Indian Journal of Agricultural Research
SCOPUSWeb of Science
  • Year: 2026
  • Volume: 60
  • Issue: 1

Core Competency Assessment among Vocational Stream Agricultural Students in Thailand

  • Author:
  • Prajak Thepkun1, Apinya Ratanachai1*
  • Total Page Count: 7
  • Page Number: 140 to 146

1Agricultural Innovation and Management Division, Faculty of Natural Resources, Prince of Songkla University, Hat Yai Campus, Hat Yai District, Songkhla Province-90110, Thailand.

*Corresponding Author: Apinya Ratanachai, Agricultural Innovation and Management Division, Faculty of Natural Resources, Prince of Songkla University, Hat Yai Campus, Hat Yai District, Songkhla Province-90110, Thailand. Email: apinya.r@psu.ac.th

Abstract

Contemporary agricultural vocational education faces challenges from accelerated technological progress, changing market requirements and disconnection between academic content and industry demands. This investigation aimed to evaluate agricultural competency development requirements among students at Narathiwat College of Agriculture and Technology using Priority Needs Index methodology and examine these requirements across various academic levels.

A quantitative research design was employed involving all 274 students from Narathiwat College of Agriculture and Technology. Data collection utilized a dual-response questionnaire measuring existing versus desired competency levels across 11 specialized areas within four primary domains. The Modified Priority Needs Index (PNI) was applied using the formula PNI = (I - D)/D, where I represents desired competency and D represents current competency. One-way ANOVA examined differences across educational levels.

Significant disparities existed between students’ moderate existing competencies and their high aspirational levels. Creativity and Innovation emerged as the highest priority development area (PNI= 0.776), followed by Quality and Production Standards (PNI= 0.517), Management and Planning (PNI= 0.502) and Information Technology (PNI= 0.443). Packaging development and branding capabilities ranked highest (PNI= 0.923), followed by Smart Farm deployment competencies (PNI=0.893). First-year Vocational Certificate students demonstrated significantly higher development requirements in Quality and Production Standards and Information Technology compared to advanced students. Third-year Vocational Certificate students showed greater needs in Creativity and Innovation than second-year Higher Vocational Certificate students. Future curriculum enhancement should prioritize packaging development and Smart Farm deployment while adapting instructional approaches for different academic levels and establishing agricultural enterprise partnerships.

Keywords

Agricultural education, Competency assessment, Priority needs index, Smart farming, Vocational training