The Development of a System of Criteria for Assessment and Standardization of Innovative Technology Skills Training Courses for Youth Workers

Abstract

The objective of this study was to (1) study the information on the needs and necessities for developing technology skills, (2) create and develop a system of criteria for evaluating and measuring the standards of innovative technology skills training courses for the youth labor group, and (3) test and disseminate the developed system. The research utilized a research and development (R&D) model by evaluating and measuring the standards of two sub-projects across two dimensions: the dimension of evaluating training course standards and the dimension of evaluating the standards of trainees. Data were collected through questionnaires from 400 youth workers and 200 trainees and data analysis was conducted using descriptive statistics such as percentages, means, and standard deviations. Additionally, data were collected through interviews with 24 individuals, including academics, officials from the Chachoengsao Provincial Industry Office, and representatives from the smart electronics industry. The study found that 1) the youth labor group had a high demand for developing innovative technology skills and there is a necessity to develop youth labor for adapting about digital economy literacy. 2) The developed system of criteria for evaluating and measuring training course standards was appropriate and covers the content to be measured with an I-CVI value between 0.80 - 1.00. The first sub-project in the training course dimension includes 5 standards 7 indicators and 23 criteria. The second sub-project the trainee dimension includes 2 standards, 3 indicators, and 9 criteria. The third sub-project in the training course dimension includes 5 standards 8 indicators and 25 criteria the trainee dimension includes 2 standards 3 indicators and 9 criteria. 3) The trial implementation of the aforementioned criteria system was found to be practically applied in ensuring the quality of training courses and can be used effectively. Policy implications suggest that the assessment and evaluation of training curriculum standards for technological and innovation skills should be aligned with each professional standard, with the establishment of a national standard to serve as a unified guideline across the country.