TRIPLE HELIX noms.pmd

P-045Roles of the 3rd Strand of the 'Triple Helix' in Promoting Work-IntegratedLearning in ThailandKitipong Promwong, S. Pittayasophon, STI, ThailandIn shifting from 'cheap-labor' comparative advantage regime to 'technology and innovation-intensive' competitive advantage regime,Thailand encounters problems related to, inter alia, science and technology (S&T) manpower. Shortage of S&T manpowersignificantly slows down the transformation. The lack of S&T human resources is observed not only in terms of quantity but alsoin terms of quality. The former, indeed, appears to have effect of great magnitude only on industrial firms catering primarily forgraduates at vocational level, whilst the latter is found to have affected all firms demanding for "work-ready" graduates at alllevels of education. Work-readiness of graduates is imperative for competitiveness of industrial sectors. Not only does it helpsave cost and time of training, but also work-readiness of graduates increases productivity and innovative capability of the firms.This would consequently enhance potential for long-term growth and prosperity of the country through economic and socialdevelopment.Work-integrated learning (WIL) concept has been implemented in a number of countries and recognized as one of the mosteffective approach to provide learning in the workplace. In other words, given that it is well-planned, well-organized and wellstructured,WIL approach is powerful to equip students with authentic and hand-on experience before entering (knowledgeable)labor market.Nevertheless, adoption of WIL, especially in an environment lacking tradition of strong linkages between government, educationaland industrial sectors, is not easy. Effective WIL requires partnership-type engagement between educational institutes andindustrial partners which goes far beyond a mere 'formal and representational' involvement at high level committees to a 'real'commitment that jointly invest in effort or resources at more operational levels. However, like most developing countries,Thailand still has been struggling in building up the second type of educational- and industrial-sector partnership. The groundsof the difficulty relate to a number of factors. These include divert culture, attitude and styles of working between each side aswell as the lack of strong motives from both sides. Because of these, it is apparent that promotion of WIL cannot be coming tosuccess without appropriate intervention. In this regard, policy and support from the government, which is identified in this paperas the '3rd strand' of the triple helix, becomes imperative.This paper proposes to show why and how the '3rd strand' of the 'triple helix' is important to the adoption of WIL as policyinstrument for the development of S&T manpower to meet the demand of the industry in Thailand. The paper analyzes conditionsand factors critical for successful implementation of WIL by looking into experience of Thailand with particular reference toseveral case studies, namely: Science-Based Technology School, Cooperative Education, Early Recruitment, Practice EngineeringSchool and Royal Golden Jubilee Ph.D. Program (Industry).The paper highlights the importance of effective governance, administration and management systems at both policy-coordinationand execution levels in the success of adopting WIL approach. It argues that in a developing country like Thailand the role ofgovernment policy and support is imperative in establishing and strengthening relationships between educational and industrialsectors. The paper concludes, however, without flexible and accountable governance, administration and management systems,implementation of WIL can be doomed to failure.Madrid, October 20, 21 & 22 - 2010269