and Petrochemical Industry

2

Floristry Business3

Beauty Business (Hair dresser)

4

Community Transportation Services

5

Spas & Wellness Services

6

Hospitality and Tourism Services

7

Health Services

8

Photography Business9

Mechatronics

10

Cleaning Services

11

Molding and Die Casting Industry

12

Printing Industry

13

Food & Beverage Production

14

Automotive Services

15

Retail Businesses

16

High-Speed Rail (HSR) and Rail System

17

Metrology

18

Thai Arts & Crafts

19

Sport Sciences

20

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No.

Occupational Standard Sectors & Professional Qualifications

21

Rubber Industry

22

Textile and Garment Industry

23

Human Resources Management

24

Logistics

25

Publication Business

26

Welding Industry

27

Construction

28

Asset Management29

Languages and Interpreters

30

Aviation Industry

31

Fashion Design

32

Educational Services

33

Ceramic Industry

34

Real Estate

35

Financial Services

36

Health Safety and Environment

37

Agriculture38

Security Services

39

Medical Engineering

40

Solid Waste and Hazardous Waste Management

41

Non-Destructive Testing

42

Plastic Industry

43

Product Design Services

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AQRF Referencing Report Of ThailandNo.

Occupational Standard Sectors & Professional Qualifications

44

Energy and Renewable Energy Industry

45

City Planning

46

Music Industry

47

Marine Services

48

Public Utilities and Services

49

Electricity

50

Auto Parts Industry

51

Green Business Services

52

Performing Arts and Entertainment

53

Biotechnology

54

Research and Survey

55

Gem and Jewelry Industry

AQRF Referencing Report Of Thailand

Annex : 11
Lists of DSD Occupational Sectors
No.

Occupational Sectors

1

Construction

2

Industrial technician

3

Mechanics

4

Electrical, electronics and computer5

Industrial Art

6

Agro-industry

7

Services

153

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Annex : 12
Operations of ONESQA in Accordance with the Principles of AQAF
1. Mission and Common Goals/Statements
The National Education Act of 1999 clearly stipulates the missions and objectivesof ONESQA in Chapter 6, Section 49 and set the objectives and authority of
ONESQA in the Royal Decree on the Establishment of the Office for National
Education Standards and Quality Assessment (Public Organization) 2000. ONESQA
is the sole national EQAA in Thailand and its establishment conforms to the AQAF
principles, which suggests that national EQAA should be set up with a legal framework.
The vision of ONESQA is “maintains recognized standards of an external quality
assessment system that can manifest the quality of education, as well as provide
recommendations to heighten quality improvement in Thai education.” The objectivesof the mission were as follows: (1) to develop external quality assessment system;(2) to certify external quality assessors and to oversee external quality assessment,
including accrediting the standards of educational institutions; and (3) to provide
reports on external quality assessment and recommendations to educational
institutions, parent organizations and the government.”
ONESQA carries out the missions and fulfils the objectives by obtaining feedback
from key stakeholders and seven key networks. For instance, discussions, public
hearings and consultations with relevant institutions in order to develop criteria,
standards and indicators for the EQA.
While in development, ONESQA managed to obtain feedback from its key
stakeholders before formulating a policy to reduce the burden on institutions.
For instance, ONESQA has developed an EQA criteria and standards that canaccommodate all types and frameworks of IQA that institutions have adopted andselected to fit best with their contexts. Institutions have lessened their workloads
to prepare additional documents for EQA. ONESQA has already developed aplatform called the “Automated QA system”, which aims for increased efficiency
following its direction to promote authentic assessment by means of interviews
and observations. The fourth-round EQA focuses on assessments for developmentby providing recommendations for institutions to improve their quality, and when
institutions are ready for EQA, they will send their requests for EQA to ONESQA
on a voluntary basis within the five-year assessment round.

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2. Legal Basis
The overall operation of EQA bodies (ONESQA) is undertaken in accordance withthe law, with the ONESQA Executive Committee to steer the policy toward theobjectives of the organization. The members of the ONESQA Executive Committee
consist of stakeholders from both the public and private sectors. For instance, thePermanent Secretary for Education serves ex-officio as a member. To ensure that theeducational quality assessment is consistent with a variety of educational focuses,
types and levels; the Committee for the Development of Assessment Systems
for Basic Education, the Committee for Development of Assessment Systems for
Vocational Education and the Committee for Development of Assessment Systems forHigher Education are established to support technical or academic issues, develop
the systems and methods of EQA while monitoring the assessments in accordancewith the policies made by the Executive Committee.
The Royal Decree Establishing ONESQA in 2000, section 8, stipulated six mainfunctions for ONESQA, as follows:(1) To develop an external assessment system, set the framework, directions
and methods for efficient external quality assessment in line with the quality
assurance system of educational institutions and their parent
			 organizations.
(2) To develop the standards and criteria of the EQA.
(3) To certify external assessors.
(4) To supervise and set standards for EQA conducted by external assessors
as well as issuing certification of standards. In the case of necessity or forthe benefit of study and research for development of the external assessment
system, the Office may carry out an EQA itself.
(5) To develop and train external assessors; prepare training course curriculaand encourage private, professional or academic bodies to participate in
the training of external assessors for greater efficiency.
(6) To submit annual reports on the assessment of educational quality andstandards to the Council of Ministers, the Minister of Education and the Budget
Bureau for consideration in formulating educational policy and allocating thebudget for education, as well as to disseminate reports to the concerned
agencies and the public.

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Every year, ONESQA conducts a survey of customer satisfaction with regard to
the EQA. The survey results are applied to improve the ONESQA’s operations.
ONESQA’s customers are divided into five groups: (1) learners; (2) teachers, lecturers
and educational staff; (3) educational institution administrators; (4) parents and(5) entrepreneurs and employers.

