Quality assurance compliance of selected agricultural and technological colleges in Central Region, Thailand

The study analyzed the quality assurance compliance of selected ATCs [Agricultural and Technological Colleges] in Central Region, Thailand. Specifically, it aimed to: a) describe the demographic characteristics, the accreditation and quality of evaluation, funds/budgetary support, and status of, b) assess the level of QA [quality assurance] compliance, c) analyze the realationship between the demographic characteristics, the accreditation and quality of evaluation, funds/budgetary support, status of graduates and the level of QA compliance. The study was conducted in six ATCs in Central Region, Thailand. The respondents were categorized as: 19 administrators, 211 teachers, and 281 students. Gathered data were interpreted and analyzed through SPSS [statistical package for social science]. Most of the administrators had less than 11 years of experience in their present administrative positions. The capability of administrators had an adjectival rating of 'good'. The leadership style was laissez-faire. The teachers had 21-30 years of teaching experience. They were rated 'satisfactory' on teaching preparedness and rated 'good' on teaching-learning process, and learning facilities. Students had GPA [grade point average] ranging from 3.01 to 3.50. Most resided in rural areas and graduated with certificate programs in ATCs before studying in higher certificate programs. All of the students passed the admission criteria. On accreditation and quality of evaluation, all of the six ATCs conformed to the proposed QA activities. Total mean of budget allocation was 24,542,050.10 baht while the progress budget of the ATC resulted to a mean of 26,386,293.30 baht. More than half of the students continued their studies, more than one third were employed in companies. The rest were either unemployed, self employed, or were soldiers. The administrators were high on quality assurance compliance with a mean of 3.00, and the teachers with the mean of 2.5. Some institutions characteristics in ATCs showed compliance on quality assurance in terms of administrators, teachers, and students. Further, the ATCs met the quality assurance compliance of administrators on teaching experiences, capability of administrators, laissez-faire leadership styles variables. Teachers on the other hand, met QA on field of specialization, preparedness of teaching, teaching-learning process, learning facilities. Students met QA kind of school before studying in ATC, and fund/budgetary support on reward. On the other hand, the ATCs did not conform to the quality assurance compliance on the accreditation and quality of evaluation, and status of graduate.