Abstract:
The objectives of this study were to: (1) Examine the appropriate indicators of internal quality assurance designed by ONESQA and OBEC for the school providing both general and vocational education systems. (2) Investigate the concerns and challenges in implementing indicators of internal quality assurance designed by ONESQA and OBEC for the school providing both general and vocational education systems. (3) Propose possible indicator model of internal quality assurance of the school providing both general and vocational education systems based on the findings of the implementation of that designed by ONESQA and OBEC. Researcher studied related documentation and constructed research instruments. The samples in this research study were, 5 school administrators, 71 teachers, 16 learners, and 6 parents, purposively selected. Data collection was conducted by interviewing and doing focus group discussion. Then, researcher conducted internal quality assurance and indicator selection by Stufflebeam Checklist. Data obtained was analyzed by utilizing content analysis. Analyzed data was enabled to propose possible indicator model of internal quality assurance of the school providing both general and vocational education systems. The results of the study revealed that (1) the appropriate indicators of internal quality assurance of the school providing both general and vocational education systems consisted of 41 indicators. (2) Teachers should be well-prepared in using indicators for internal quality assurance. Then, teachers should prepare guideline of indicator application for internal quality assurance. Teachers should be trained to understand about quality assurance. Teachers should be aware that quality assurance is a component of administration system. (3) Possible appropriate indicator model of internal quality assurance for the school providing both general and vocational education systems which have been developed were appropriate with this kind of school composed of 9 components which consisted of 41 indicators. The 9 components of indicators were the result of 2-dimension indicator separation. Those 2 dimensions are characteristic of indicator and type of education.