3. Operations and Decision Making
According to the Public Organization Act of 1999, in order to enhance the efficiency
and the effectiveness of public services and new management in the form of
public organization shall be created to allow autonomy and increased flexibility inadministration. Accordingly, ONESQA was established and has performed its
functions following the Royal Decree on the Establishment of the ONESQA 2000,
stressing the impartiality of the EQA, with the checks and balances of power.
Therefore, ONESQA is under the direct supervision of the Prime Minister andretains full autonomy in its overall implementation. The Royal Decree on the
Establishment of the ONESQA states that the Executive Committee has authority
to formulate policies, make decisions, set frameworks, guidelines and standards,
and carry out effective EQA methods consistent with the QA of educational
institutions and parent organizations. It is responsible for the recruitment anddevelopment of external assessors, and the certification of educational institution
standards (according to Section 8).
Furthermore, Section 16 of the Royal Decree on the Establishment of the ONESQA
stipulates that the distinguished ONESQA committee members shall be without any
conflict of interest with the organization, directly or indirectly.

4. Standard and Transparent System
The appointment of members of ONESQA executive committee and othercommittees is transparent, accountable, and free from undue influence, based on
the principles of AQAF, as follows:
The Royal Decree on the Establishment of ONESQA 2000 states that therecruitment of distinguished committee members is based on principle of inclusiveness,balanced representation, and even distribution from both the public and private
sectors, and scholarly and professional communities alike. Therefore, ONESQA
committees are composed of professionals who have extensive experience ofmanagement, educational administration, and QA to help steer the development of
the EQA in accordance with the goal of the National Education Act.

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All members of all boards and committees can each serve a four-year termof service, but not more than two consecutive terms. The committee has theauthority to control the operation, such as setting management policy, making
decisions on operational plans, approving investments and financial plans,following up on operations and monitoring the administration of organizations.
The committee also enforces regulations, rules, announcements and requirements,
such as distributing the organizational structure; determining job positions,
qualifications and salary, etc. (The Royal Decree on the Establishment of the
ONESQA, Section 20) empowers the Executive Committee to appoint advisor(s) tocommittees and to certify external assessors.
The recruitment process for the chairperson and the committee members of suchbodies as the ONESQA Executive Committee, the Committee for Development ofAssessment Systems for Basic Education, the Committee for the Development ofAssessment Systems for Vocational Education, and the Committee for the Developmentof Assessment Systems for Higher Education. The ONESQA regulations require theappointment of a recruitment committee to call for nominations of qualified people
from the agencies concerned and applications from the general public.

5. Governance, Transparency and Accountability
ONESQA has put in a great effort to operate in accordance with the key objectives
and to achieve their goals by adhering to the principles of transparency, freedom
from corruption and balances in all dimensions, all while corresponding with key
national policies. Consequently, the operation of ONESQA is regularly examined andevaluated by external bodies, including the Office of the Public Sector Department
Commission, the Office of the National Anti-Corruption Commission and external
audits.
ONESQA requires all bureaus, sections and units to prepare operational manuals
and flow charts as a ready reference and knowledge management has also
become part of the key processes. With comprehensive job descriptions, combinedwith self-assessment reports every six months by the staff, ONESQA management
is able to consider performance assessment.
ONESQA formulates a strategic plan and reviews it annually to improve its operations
in order to respond better to social, economic and national management changes.
The strategic plan has to be approved by the ONESQA Executive Committee andits implementation is monitored every six months.

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6. Developments and Innovations
ONESQA makes use of the results of the previous EQA rounds. The results of each
assessment round are synthesized and carefully reviewed to ensure that necessary
improvements are in place to be responsive to national educational policies andinternational QA directions.
In the first-round EQA (2001-2005), most institutions were threatened byexternal assessment, as they had insufficient understanding of it. Therefore, ONESQA
started the process by verifying actual situations at educational institutions,aiming for readiness to implement the QA system.
The second-round EQA (200-2010) continued to evaluate according to the actual
situations of educational institutions. Yet, there were judgments of ‘pass’ or ‘fail’as the results to ensure that institutions would follow EQA standard practices.
The third-round EQA (2011-2015) followed a similar strategy to the Second-RoundEQA and added an Area-based Assessment (ABA) to reflect the quality ofeducational management clearly.
The fourth-round EQA (2016-2020) is a work in progress and in accordance withgovernment policies.

7. Sufficient and Adequate Resources
ONESQA has an adequate staff, operational budget, and supportive resources.
Manpower
ONESQA analyzes and plans its manpower to serve the needs of its operations.
The position framework is devised to be consistent with the structures of job types
and positions covering skills, qualifications, attributes and positions, as indicated in
ONESQA Human Resources Management Regulations.
Human Resources Development
ONESQA organizes in-house training on relevant topics needed by the staff to carryout their work more efficiently. They include strategic planning, QA, and TQM. All
staff members have to prepare their own Individual Development Plan (IDP) annually.

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BudgetONESQA receives an adequate budget from the Bureau of the Budget for officemanagement. It also has the authority to collect fees, maintenance fees, and obtainother service fees according to the Public Organization Act. ONESQA establishedan ONESQA Fund for the development and the welfare of its staff.
Information Technology
ONESQA has quality and modern information technology systems that well support
its operations. Furthermore, ONESQA has developed information systems for EQA
called “Automated QA” to enhance the efficiency of EQA, reduce the burden of
documentation and linked data between ONESQA and educational organizations.
The Back Office employs a paperless system to reduce operational processes andsave on the budget.

