The 21st Century Workforce Competencies Development Model
Keywords:
The 21st century workforce competencies, Structural Equation ModelAbstract
This research aimed to develop and validate the causal relationship model of 21st century workforce competencies development which focused on literacy and reading component skills, numeracy, and problem solving in technology-rich environments. The sample consisted of 2,000 Thai citizen aged 15-65 years who worked in agriculture, industry, and service sector from Northern region, Northeast region, Southern region, Central region and Bangkok Metropolitan Region. The researcher used the developed questionnaire, the developed scale, and interview method to collect the data. The structural equation model was analyzed. The results were as follows: 1) The 21st century workforce competencies development model was consistent with the empirical data: Chi-square = 739.06, df = 216, p = 0.00, c2/df = 3.42, RMSEA = 0.035, SRMR = 0.032, CFI = 0.99, GFI = 0.97, and AGFI = 0.96. 2) Reading self-concept, reading motivation, reading interest, and the variety of reading media had a great effect on literacy and reading component skills while the encouragement from school/ reading organization had a moderate effect on literacy and reading component skills. The encouragement from community and reading attitude had a little effect on literacy and reading component skills. 3) Attitude towards mathematics, mathematics achievement motivation, mathematics engagement, mathematical experience, and the encouragement from family had a great effect on numeracy. In addition, literacy and reading component skills (reading self-concept, reading motivation, reading interest, the variety of reading media, and the encouragement from school/reading organization) had a direct effect on numeracy as well. 4) Systems Thinking, the encouragement in using technology, the technology leadership of senior administer, organizational workforce development in information and technology, and motivation of using technology had a great effect on problem solving in technology-rich environments while acceptance of using technology had a moderate effect on problem solving in technology-rich environments. Lastly, information technology accessibility, and family and community skills in using technology had a little effect on problem solving in technology-rich environments.
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