The purpose of this research aimed to 1) study the basic data for the development of specialized professional course on vegetable and fruit carving 2) design and examine the quality of specialized profession course on vegetable and fruit carving 3) try out specialized profession course on vegetable and fruit carving and 4) improve and revise specialized profession course on vegetable and fruit carving. The samples were 3 key respondents and 20 attendees. The instruments included an indepth interview form and evaluation form. The data was analyzed by descriptive and inferential statistics. The findings revealed that the current patterns used for teaching carving (2019) included fruits for consumption perforated leaves grooved leaves closed-carpel roses dahlia zinnia and plumeria for decoration and food works. The most popular kinds of vegetables and fruits for carving were cantaloupes long cucumbers and carrots. The most popular pattern was rose. The duration for vegetable and fruit carving per 1 piece was 5 minutes. The results of course design and quality examination showed the highest IOC (0.82). For course try-out the values of evaluator confidence index came out as follows i.e. RAI of Unit Plan 1 = 0.85 RAI of Unit Plan 2 = 0.94 RAI of Unit Plan 3 = 0.92 RAI of Unit Plan 4 = 0.89 RAI of Unit Plan 5 time 1 = 0.82 and RAI of Unit Plan 5 time 2 = 0.79; implying that skill evaluation action and carvings went in the same direction.

This research aims to: (1) develop the training curriculum development for enhancing skills in general ability ( 2) evaluate the effectiveness index of the training curriculum development for enhancing skills in general ability and 3) study the samples’ levels of satisfaction. The samples in to study were 10 senior students in regular program. The research instruments included the training curriculum development for enhancing skills in general ability an evaluation of congruence a knowledge and skill test a questionnaire on training satisfaction. The statistics used were the effectiveness index percentages mean standard deviation and paired – sample T test. The results revealed that the training curriculum development for enhancing skills in general ability were highest level appropriation ( X = 4. 67) showing that it was possible for further use. From the pre and post tests on the knowledge and skill testing the trainees different score showed that there was improvement among the trainees at the significant level of . 05. The questionnaire result showed that the trainees were highest satisfied.

The purpose of this research was to develop a short vocational training course on household chemical products and to develop a training course for shortterm vocational training in the production of household chemicals. Population groups Is a general public in Bangkok and metropolitan area by using the voluntary selection as follows. Trial of a short course on the production of household chemicals 10 participants. Evaluation of short courses in household chemical production 10 participants. Technology transfer the short-term training course on household chemical production 20 participants and five speakers. The tools used in the research are as follows: 1. Demand questionnaire 2. Short-term vocational training course 3. Satisfaction assessment. Data analysis using statistical software packages. The statistics used were mean ( X ) standard deviation (SD) and t-test. The research found that 1. Study and development of short courses in the production of household chemicals 1.1 selection of household chemicals that will lead to the creation of training courses based on components Where to buy Price per set Properties of components Safety and hazard Materials and equipment used for production storage use and distribution opportunities 1.2 Creating training courses training course components and training documents to have a sequence of steps that are easy and convenient for the learning of the general public 2. Trial of a short course on the production of household chemicals 2.1 Most trainees are satisfied with the short-term training program model as follows: Training procedures Training hours 1.30 hours per 1 course Short-term courses can be implemented and the curriculum can be used as a guideline for occupation at the highest level. As for the number of trainees four people per group per 1 course is at a high level. 2.2 Most of the trainees were satisfied with the speakers and short-term training. In explaining the various components of Household chemicals Explanation of the mixing process Household chemicals Integration of household chemical mixing techniques Explanation of caution In the mixing of household chemicals And explaining how to pack household chemicals at the highest level 3.Short-term evaluation of household chemical production 3.1 Most trainees are satisfied with the short-term training program model. The training process Training hours 1.30 hours per 1 course Short-term courses can be implemented and courses can be used as guidelines for their career at the highest level. As for the number of trainees four people per group per 1 course is at a high level. 3.2 Most of the trainees were satisfied with the speakers and short-term training. Explain the various components of household chemicals Explanation of the mixing process Household chemicals Integration of household chemical mixing techniques. Explanation of caution In the mixing of household chemicals And explaining how to pack household chemicals at the highest level 4.Technology transfer the short-term training course on household chemicalproduction 4.1 Most of the trainees were satisfied with the trainers for short-term training. Explain the various components of household chemicals Explanation of the mixing process Household chemicals Integration of household chemical mixing techniques Explanation of caution in the mixing of household chemicals and explaining how to pack household chemicals at the highest level 4.2 Most trainees were satisfied with the short-term training program model. Regarding the number of trainees four people per group Training procedures The number of training hours is 1.30 hours per course the highest level. Furthermore short courses can be implemented. As for the curriculum it can be used as a guideline for a career at a high level.

