The purpose to this research was to assessment the graduate Diploma Program of Teaching Profession at Rajamangala University of Technology Phra Nakhon Faculty of Industrial Education of the curriculum used. Research population consisted of graduate students diploma degree graduate their superiors and instructors. Simple random sampling gave the sample size of 549 people were selected from purposive sampling. The research tools were a questionnaire and a focus group discussion recording form. Data analysis employed basic statistics of frequency mean and percentage including content analysis for qualitative data. The findings of this research were as follows: 1) Primary components of the curriculum were suitable at high level. 2) Course structure and content was suitable at high level. 3) Characteristics of lecturers were suitable at high level.4) Instructional and evaluation activities were suitable at high level. 5) Factors contributing to the teaching of the course were also found suitable at high level. On the contrary Journals related to inadequate service and problems of withdrawal teaching materials. However the curriculum development should be updated to suit the needs of society and science is always developing.

The purpose of this study was to investigate organization model of Rajamangala University of Technology Games of Thailand. Samples were 15 persons from the Executive Board of Rajamangala University of Technology Games of Thailand and specialists in sport management from various sport organizations. Questionnaire research instrument constructed by the researcher was used to collect data by Delphi technique. The data were then analyzed into frequency percentage median and inter-quartile range. It was found that: Appropriate organization model of Rajamangala University of Technology Games of Thailand should be divided into 7 aspects. The aspect details were: 1. OBJECTIVES: Objectives of games should be to develop students and personnel to be fit and healthy to show good spirit team-work self discipline and dedication; to promote conserve and develop Thai sports. 2. SCHEDULING AND MANAGEMENT: The games should be held annually for 8 days this should include Opening and Closin ceremony; method of competitive organizing in each sport should be in accordance with fixed time and according to international sport standards. Additionally current rules of sport associations of Thailand should be used. 3. THE NUMBER OF SPORTS: The number of sports should not be less than fifteen types and not more than twenty sports from four different groups of sport. Five from Required Sports: athletics swimming football basketball and volleyball. Eight from Elective International Sports i.e. Olympic Games Asian Games SEA Games or World University Games. One each from General Elective Sport and Thai sport. 4. PLAYERS: Players should be students who had already registered to study in the year of sport organizing. They should be players for only one university and were amateur players under the jurisdiction rules of Sport Authority of Thailand. They should have grade point average (GPA) not less than 2.00.5. HOST: The host university should prepare medals and certificates for champion and the two runner-ups. The Executive Board of Rajamangala University of Technology Games of Thailand should give rewards to the players who post a new record. 6. BOARDs: The board of Rajamangala University of Technology Games of Thailand should be comprised of two boards; the Executive Board and the Organizing Committee 7. EVALUATION: Rajamangala University of Technology Games of Thailand should be . evaluated from athletes team managers coaches referees and spectators within 30 days after the end of competition.

The objectives of this research were to study and to compare the information literacy level of Rajamangala University of Technology Phra Nakhon undergraduate students by dividing into faculties and experiences of studying concerning information literacy subjects. The samples were undergraduate students in 9 faculties who were studying in second semester of academic year 2009. The 460 samples were taken a random sample by faculties’ stratification. The data were collected by information literacy test and mark record form which were four - level rating scale questions. The results were analyzed by percentage average value standard deviation F-test and t-test The results were as follows: 1. Most of all students had medium information literacy level. For consideration of each aspect students had ability in every aspect at medium level. The highest ability of students was to access the needed information effectively and efficiently the next were the ability to determine the extent of information needed ; to evaluate information and its sources critically and to incorporate selected information into their knowledge bases. 2. Students that learnt in different faculties had different information literacy with statistically significant level at .01. Faculty of Business Administration’s students had higher information literacy level than Faculty of Mass Communication Technology’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students Faculty of Engineering’s students Faculty of Science and Technology’s students Faculty of Liberal Arts’ students and Faculty of Industrial Education’s students. For consideration of each aspect it showed that every aspect was different with statistically significant level at .01.2.1 For the ability of determining the extent of information needed it showed that Faculty of Business Administration’s students had higher ability of determining the extent of information needed than Faculty of Architecture and Design’s students Faculty of Mass Communication Technology’s students Faculty of Engineering’s students Faculty of Home Economics Technology’s students and Faculty of Industrial Education’s students. 2.2 For the ability of accessing the needed information effectively and efficiently it showed that Faculty of Business Administration’s students had higher ability of accessing the needed information effectively and efficiently than Faculty of Mass Communication Technology’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students Faculty of Engineering’s students Faculty of Liberal Arts’ students and Faculty of Industrial Education’s students. 2.3 For the ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base it showed that Faculty of Business Administration’s students had higher ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base than Faculty of Mass Communication Technology’s students Faculty of Engineering’s students and Faculty of Home Economics Technology’s students. 2.4 For the ability of using information effectively to accomplish a specific purpose It showed that Faculty of Business Administration’s students had higher ability of using information effectively to accomplish a specific purpose than Faculty of Mass Communication Technology’s students Faculty of Engineering’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students and Faculty of Liberal Arts’ students. 2.5 For the ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally it showed that Faculty of Business Administration’s students had higher ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally than Faculty of Mass Communication Technology’s students Faculty of Liberal Arts’ students Faculty of Home Economics Technology’s students and Faculty of Engineering’s students.3. The students who had different experiences of studying concerning information literacy subjects they had different information literacy with statistically significant level at .01. The students who had experiences of studying concerning information literacy subjects had higher information literacy than the students who had no experiences of studying concerning information literacy subjects. For consideration of each aspect it showed that the students who had experiences of studying concerning information literacy subjects had different the ability of determining the extent of information needed; the ability of accessing the needed information effectively and efficiently; the ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base; the ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally with statistically significant level at .01. For the ability of using information efficiently in order to reach the objective was different with statistically significant level at .05 by means of the students who had experiences of studying concerning information literacy subjects had higher information literacy than the students who had no experiences of studying concerning information literacy subjects in every aspect.

The objectives of this research were to study and to compare the information literacy level of Rajamangala University of Technology Phra Nakhon undergraduate students by dividing into faculties and experiences of studying concerning information literacy subjects. The samples were undergraduate students in 9 faculties who were studying in second semester of academic year 2009. The 460 samples were taken a random sample by faculties’ stratification. The data were collected by information literacy test and mark record form which were four - level rating scale questions. The results were analyzed by percentage average value standard deviation F-test and t-test

The purposes of the research were to study satisfaction and expectation level and to compare satisfaction and expectation of enterprises toward the communication skills of undergraduate students of Rajamangala University of Technology Phra Nakhon. The random sample consisted of 145 enterprises. The tool used in this research was a questionnaire. The data were analyzed by a percentage means and independent samples t-test. The result revealed that the level of satisfaction and expectation of enterprises toward the communication skills of the undergraduates was highly rated at 3.71 and 4.30 respectively. Concerning the satisfaction the use of polite spoken language with other people time and situation reached the highest level (4.06) but the lowest level (3.26) was the correct pronunciation of words. In addition although there was a significant difference in the employers’ sex their expectation was not different except the satisfaction.