In the published article, there were errors in the author list, and author Prompilai Buasuwan was erroneously listed as corresponding author. Further, the author Wanwisa Suebnusorn was erroneously listed as co-first author. The corrected author list appears below.
Prompilai Buasuwan1, Wanwisa Suebnusorn1*, Oraphan Butkatunyoo1, Nongluck Manowaluilou1, Marid Kaewchinda1, Usanee Lalitpasan1, Nart Srilapo1, Sudarat Sarnswang1, Weeraphat Suksiri1, Rangsun Wiboonuppatham2 and Saipan Sripongpankul3
*Correspondence:
Wanwisa Suebnusorn
In the published article, there was an error in Table 1. Sampling procedure for workshops as published. It was written that the North region is border to China. This has been corrected to Laos PDR and Myanmar. The corrected Table 1 and its caption Sampling procedure for workshops appear below.
Table 1
| Region | Province | Justification |
|---|---|---|
| North | Chiangrai | - Diverse culture and Ethnic groups - Rich in natural resources - Border to Laos PDR and Myanmar |
| Northeast | Ubon Ratchthani | - The 2nd biggest province in the Northeast - Fast-growing economy to become the center of the workforce in the Northeast - Diverse culture with border to Lao PDR |
| East | Rayong | - Industrial hub as part of Eastern Economic Corridor - Fast growing economy in industry, tourism, agriculture - Highest income per GDP |
| West | Kanchanaburi | - The 3rd largest province in the country - Rich in natural resources and eco-tourism - Diverse and long history of culture with border to Myanmar |
| Central | Patumthani | - Fast growing economy - Semi urban and rural with agricultural and industrial sectors |
| South | Songkhla | - The 2nd largest number of populations in the South - Diverse culture and ethnic groups of people e.g. Chinese, Malay, Thai |
Sampling procedure for workshops.
In the published article, there was an error in Table 4. Comparing skill needs priorities by groups as published. There were ranked items were listed incorrectly.
The corrected Table 4 and its caption Comparing skill needs priorities by groups appear below.
Table 4
| Rank | Teachers | Youth | Parents | Education supervisor | School administrators |
|---|---|---|---|---|---|
| 1 | Researching | Doing online business | Doing online business | Researching | Using E-money |
| 2 | Doing online business | Foreign language | Using E-money | Strategic thinking and planning | Doing online business |
| 3 | Using E-money | – Creating innovation – Using E-money | Creating innovation | – Creating innovation – Foreign language | Researching |
| 4 | Creating innovation | – Researching – Entrepreneurship | – Living with AI – Researching | Rethinking | –Creating innovation – Living with AI |
| 5 | Living with AI | Creating online social network | Entrepreneurship | Critical thinking | Creating online social network |
Comparing skill needs priorities by groups.
In the published article, there were several errors in the text.
The value of reliability was written incorrectly. A correction has been made to the section “Phase II: National Survey of skills needs,” This sentence previously stated:
“The survey instrument used four scales of dual response questionnaire, with reliability of 0.969” The corrected sentence appears below:
“The survey instrument used four scales of dual response questionnaire, with reliability of 0.993.”
There was an error regarding the number of online polls that had been completed. A correction has been made to the section ‘Activity 2: Children and youth's voices through the “dare to dream campaign”', This sentence previously stated:
“After the brainstorming workshops, three online polls were conducted with 26,109 children” The corrected sentence appears below:
“After the brainstorming workshops, three online polls were conducted with 20,109 children.”
The demographics of the polls were written incorrectly. Since polls were collected for three rounds, the percentages indicated may cause some confusion as to which round is being referred to. A correction has been made to the section ‘Children and youth voices through the “dare to dream campaign”'. This sentence previously stated:
“Sixty percent of respondents were 15–19 years old, and 63% were female” The corrected sentence appears below:
“Most respondents were 15–19 years old, and were female.”
There was an error regarding the number of additional skills identified. A correction has been made to the section “Phase III: Developing a new skills framework through a consultation process,” This sentence previously stated:
“In consultation with key stakeholders and partners in education, 23 additional skills were identified” The corrected sentence appears below:
“In consultation with key stakeholders and partners in education, 29 additional skills were identified.”
Parts of the skills framework were listed incorrectly. A correction has been made to the section “Classifications and dimensions of the skills framework,” in order to match the term used in Figure 1. This sentence previously stated:
“(2) Skills in the managing self.” The corrected sentence appears below:
“(2) Skills in managing self.”
In addition, formatting changes have been made to the section “Classifications and dimensions of the skills framework.” The sentence “(3) Skills in living with others” has been moved to a new paragraph, and the list “(1) communication (2) Active citizenship (3) Teamwork (4) Social etiquette” has been indented as they are sub-categories of skills in living with others.
In the published article, the reference for Kongvimon et al., 2015, was incorrectly written as “Kongvimon, S., Thepsaeng, S., Chatkamontha, S. (2015). The strategies for developing the lofe skills in schools; St.Gabriel's foundation Thailand, 19-29. Available online at: http://ejournals.swu.ac.th/ (accessed May, 31).” It should be “Kongvimon, S., Thepsaeng, S., Chatkamontha, S. (2015). The strategies for developing the life skills in schools; St.Gabriel's foundation Thailand, 19–29. Available online at: http://ejournals.swu.ac.th/ (accessed May, 31).”
In the published article, there was an error in the Funding statement. In the Number of Certificate of Approval from the Institutional Review Board regarding ethical consideration in the research, an incorrect institutional review board (IRB) number was used. It was displayed as “KUREC-ss62/081.” The correct Funding statement appears below.
Statements
Funding
The manuscript was part of the project “The Road Map for Strengthening Life Skills Education in Thailand” funded by the UNICEF Thailand. The funding contract number is 43265783. The project was approved by the Kasetsart University's Institutional Review Board (IRB) number COA62/040.
The authors apologize for these errors and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
21st century skills, skills framework, Thai basic education, participatory approach, children and youth participation, SDG4 quality education, competency-based curriculum
Citation
Buasuwan P, Suebnusorn W, Butkatunyoo O, Manowaluilou N, Kaewchinda M, Lalitpasan U, Srilapo N, Sarnswang S, Suksiri W, Wiboonuppatham R and Sripongpankul S (2023) Corrigendum: Re-envisioning a “skills framework” to meet 21st century demands: what do young people need?. Front. Educ. 8:1282892. doi: 10.3389/feduc.2023.1282892
Received
25 August 2023
Accepted
24 October 2023
Published
13 November 2023
Volume
8 - 2023
Edited and reviewed by
Angeliki Lazaridou, University of Thessaly, Greece
Updates
Copyright
© 2023 Buasuwan, Suebnusorn, Butkatunyoo, Manowaluilou, Kaewchinda, Lalitpasan, Srilapo, Sarnswang, Suksiri, Wiboonuppatham and Sripongpankul.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Wanwisa Suebnusorn Wanwisa.sue@ku.th
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.