8. Collaboration with National and International Stakeholders
National Collaboration

ONESQA joins networks and collaborates with both national and internationalorganizations. It actively participates in QA-related international conferences,
exchange of study visits, and enhances QA capacities. ONESQA created seveneducational networks of stakeholders, which are relevant parties including mass
media; parent associations; the boards of educational institutions; educational
service areas; politicians, community leaders and local leaders; students; QA officers;
and researchers. Additionally, ONESQA collaborates with institutions to establish
10 ONESQA network centers across the country to advocate EQA through scoresof activities, such as brainstorming meetings, QA seminars, etc.
ONESQA also collaborates with other key organizations and sectors, such as OHEC,
the National Reform Steering Assembly (NRSA), institutions, employers, the industrial
sector, etc.

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International Collaboration
ONESQA is a member of five international QA networks, it has signed 22
memorandums of understanding on international QA collaboration with 14
countries to exchange good practice and to develop EQA that will be recognizedin the international community. Some of the activities in the memorandums ofunderstanding include Vocational Joint Accreditation between ONESQA andTaiwan Assessment and Evaluation Association (TWAEA) and a staff exchange with
the Malaysian Qualifications Agency, etc. In addition, ONESQA shares the informationand the statistics necessary for benchmarking with partner agencies and continues
to organize international conferences for more sharing.
Since 2008, ONESQA has been recognized as an active member of AQAN.
Moreover, an ONESQA representative has been appointed chairman of the AQAN
from 2015 to 2017.

9. Reliable System
ONESQA operations are strictly based on PDCA. It uses the systematic approachfrom planning and implementation to monitoring and evaluation. The following
committees have played key roles:• The ONESQA Executive Committee meets once a month to monitor
and follow up on monthly performances and expenditure, and provides
constructive recommendations to improve the operation. For the Executive
Committee in particular, each of its members has to make an assessment
every three months, as required by the Office of the Public Sector
Development Commission with a follow-up report submitted to show
development and improvement.
• The Committee for the Development of Assessment Systems for Higher
Education has its monthly meeting to develop and improve EQA methods,
set the standards and criteria for EQA, offer relevant technical support,monitor operations to provide accreditation, and ensure that the QA of
relevant educational institutions are in line with the policy of the Executive
Committee.
• Internal audit units examine and assess the success of performances andmonthly expenditure.

AQRF Referencing Report Of Thailand

161• The Performance Follow-up and Evaluation Committee calls its meeting
every month. The committee prepares its report after having assessed
performances and budget spending every 6th month and 12th month.
• The Human Resources Subcommittee meets monthly. The subcommittee
proposes regulations, criteria, and methods to promote staff development
and welfare while producing reports on its performances to the Executive
Committee for the overall human resources development.
• The Financial Committee, meeting every month, to analyze financial reports,
formulate a plan for budget disbursement, summarize expenditure andcapital management, set a plan and guidelines for financial management,
budget, funds and investment. Its monthly report will be submitted to the
ONESQA Executive Committee for endorsement.
• Individual self-assessment reports and group self-assessment reports are
written every sixth and twelfth month. The organization appoints a committee
to decide the level of performances. Assessment indicators and criteria aremade known at the beginning of each fiscal year.
All these committees monitor the performances of ONESQA periodically and also
provide recommendations for operational development. For instance, the Performance
Follow-up and Evaluation Committee, which meets monthly, recommended thatONESQA should focus on internal control and risk management. ONESQA revised
the operational plan and organized meetings to formulate the operational plan andfollow up on its performance.

10. Keeping the Public Informed
ONESQA made consistent efforts to communicate with stakeholders and the public.
Currently, the following communication channels are in use:
• The ONESQA website provides information in both Thai and English.
It includes basic information on ONESQA, news updates, the Assessment,
and QA articles. Additionally, the public and stakeholders can learn about
the results of the three rounds of EQA and all education institutions
nationwide for the past 15 years. Visitors can offer feedback on the website
for improvement purposes.

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AQRF Referencing Report Of Thailand• Publications are produced to share news and activities with stakeholders
and the public in order to create an understanding of EQA.
The publications include journals, which are published bimonthly anddistributed to education institutions across the country. Periodic
advertisements on newspapers and magazines are posted. Printed
materials are also readily available for dissemination at conferences.
• Radio and television broadcasting is another avenue to publicize news andcreate understanding among stakeholders and to disseminate information
to the public.
• Social media including Facebook and Fan Page to promote two-way
communication and has set its efforts to disseminate information via otherwebsites and no less than 32 websites and 100 stories per year.
• Other means such as a short drama, a short film, and 10 documentary
videos are produced for the promotion of QA and ONESQA work.
• Networking activities include volunteer camps, stakeholder meetings,
contests are organized and the frequency is specified clearly for
responsible units to achieve.

11. Focus on Students and Society Processes
The EQA of ONESQA has always placed its first priority on the interestsof learners. This aspect was clearly reflected in the third-round EQA under two
indicators, namely: Indicator 1: Percentage of graduates with Bachelor’s degrees
who are employed within one year after graduation, and Indicator 2: Quality ofgraduates with Bachelor’s, Master’s, and Doctoral degrees, as specified in theThailand Qualifications Framework for Higher Education (TQF). Such results
enabled ONESQA to verify that HEIs produced graduates with desirable attributes
as specified in the five domains of learning in the TQF: (1) ethics; (2) knowledge;(3) cognitive skills; (4) interpersonal skills and responsibility; and (5) numericalanalysis, communication and IT skills.
The learning outcomes of the graduates were stressed through their internships,
publication and dissemination of Master’s and Doctoral degree and public service
before graduation. Accordingly, universities have to present their results, and show
the development of those dimensions. The institutions had to provide results on theprovision of academic services to society, which could be in the forms of social
services to solve social issues, make recommendations for improvement, or protect
society from threats both on-and-off campus.

