Dr.Niwat Moonpa

Assistant Professor

Rajamangala University of Technology Lanna (RMUTL)


Field of expertise/main research projects:
Asst. Prof. Dr. Niwat Moonpa is one of the well-known researchers in the fields of mechanics, materials, and engineering design for the industry which are based on the Public-Private Partnership (PPP) in Thailand. He is a former vice-president of Rajamangala University of Technology Lanna (RMUTL) which is one of the leading universities in Thailand for implementing work-integrated learning through cooperation with private enterprises. In 2020, he wrote a book about the PPP project based on the results of the pilot project implemented at RMUTL. Currently, he is a project co-director for Progressing Work-based Learning of TVET system in Thailand (ProWoThai), the joint international research project that aims to further develop TVET system in Thailand through Work-based Learning (WBL) approach that relies on the concept of participatory action research. Asst. Prof. Dr. Niwat Moonpa is also the project director of the “Tripartite Education System Using Work-based Learning”, the Thai government research funding for producing qualified human resources through cooperation among universities, TVET colleges, and private companies in Thailand. In addition, he is also leading the Industrial Research Program on WiL (Work-integrated Learning): SiF (School-in-Factory project platform since 2013. He is graduated in Mechanical Engineering from King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand, and received the French government scholarship for his doctoral research.

Articles byNiwat Moonpa

Editorial Issue 21: The Role of Excellence in Technical and Vocational Education and Training (TVET)

Editorial Issue 21: The Role of Excellence in Technical and Vocational Education and Training (TVET)

Full issue 21
Excellence in education can have different forms and definitions: while some understand vocational excellence as synonymous with high-quality TVET, others see excellence in providing learners with skills and abilities which guarantee employment through their labour market relevance. Excellence can also be achieved by adapting TVET programmes to current megatrends such as digitalization, Industry 4.0, artificial intelligence and environmental sustainability. Another definition might include the role of vocational excellence for achieving resilience of TVET systems vis-à-vis societal challenges, such as the demographic transition, migration or unemployment. In order for excellent TVET providers to address these challenges, one needs to find out how to identify and promote the drivers of vocational excellence.

Tripartite Education: a collaborative structure of learning venues conducive to the improvement of TVET system in Thailand

Thailand Industry 4.0 aims to develop an economy that is driven by innovation to advance to the level of high-income countries. One factor that would help drive such growth is continuous labour development. The Thai government recognized the significant role of Technical and Vocational Education and Training (TVET) in developing a competitive workforce and encouraged its improvement through various strategic policies. This paper discusses a TVET model that seeks to enhance the implementation of a Dual TVET system that involves work-based learning in Thailand through a collaborative structure and the application of action research. The study employed two research methods: relevant document analysis and a semi-structured questionnaire.

Editorial Issue 15: TVET research as a central factor for the development of TVET systems

Editorial Issue 15: TVET research as a central factor for the development of TVET systems

Full issue 15
VET research is an essential factor in the development of TVET systems. Research provides information and advice on TVET policy depending on the needs, focusses and research areas. In addition, TVET research contributes to innovation and the transfer of knowledge in cooperation with TVET practitioners. TVET research always has to take the changes in work and the analysis and design of vocational education and training as well as qualification and learning processes into consideration. Thus, TVET research aims to contribute to the further development of the vocational education and training system.

Despite the relevance of TVET for social and economic development worldwide, the international TVET research community is at the beginning and still has much potential for development. International TVET research also presents itself to be an interdisciplinary approach and addresses a wide range of issues and development tasks at various levels.

Approaches and Structures of Work-related Learning in TVET in Thailand

Work-related Learning (WRL) is a learning form that is discussed in many countries around the world as a means to improve the quality of TVET-systems and thus learners’ competencies development. If WBL is included in an informal learning setting and is labor market oriented, the main principle of WBL is the interrelation between the two or even three learning venues, which are vocational schools, companies, and training centers. As a consequence of the relevance of WBL, there are different systematics and typologies such as work-geared learning and work-oriented learning attempting to classify learning forms according to the proximity to real work.

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