The present research has the following objectives: 1) To examine the needs for short course training in home economics 2) To develop the short course curriculum in Home Economics in accordance to the needs of the members of Baan Pho Jaa Elderly Club and 3) To examine the satisfaction of the training in Home Economics for the members of Baan Pho Jaa Elderly Club Bang Namjuerd Muang District of Samutsakhorn Province. The samples selected for the research are the total number of 30 members of Baan Pho Jaa Elderly Club Bang Namjuerd Muang District of Samutsakhorn Province who have shown their interest in the program as well as had the capability to be trained. The research instrument is a questionnaire developed by the researcher and a training curriculum for the short course training in Home Economics. The data are analyzed in frequency and percentage. The findings are as follows: The members of Baan Pho Jaa Elderly Club showed the need to be trained in Home Economics with crispy rice noodle with spices tapioca dumpling with shiitake and salted duck egg with herbs respectively (43.33% 23.33% and 16.67%). The research developed the training curriculum accordingly using Taba’s instruction of curriculum development as consisting of 4 modules: i) an introduction to cooking ii) basic ingredients culinary instruments and cooking techniques iv) making crispy rice noodle with spices and v) package designing and calculating selling prices. The six-hour session of training took place at Baan Pho Jaa Medical Centre on Saturday – Sunday at 09.00 – 12.00 hrs and 13.00 – 16.00 hrs. The results of the training are as follows: i) the trainees showed an overall working skill at a good level ( X = 2.70) ii) the outcomes were evaluated and fell at a good level ( X = 2.83) and iii) the satisfaction of the trainees was considerably good ( X = 3.99).

The purpose of this research was to study state and problems of teaching management in general education. The research samples were 54 instructors of general education program and 364 students enrolling in general education courses Rajamangala University of Technology Phra nakhon in the second semester of the academic year 2014. The research tools were questionnaire interview and focus group discussion. The data were analyzed by frequency percentage mean and standard deviation. The findings were as follows: 1. As for students’ opinions on the general education content the overall opinions are at the high level and due to each program of general education the students’ opinions towards the implementation of Thai language ( = 4.00) social science and humanity ( = 3.67) and physical education ( = 3.38) are at the highest level. The students’ opinions towards foreign language for basic principles of further education are at the highest level ( = 4.01). 2. As for students’ opinions on state of teaching management in general education the students’ opinions towards the development of general education instruction according to Thai qualification framework for higher education are at the high level and within each aspect the students’ opinions towards interpersonal skills and responsibility are at the highest level ( = 3.81) followed by moral and ethical behavior ( = 3.79) and knowledge ( = 3.72) while mathematical analysis skills communication skills and information technology application skills rated the lowest ( = 3.52). 3. As for students’ opinions on problems of teaching management in general education the students’ opinions towards problems of general education instruction according to Thai qualification framework for higher education are at the moderate level and within each aspect the students’ opinions towards mathematical analysis skills communication skills and information technology application skills rated the highest ( = 2.80) followed by moral and ethical behavior ( = 2.75) and knowledge ( = 2.63) while interpersonal skills and responsibility are at the lowest level ( = 2.54). 4. As for the comparison of the students’ opinions on state and problems of teaching management in general education according to Thai qualification framework for higher education it was found that every aspect was statistically significant at 0.00 level. 5. As for instructors’ opinions on state of teaching management in general education the instructors’ opinions towards the development of general education instruction according to Thai qualification framework for higher education are at the high level and within each aspect the instructors’ opinions towards interpersonal skills and responsibility are at the highest level ( = 3.59) followed by moral and ethical behavior ( = 3.52) and cognitive skills ( = 3.34) while mathematical analysis skills communication skills and information technology application skills rated the lowest ( = 3.18). 6. As for instructors’ opinions on problems of teaching management in general education the instructors’ opinions towards problems of general education instruction according to Thai qualification framework for higher education are at the moderate level and within each aspect the instructors’ opinions towards mathematical analysis skills communication skills and information technology application skills rated the highest ( = 3.10) followed by knowledge ( = 3.05) and cognitive skills ( = 3.02) while interpersonal skills and responsibility are at the lowest level ( = 2.78). 7. As for the comparison of the instructors’ opinions on state and problems of teaching management in general education according to Thai qualification framework for higher education it was found that moral and ethical behavior interpersonal skills and responsibility were statistically significant at 0.00 level.