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These indicators evidently showed the ONESQA EQAs and its efforts to encourage
educational institutions to play a key role in social and community development.
Based on the results of the third-round EQA, the results of learner-based educational
and instructional management in all categories of HEIs were at a good level.
The research titled “Synthesis of Third Round External Quality Assessment Results(B.E. 2559) Affecting Students and Society” suggested that ONESQA should develop
an EQA system that corresponds with the mission of each educational institution
in order to respond to varying education objectives, enhance the quality assurance
process, and protect the interests of educational service users. The same researchalso recommended that ONESQA should assess whether or not the production ofuniversity graduates responded to national needs and to verify whether or not theacademic curricula has had an impact on the country.

12. Comparable to International Good Practices
ONESQA has developed the standards and criteria for EQA corresponding to
the national education standard as stipulated by the Ministry of Education.
ONESQA’s EQA was closely related to the IQA and was formulated by parent
organizations. These standards are comparable to international good practices suchas the AUN-QA, MBNQA Criteria, and covering the quality of the graduates, researchpromotion, leadership and institution development, good governance, services tosociety and the community, and internal quality assurance. Furthermore, with close
collaboration with parent organizations, ONESQA utilizes Common Data of parent
organizations, which contain related EQA information and statistics directly fromthe parent organization database. The Common Data has served as the baseline
information for ONESQA to understand the principles and the guidelines of each
institution to manage its EQA to better fit their purposes. As a result, ONESQA
has developed a benchmarking system, suitable for specific types of institutions
such as Military Schools, the Police Academy, Nursing Colleges, Physical Education
Colleges, Community Colleges and Schools of Music.
The existing ONESQA assessment standards and criteria can be further integrated
with increased regional and international dimensions. ONESQA should enhance
the regionalization and internationalization of its EQA by inviting QA experts fromits neighboring ASEAN countries to take part in developing standards and criteria
for its EQA system.

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13. Involvement and Participation of Stakeholders
For each EQA round of assessment, ONESQA invites the participation of stakeholders
to brainstorm, helping ONESQA better respond to the needs and demands of society
when developing standards and criteria. The steps are as follows:• Meetings are organized to engage stakeholders consisting of parent
organizations, representatives from institutions of all types, IQA experts,
external assessors, and other relevant organizations. The expected
results are ideas for the development of standards and criteria for EQA tocorrespond with the National Education Act and educational policy
stipulated by the Ministry of Education.
• Public hearings are undertaken, allowing a larger circle of stakeholders
nationwide to attend the hearings in order to develop a standard andcriteria for EQA along with the effort to gain wider acceptance.
• Opinions and recommendations on draft EQA standards and criteria
from stakeholders are collected from various channels such as
e-mails, websites, questionnaires, etc.
• Meetings in all regions across the country are carried out to promote
understanding of the EQA standards and criteria by inviting stakeholders
so as to prepare institutions for assessment and to ensure that their QA
systems will be carried out to meet set standards.
• Pilot test(s) of EQA criteria and standards will be administered on site
to determine reliability and the appropriateness of the instruments before
actual EQA implementation.

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165

14. Standards Available and Applied with Cultural Diversity
ONESQA publishes EQA standards and criteria in the form of a manual anddistributes it to all relevant institutions. The EQA manual is also posted on
the office website for ready downloads. ONESQA has drawn up a yearly plan toorganize workshops in all regions of the country, aiming to prepare the readinessof institutions that are scheduled to be assessed in that particular year.
The third-round EQA for higher education, ONESQA focuses on the cultural
diversity of individual HEIs by creating indicators that stress identity anduniqueness. HEIs are able to identify their own identity and uniqueness.
Each institution in each category identifies its own identity and uniquenessin accordance with the objectives of the institution.

15. Formal Decisions and Follow up Procedures
ONESQA EQA process corresponds to AQAF and consists of three steps: (1) before
the institution visit; (2) during the institution visit and; (3) after the institution visit.
The process is illustrated below:

AQRF Referencing Report Of Thailand

166(พิมพ์ 4 สี)

Figure 26: EQA Process

Figure 26: EQA Process(Draft) Flowchart of Implementing Process for the Fourth Round of EQA
1.
Announce nameof institutions to be assessed.
(30 days)

11.
Final review of EQA report.
(5 days per institution)

2.
Assign team of assessors to carry out
preliminary analysis of assessed
institution’s performance and SAR.
(30 days)1.
Before site visit(100 days)

3.
Seek ONESQA Director’s approval ofteam of assessors and name of institutions tobe assessed.
(7 days)

12.
ONESQA presents analysis of assessment
result and follow-up schedule for assessed
institution for the consideration of theCommittee for Development of Assessment
Systems and ONESQA Executive
Committee in order to certify the EQA result,as well as to instruct responsible unit todisseminate EQA result to relevant parties
for further action.
(30 days)

Do notapprove

Approve4.
Announce name of institutions to be assessed
and team of assessors.(Site visit date will not
be stated)(7 days)5.
Te am of assessors re view SAR together with there sult of preliminary analysis of the performance ofassessed institution.
(15 to 30 days dependingon size of institution)

3.
After site visit(42 days)

14.
ONESQA sends the certification
letter to assessed institutions, aswell as sending the EQA result
to parent organizations of theassessed institutions.
(7 days)

13.
Disseminat ion of EQ A results
through Automated QA system
and ONESQA website.
(7 days)End of Process

Non visit

Site visit

2.
During site visit(33 days)

6.
Team of assessors will conduct assessment
according to procedure set up by ONESQA.
(1 to 3 days)

7.
Te am of assessors re view and examine thecorrectne ss of EQA re port (E-Repo rt) andsubmit EQA re port (E-Document) together
with re levant documents through theAutomated QA system.
(15 days after site visit)

15.
Follow-up system to monitor
quality improvement of assessed
institutions after site visit.
(Follow-up schedule depending on
EQ A result s)

