Innovative ideas: Thailand 4.0 and the fourth industrial revolution

Jones, Charlie; Pimdee, Paitoon

doi:10.29139/aijss.20170101

Cited by 106 publications

(62 citation statements)

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“…Under a Thailand 4.0 vision, critical thinking skills are stated to be a key pillar among the goals for a new, knowledge-based economy (Jones & Pimdee, 2017). These skills, however, are limited, as according to a recent study evaluating logical thinking and analytical skills, of 6,235 students in ten Thai provinces, the average final score was just 36.5%, with only 2.09% passing the exam (Rujivanarom, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Added to this volume of work, many contemporary studies have discussed the importance of critical thinking in a 21st Century workforce and in a knowledge-based economy (European Union, 2015;Jones & Pimdee, 2017; National Association of Colleges and Employers [NACE], 2016;OECD/UNESCO, 2016;Reeve, 2016). Under the Thailand 4.0 initiative, critical thinking and innovation are key pillars for future growth, prosperity, and a better quality of life.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

320

179

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Abstract. Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the 'PUSCU Model'. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor's use of the developed learning materials.

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Section: Introductionmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

320

179

View full text Add to dashboard Cite

show abstract

“…This was consistent with the human resource study by Anh (2015) in Vietnam, in which it was stated that to restructure the economy, a high-quality workforce is necessary that is trained with high technologies and/or sciences. Furthermore, as Thailand sets off on its path toward Industry 4.0 and the Internet of Things (Iot; Thailand 4.0 in Thailand), a digitally enabled, knowledge worker is stated to be a pillar to Thailand's economic future and 10 key economic sectors (Jones & Pimdee, 2017). Concerning ethics, the study identified numerous times the stated need for ethics training in engineering education (ABET; 2015, 2017; Council of Engineers of Thailand, 2010).…”

Section: Results Discussionmentioning

confidence: 99%

Thai AEC Engineer Readiness: A Confirmatory Factor Analysis

Kraisuth

Panjakajornsak

2018

Sage Open

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At the start of 2016, the 10 nations of the Association of Southeast Asian Nations (ASEAN) entered a new era. With it, came the decade-old start of the implementation of the 2005 mutual recognition arrangement (MRA) on engineering services, and the free flow of skilled labor (FFSL). Although created with noble intentions, actual specifications and qualifications for an individual's foreign employment heavily restricts its actual implementation. This study, therefore, conducted a confirmatory factor analysis using LISREL 9.1 software of 278 engineers selected from a population of 1,211 Thai Federation of Industries companies to investigate how need, gap, and competency affect readiness. From the analysis, need was shown to have the highest effect on readiness, whereas competency also had a direct effect on readiness. Finally, the research determined that less than 1% of the surveyed engineers were certified as ASEAN engineers, which is a precondition for registration for work as an engineer in another ASEAN country, and that cultural awareness of other member nations was perceived as the weakest link in an individual's engineer readiness perception.

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“…This additional training is to be time-consuming and costly for the industry. However, the five core member countries of the Association of Southeast Asian Nations are facing the biggest challenges of shortages of skilled workforce to be work in the industry (Jones & Pimdee, 2017). New competencies and skills will become more important for them as today's students are dealing with will deal with an increasingly globalized, automatized, virtualized, networked and flexible world, new competences and skills will become more important for them (Motyl, Baronio, Uberti, Speranza & Filippi, (2017).…”

Section: Literature Review Employability Skillsmentioning

confidence: 99%

Implementation of Education Model 4.0: Developing Industry 4.0 Skills in Graduates Engineers for Improving Employability Skills

Singh

Tilak

2020

HSSR

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Purpose of the study: With the growing technologies, unemployment is a big issue for youngsters, which is a big challenge in itself due to lack of skills among the youngsters The main purpose of this study is to shows, how the education 4.0, in-line with industry 4.0, to develop and optimize personalized education, would ultimately determine how young people of the future will work and live in. Methodology: Both quantitative and qualitative data are used in this research study. For this research as a survey questionnaire is used for collecting primary data. Data Collection and analysis methods are adopted wherein the questionnaire is circulated amongst various stakeholders like engineering students, faculty and industry experts in Pune City. Main Findings: A conceptual framework is proposed to identify factors affecting uncertainty in employability and implementation of education 4.0 model aligned with industry 4.0 to overcome these factors for developing existing education is studied here. Applications of this study: Higher and technical educational institutes where every year more students are graduated with a technical education but a large percentage of them are not able to get employment. IT and manufacturing companies found a lack of skills in them and not ready to hire them. An educational institute is failing to fill this gap and more uncertainty in employment has occurred. This research will be helpful to the educational institutes to implement an education 4.0 model to enhance new parameters for restructuring the existing education that would be benefited for students and institutes to meet the requirements of industries. Novelty/Originality of this study: This study has proposed a new conceptual framework of identifying the factors that cause of unemployment gap between academia and industries. This study has focused on the implementation of education 4.0 model in line with industry 4.0 where readers will learn how a new model of education will be helpful to educational institutes in developing their existing education methods as well as will be benefited to the graduated students in terms of developing skills to cope with new emerging technologies.

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Innovative ideas: Thailand 4.0 and the fourth industrial revolution

Cited by 106 publications

References 0 publications

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Thai AEC Engineer Readiness: A Confirmatory Factor Analysis

Implementation of Education Model 4.0: Developing Industry 4.0 Skills in Graduates Engineers for Improving Employability Skills

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