73' considering the training of national cadres to b€ a dynanic proce's that nuattake into account the future aocio-econonic developrent of- ttre countiy, ane tatrnginto consideration recent acientific and technicar achievenents, tbe staEe hsaestablished a series of orientatlons and priorities durlng the last fev years ,iththe object a continuous improvenent in th; efficiency of instruction andeducation. The following ori€ntations are to be nentloned: (a) The intensification of Che integration of teaching anat the process ofproduction, v,ith scteneific research and soclar practrce, subordinatrng directryvocational and forenenrs schools and school uorkshops to the specificestablishments where the trained personnel rriU be rrorking, creatlng a largerparticlparion of students and teachers in the sorutron of certain priority problenain tbe econonic and social developnent of the country, (b) A continuous correlation of schooJ.ing plans and tlpes of teachingestabrishnents nith tbe personner needa in the aitferent rrinctres of actlvity.A/4o/549 EngI i sh Page 17 THAILAND 74. lilanpoeer developnent in Tbailand is classlfied into ctro nain aystemsr tbefornal educational systen and the non-fornal educatlonal systen. Ttre educational syse€n ains at tralning personnel Eo becone skilled workers, auch aa carpenCera, elecErical nechanics, constructlon workers, etc. t"henon-fornar systen airns at training manpower for eork not requiring sophisticated€kills. (ThiE reoulres shorter periods of training than in the educational systen.) 75. fn addition, speclal eralning glven co government officials has as itsobjective to pronote and develop their Level of efflciency in acadernic andaalniniEtrative flelds and uo enhance cheir workinq skills. Thailand attaches ahigh priorlty to training governnent ernployees. With reqard to the structure of manpower development, Thailandrs report ongovernnent agencies responsible for nanpoper training indicaces lbe scructure andcontent of the syatem: (a) The Departrnent. of Non-Fornal Education provides sbort-tern professionaltraihlng in classeg of approximately 100 to 300 houra, in regular classes andnoblle units to rural areas, to trainees above 15 years of age rrho are able to readand nrite. (b) The Vocational Training Departnent providea vocational courses in accordance nith tbe country's economlc and aocial needs in five major fields:agriculture, industrial technigues, horne economics, handicrafts and commerce.
**Analysis**
The text discusses the training of national cadres to align with the future economic and social development of Thailand, highlighting the importance of vocational training and government employee development. The focus on integrating teaching with scientific research and social practice, as well as the correlation of school plans with personnel needs, suggests a strong emphasis on education and employment.

**Category**
Education, Employment