16.
Inspection system to checkquality of EQA report will beharnessed for the developmentof assessors.
(30 days after ONESQA
Executive Committee has
certified the EQA result)

17.
Synthesis of EQ A result will be
carried out to provide
recommendations to relevant
authorities for the formulationof QA policy.
(every 6 months)

Accept,Amendment isneeded8.
Ins ti tutio ns w ill e xam in e d raft EQA re po rt,
a s w el l a s, e val ua te a sse ssor s’ p erfo rma nce a ndb eh avi or thro u gh the Au toma ted QA sys te m.
(1 5 d ays a fte r re vie wi ng
d raft EQA re po rt)

Do notacceptIn case thereis appeal(37 days)

9.
Present appeal to the Working
Group on Appeal of EQA Result.
(Appeal process takes 30 days)

Accept,No amendment isneededConclusion

Conclusion- Durationforforthethe
implementationof EQA process starting from before siteof EQA process starting from before site
visit- Duration
until after site implementation
visit takes altogether
175 days.
visit until after site visit takes altogether 175 days.
case,there
thereis isnono
appeal,EQA
process
starting
the datesite visit--InIncase,appeal,EQA
process
starting
fromfromthe dateof siteofvisit
untilreceiving
receivingthe
theEQAEQAresultresultwillwilltaketaketo days.
75 days.
(flowchart
step
to 8, and
until
73 73
to 75
(flowchart
step 6
to 8,6 andstep1111toto14)14)
step--InIncase,appeal,EQA
process
starting
fromfromthe dateof siteofvisit
case,there
thereis isanan
appeal,EQA
process
starting
the datesite visit
until110110
to 112days.
(flowchart
step step
6 to 14)
untilreceiving
receivingthe
theEQAEQAresultresultwillwilltaketaketo 112days.
(flowchart
6 to 14)10.
ONESQA sends result ofappeal for EQA result
to institution.
(7 days)135

AQRF Referencing Report Of Thailand

167

After the institution visit, ONESQA has follow-up procedures for monitoring thequality of assessors and assessment operations, and the utilization of assessment
results by educational institutions through different means, as follows:
QC100 System: Approximately two weeks to one month after completion of thesite visit, ONESQA will send questionnaire to all assessed institutions. This step iscalled “QC100” system to follow up on the overall assessment operations. Eachassessed institution will be asked to respond to questions related to the assessment
procedures; the performance and satisfaction of assessors during visits; andthe usefulness and utilization of the assessment results. The feedback from thequestionnaire is processed for further reviews for the purpose of improvements.
There is a random follow-up at the assessed institutions: ONESQA appoints
its network centers to conduct a random evaluation of assessed institutions
to ask about satisfaction regarding the ONESQA assessors. At the same time,
the Performance Follow-Up and Evaluation Committee of ONESQA randomly audits
assessed institutions to get feedback. All the responses served as input for ONESQA
for the next steps of the assessment strategies.
The follow-up on the utilization of assessment result: Another Sub-Committee is set
up to follow-up on the assessment results. The Sub-Committee members consist ofrepresentatives of all parent organizations to report the utilization of the assessment
results for quality improvement. A sub-committee meeting is organized every twomonths. A manual of the utilization of assessment results was published to serve
as practical guidelines for all educational institutions and parent organizations toimprove quality after the ONESQA site visit is carried out.

16. Appropriated timeframe for assessment
ONESQA’s EQA concept and principles are formulated to serve the six aspirationsof the National Education Act. The assessment is based on criteria responding to
the focuses of educational institutions. In addition, their management performances
are reviewed while a quantitative and a qualitative assessment is undertaken bypeer review. The whole exercise stresses the importance of reliable SAR to show
the output, the outcome, and the impact of the institution. (Refer to Manual forHigher Education Institutions: The Third Round of EQA (2011-2015), 12).

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ONESQA EQA retains its objectivity with a focus on empirical evidence, a clear
assessment criteria, and using mainly quantitative indicators. The qualitative
indicators were issues and a scoring rubric are defined with different approaches
for different disciplines. (Refer to Manual for Higher Education Institutions:
The Third Round of EQA (2011-2015), 26-27).
The appropriateness of the assessment timeframe depends on the sizes of
institutions and the number of faculties. The site visit timeframe is between 2 to
5 days. For instance, small institutions with only one faculty such as a Nursing
College would need two days while some medium-size institutions with 3-5 faculties
would need three days, etc.
A synthesis of the third-round EQA results revealed that ONESQA formulated
concrete EQA indicators and criteria, the appointment of assessors wastransparent and accountable, the site visit timeframe was appropriate, and practical
recommendations were made for the quality development of higher education.
Furthermore, it was observed that the indicators of the third-round EQA weredifferent from the previous rounds, making it less effective to trace higher education
quality improvements.
In the fourth-round EQA, ONESQA has developed an assessment system andcriteria in close collaboration with the parent organizations of HEIs. This effort
has reduced redundancy between IQA and EQA. When combined with training
and calibration sessions for assessors, assessments will be conducted fairly,
based on mutual understanding, the impartial judgment of the assessors and lessneed for documentation.

17. Appropriate training of assessors
ONESQA has always organized training for recruited assessors from the first to
the third round (2001-2015). ONESQA training stresses the importance of practicaland actionable recommendations corresponding with the context of educational
institutions and national education standards. Training for assessors is conductedannually.
The lessons learned from past experience suggest that ONESQA should pay
more attention on the development of the assessors. At present, key stakeholders
and parent organizations are engaged to participate in formulating, designing andconducting training together with ONESQA to ensure that IQA and EQA are
related. ONESQA expects that the fourth-round EQA will adopt the approach ofAQRF Referencing Report Of Thailand

169

expert judgment, based on the expertise, experience and integrity of the assessors.
Its fourth-round EQA will focus on useful feedback and actionable recommendations
that educational institutions can take up for their quality development, which
includes their standard improvement for the heightened benefits of the students.
Moreover, ONESQA maintains its strict Code of Professional and Ethical Conduct ofassessors, so that they all serve as “Quality Ambassadors”. Consequently, ONESQA
has designed new training modules to provide new assessors with both theoreticaland hands-on experience to increase the necessary competencies for assessment.

18. Professionalism and ethical conduct of assessors
ONESQA places a great emphasis on the professionalism of the assessors.
Accordingly, it has defined the attributes of the external assessors, as follows:(1) assessors must produce a professional evaluation report; (2) assessors must
perform their duties with professional ethics, especially in relation to confidentialityof individuals and no conflicts of interest; (3) assessors must take up their roles as“Quality Ambassadors” and encouraging educational institutions to use EQA results
for further quality development. All assessors have to strictly follow the code of
conduct and ethics, requiring assessors to carefully review guidelines for mutual
understanding and sign a code of conduct and ethics agreement. (Refer to Manual
for Assessors: The Third round of EQA (2011-2015), Chapter 2 Roles, Responsibility,
and Monitoring of Assessors, 13)
As regards the performance of assessors, ONESQA monitors and assesses
it through EQA report reviews and feedback from institutions. For quality assessors,
their licenses will be renewed every two years and given recognition at national andinternational forums organized ONESQA. On the other hand, assessors whose
performances are in doubt or have led to complaints, ONESQA has regulations to handle
such cases. It has a working committee on the appeal and complaint management
to investigate cases, follow-up on progress, report the outcome, and disseminate thedecisions as shown in Figure 27.

appeal and complaint management to investigate cases, follow-up on progress, report theoutcome, and disseminate the decisions as shown in Figure 27.

170

AQRF Referencing Report Of Thailand

Figure 27: Process to Ensure the Professionalism and Ethics of External Assessors

Figure 27: Process to Ensure the Professionalism and Ethics of External Assessors

19. Cyclical basis of assessment

19. Cyclical basis of assessment

ONESQA’s EQA is conducted on a five-year cyclical basis. From the earlier three rounds of
ONESQA’s
EQA is conductedfive-year EQA
cyclicalbasis. Fromthe earlier
three
EQA forhigher education,
ONESQA on
hasareviewed
standards
and criteria
and obtainedrounds of EQA
higher education,
ONESQA
hasEQA.
reviewed EQA standards andrecommendations
fromforstakeholders
to develop
effective

criteria and obtained recommendations from stakeholders to develop effective EQA.

In the third-round EQA, HEIs that are not accredited or accredited with conditions, institutions
had toIn submit
quality development
plans
organizations
and toa copy to
the third-round
EQA, HEIs thatare tonotparent
accreditedor accredited
withsend
conditions,ONESQA
30 dayshad
aftertoreceiving
did nothave
institutions
submit official
quality assessment
developmentresults.
plans However,to parentONESQA
organizations
anda follow-up
procedure
whetheror notafter
HEI receiving
had carriedout thequality development,
to senda copy totomonitor
ONESQA
30 days
official
assessment
results.
unlessHowever,that particular
HEI requested
re-assessment
years after
the assessment.
ONESQA
did not havea follow-up two
procedure
to monitor
whether or not

HEI hadcarried out
quality development,that particular
HEI requested
ONESQAsynthesized
the thethird-round
EQA resultsunlessand identified
the following
areas ofre-assessment
two
years
after
the
assessment.
improvement for the fourth-round EQA.

The fourth-round
EQA (2016the– 2020)has beenon government
ONESQA synthesizedthird-round
EQA developed
results andbased
identified
the followingpolicy
areaswith
two key
as follows:
EQA shallEQA.
be linked with the IQA of institutions and parentof concepts,
improvement
for the (1)fourth-roundorganizations to ensure that operations achieve targeted goals, set standards and
The fourth-round
EQAEQA(20162020) hasitself
beenmuchdeveloped
on government
accountability;and (2) theshall– challenge
further based
to enhance
the quality ofpolicy institutions
with two to
keymeetconcepts,
as follows:(1) inEQA
shall bewith
linkedtheeducational
international
standards
accordance
the with
governmentof institutions
andandparent
organizations
to ensure that operations achieve
policyIQA
on educational
reforman international
direction.

targeted goals, set standards and accountability; and (2) the EQA shall challenge
itself much further to enhance the quality of educational institutions to meetinternational standards in accordance 138
with the government policy on educational
reform and an international direction.

AQRF Referencing Report Of Thailand

171

20. An Appeal Mechanism is Established and Accessible to all
ONESQA has an appeal mechanism in all EQA processes, as follows:		 • Appeal to candidates and assessors
ONESQA has its appeal regulations, in the Regulations on Authority Accreditationand Monitoring Assessors for Educational Quality Assessment in Higher Educational
Institutions 2002, Chapter 5: An Appeal of Assessors and the Assessor Team,
Item 28. (Refer to ONESQA Regulations on Authority Accreditation and Monitoring
Assessors for Educational Quality Assessment in Basic Educational Institutions 2002,
Chapter 4, 31).
		 • An appeal to educational institutions
Since the beginning of the ONESQA EQA, educational institutions have been able
to make an objection at any stage of the assessment, from before the institutional
visit, during and after the visits.
Item 4.1 Before the institution visit: ONESQA submits a letter of assessor lists tothe educational institution for approval. The assessor team is appointed when no
objection is made by the educational institution.
Item 4.3 During the institution visit: Item 2.4 states that the assessor team presentscomments verbally to key people in the educational institution. If anything is unclear
or there are issues or disagreements on the points made by assessors, educational
institution is allowed to raise questions for discussion, clarity, and clarification. The
assessor team will summarize the assessment results for its report writing EQA.
Item 4.3 After the institution visit: Item 3.1 states that the assessors submit the draft
to the institution 15 days after the institutional visit is completed for the review andapproval of the institution. The institution reviews and approves the draft within 15
days after having received it. If the review of the assessment results is not returned
within the due date and it is assumed that the institution has approved the draftof the assessment report.

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Glossary
Application of knowledge,
skills and responsibility

Abilities of individuals resulting from the learning
process, knowledge, social skills, work experience,education and training which would facilitate
professional development. Ability to communicate,leadership, responsibility, and autonomy, such asdecision-making and responsibilities to others andthemselves, are also included

ASEAN Qualifications
Reference Framework

a common reference framework which functions as
a device to enable comparisons of qualifications
across ASEAN Member States

Education and Training
Intuitionsorganizations which are responsible for providing
educational and training

Educational Qualifications

refers to a formal certificate, diploma or degree foreach level and type of education such as basic,
vocational and higher education

External Quality
Assurance

assessment and monitoring educational quality
and standards of the institutions from outside toensure quality, further development of educational
quality and the standards of these institutions.
Such assessment and monitoring are carried out
by the Office for National Education Standards
and Quality Assessment by people or external
agencies certified by the OfficeFormal education

As defined in the aforementioned National Education
Act, formal education specifies the aims, methods,
curricula, duration, assessment, and evaluation
conditional to its completion. General and vocational
education is provided at basic and higher educationlevels by both public and private bodies

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173

Informal education

enables learners to learn by themselves according
to their interests, potentialities, readiness andopportunities available from individuals, society,environment, media, or other sources of knowledge

Internal Quality Assurance

assessment and monitoring of educational quality
and the standards of the institutions are carriedout by the staff of the institutions concerned or byparent bodies with jurisdiction over these institutions

Knowledge

concerned with facts, principles, theories, andguidelines related to learning or working, focusedon theoretical and factual

Learning Outcomesindicative criteria of learning characteristics andresults derived from the process of the learning
standards of the curriculum at each level ortype of education and experience from practicaltraining or work. Learning outcomes are divided into
three dimensions, as follows: knowledge, skills andapplication of knowledge, skills and responsibility

Lifelong Education

education resulting from the integration of formal,
non-formal, and informal education so as to create
the ability for continuous lifelong development ofquality of life

Non-formal Education

flexibility in determining the aims, modalities,
management procedures, duration, assessment andevaluation conditional to its completion. The contents
and curricula for non-formal education shall beappropriate, respond to the requirements, and meetthe needs of individual groups of learners

Occupational Standards

guidelines for identifying levels, performancesor competencies of different complexities,
comprised of occupational standards and professional
qualifications, skill standards, and international
occupational standards

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Professional Standard
and Quality Assurance
Organizationsorganizations which are responsible for developing
the skills according to the international standard
and implementing the support of standardized tests,
a labour skills competition and the development of
the workforce to meet the needs of labour market

Referencing

process resulting in the establishment of a
relationship between the Thailand National
Qualifications Framework (Thailand NQF) and
ASEAN Qualifications Reference Framework (AQRF).

Skillsabilities in work performance assigned to anindividual to manage and solve problems withcognitive skills related to logical, intuitive andcreative thinking or practical skills in terms ofusing tools and equipment expertly

Thailand National
Qualifications Frameworka framework which provides linkages between thelearning outcomes for each level of educational
qualifications, as stipulated by levels and typesof education, and each level of competencies in
occupational standards

Training System

all mechanisms which develop the knowledge,
ability and skills of the workforce and improvetheir quality of life for learners who are outside
the school system and manpower

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175

References
ASEAN Secretariat, 2015. ASEAN Qualifications Reference Framework. Jakarta,
Indonesia.
ASEAN Secretariat. 2016. ASEAN Guiding Principles for Quality Assurance and
Recognition of Competency Certification Systems. Jakarta, Indonesia.
Bureau of Educational Testing, Office of the Basic Education Commission. 2016.
Handbook for Quality Assessment according to Basic Education Standard
for School Internal Quality Assurance. Bangkok: National Buddhism
Printing Office.
Bureau of Higher Education Standards and Evaluation, Office of the Higher
Education Commission. 2010. Higher Education Standards and Related
Criteria. Bangkok: Pappim Co., Ltd.
Department of Skill Development. 2017. Quality Manual. Typewritten.
Directorate General of Higher Education, Ministry of Education and Culture,
Republic of Indonesia. The Implication and Implementation Strategies of
the Indonesian Qualification Framework.
Office for National Education Standards and Quality Assessment (Public
Organization). 2017. A Glimpse at ONESQA. Bangkok: Zeno Publishing andPackaging Company Limited.
Office of Permanent Secretary of the Ministry of Education. 2017. Educational
Statistic in Thailand 2016. Bangkok: Agricultural Cooperative of Thailand.
Office of Permanent Secretary of the Ministry of Education. 2015. ASEAN
Educational Strategies of Ministry of Education. Bangkok: Amarin Printing
and Publishing Co., Ltd.
Office of the Education Council. 2017. Education in Thailand. Bangkok: Prigwan
Graphic Co., Ltd.

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AQRF Referencing Report Of Thailand

Office of the Education Council. 2016. Educational Statistic in Thailand 2015 - 2016.
Bangkok: Prigwan Graphic Co., Ltd.
Office of the Education Council. 2016. Educational Statistic in Thailand 2017.
Bangkok: Prigwan Graphic Co., Ltd.
Office of the Education Council. 2017. National Qualifications Framework (Revised
Edition). Bangkok: Prigwan Graphic Co., Ltd.
Office of the Non-Formal and Informal Education, Office of the Permanent
Secretary. 2013. Non-Formal Basic Education Curriculum of B.E. 2551
(A.D.2008).
Office of the Vocational Educational Commission. 2018. Vocational Education Standard.
From http://bsq.vec.go.th/.
UMAP (University Mobility in Asia and the Pacific) International Secretariat. 2017.
Educational Mobility in the Asia – Pacific Region: UMAP and Beyond.
Toyo University, Japan.

AQRF Referencing Report Of Thailand

1st Technical Expert Workshop and AQRF Committee Meeting
9 – 10Workshop
February and2017,AQRF
Jakarta,Indonesia
1st Technical Expert
Committee
Meeting
9 – 10 February 2017, Jakarta, Indonesia

2nd Technical Expert Workshop and AQRF Committee Meeting
12 – 13 July 2017, Manila, the Philippines
2nd Technical Expert Workshop and AQRF Committee Meeting
12 – 13 July 2017 in Manila, the Philippines (ท่านชัยยศ)

177

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1rd Technical Expert Workshop and AQRF Committee Meeting

3rd Technical
Workshopand AQRF
Committee
13-17 Expert
November
2017, Kuala
Lumpur,MalaysiaMeeting
13-17 November 2017, Kuala Lumpur, Malaysia

AQRF Committee
Committee Meeting
42thth AQRF
Meeting andand NQFNQF Phase
Phase IVIVWorkshop
Workshop
14 –1416 –May
2018,
Bangkok,Thailand
16 May 2018, Bangkok, Thailand
4th AQRF Committee Meeting and NQF Phase IV Workshop
14 – 16 May 2018, Bangkok, Thailand

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AQRF Referencing Report Of Thailand
4th AQRF Committee Meeting and NQF Phase IV Workshop
14 – 16 May 2018, Bangkok, Thailand

AQRF Committee
Committee Meeting
55ththAQRF
Meeting andandNQF
NQFPhase
PhaseIVIVWorkshop
Workshop27–
29
November
2018,
BandarSeri
Begawan,Brunei
Darussalam
27 – 29 November 2018, Bandar Seri Begawan, Brunei Darussalam

158

AQRF Committee
Committee Meeting
66thth AQRF
Meeting andand NQF
NQFPhase
PhaseIVIVWorkshop
Workshop
21 – 23 May 2019, Luang Prabang, Lao PDR
21 – 23 May 2019, Luang Prabang, Lao PDR

179

21 – 23 May 2019, Luang Prabang, Lao PDR

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AQRF Referencing Report Of Thailand

7th AQRF Committee Meeting and NQF Phase IV Workshop  
28 – 30 October 2019, Yogyakarta, Indonesia

7th AQRF Committee Meeting and NQF Phase IV Workshop
28 – 30 October 2019, Yogyakarta, Indonesia
159

AQRF Referencing Report Of Thailand

Chairman of Thailand National NQF Committee andChairman of Sub-Committee under
160 the National NQF Committee

181

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The Author
Advisers:		

Dr. Suphat Champatong
Dr. Somsak Donprasit
Dr. Chaiyosh Imsuwan
Mrs. Ruangrat Wongpramote
Ms. Somratchaneekorn Ongerb
Mr. Kawin Sueasakul

Special Advisers:

Dr. Siripan Choomnoom

Working Partners:

Dr. Noppadol Piyatrapoomi
Ms. Jullada Meejul
Dr. Somyot Cheejaean
Ms. Wannee Gomongawin

Secretary-General of the Education Council
Deputy Secretary-General of the
Education Council
Former Deputy Secretary-General of the
Education Council
Former Assistant Secretary-General, OEC
Former Assistant Secretary-General, OEC
Director of Education Policy and Planning
Bureau, OEC
Senior Advisor and Committee on theThailand National Qualification Framework

Director General, TPQI
Deputy Director General, TPQIHead of Policy and Strategy Bureau, ONESQA
Director of Office of Skill Standard andTesting Development, DSD
Mr. Jitrapong Poomsa-Ard
Director of Manufacturing Automation
and Robotics Academy, DSD
Ms. Somsamorn Wongrajit
Senior Professional Educator, OHEC
Mr. Jakkrapong Panyapoontragool Senior Professional Educator, OHEC
Dr. Piched Jubjitt
Expert on Education Media and Learning
Development, OBEC
Dr. Chaiyaporn Krataitong
Senior Professional Educator, OBEC
Mr. Puthikorn Rattasap
International Project Coordinator, TPQI
Mrs. Jeeraphat Botmat
Professional Educator, OVEC
Dr. Rungaroon Saiyasophon
Acting Speciallist in Educational Standard
Development, ONIE
Mr. Kittipong Jantawong
Professional Educator, ONIE
Mrs. Pornpimol Metiranan
Senior Professional Educator, OEC
Mrs. Cuttariya Changdacha
Professional Educator, OECAQRF Referencing Report Of Thailand

Working Group:
Mrs. Ampha Promwat
Dr. Kanjana Hongrat
Ms. Nawaporn Kanjanasri
Ms. Maleewan Poonkhunthod
Mr. Pharttanachart Arsakit
Mr. Surachai Thongsri
Mr. Wichainarong Punkaew

Prepared by:

Dr. Kanjana Hongrat

Senior Professional Educator, OEC
Senior Professional Educator, OEC
Professional Educator, OEC
Professional Educator, OEC
Practitioner Educator, OEC
Practitioner Educator, OEC
Assistant Educator, OEC
Senior Professional Educator, OEC

Proofreader:
Mr. Simon McIver
For more information about Thailand NQF and AQRF
Please visit the following website:
Office of the Education Council: www.onec.go.th
The ASEAN Secretariat: www.asean.org

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OEC Publication No. 18/2020
ISBN 978-616-564-943-5