754
M. Saratun and P. Dharmapiya (Piboolsravut)
In Thailand, a qualitative study of nine Sufficiency Educational Learning Centres
(SELCs) (Bunkua and Chinprahut 2014) reported five key SELC practices, which
were school management of sufficiency learning; sufficiency-based learning curriculum; wide-ranging school activities encouraging sufficiency habits; outcomes at
the individual and organization/community-level; and expansion of the sufficiencybased program to other schools and communities. Internal factors of schools, such
as faith and understanding in sufficiency principles and their application, and shared
characteristics based on SEP, are found to be more important than external factors.
Therefore, schools probably should be focusing on developing such internal factors
to ensure the sustainability of the SEP change effort.
In addition to internal factors, external factors such as the external coach, who
has a role to play during the transitional phases of a new principal, can be important.
The coach can observe, coach and advise. When teachers felt that they were losing
momentum under the guidance of a new principal, they could approach the external
coach to intervene, and bring life back to their school change process (Lambert
2007). A change in principal may require an increase in external assistance during
the transition period (Lohrmann et al. 2008). Bunkua and Chinprahut (2014) found
that strong community support for the continuity was also important to sustain the
initiative.
A change in district or administrator priorities is also a challenge to the sustainability of school change. This is commonly reported as a barrier to the sustainability
of school change (Sindelar et al. 2006; Furney et al. 2003). Strong indications of
political support for school reform, and having the initiative a priority for high-level
politicians and bureaucrats is important. With such championship, it may be felt that
the program is likely to be sustained and is more than a ‘one-off’ intervention (Harvey and Hurworth 2006). After the review of literature on sustainability of school
change, next the Thai Sufficiency Educational Learning Centres, which are the main
focus of this research, will be discussed.
3 Sufficiency Educational Learning Centres in Thailand
Sufficiency Educational Learning Centres (SELCs), the highest level accreditation
type of sufficiency-based schools, provide encouragement and mentoring to other
schools. The Ministry of Education describes SELCs as schools that assist other
schools wishing to qualify. They are self-reliant models of best practice in integrating sufficiency principles into whole-school activities. SELC staff and students offer
coaching and supervision to others. SELCs host study tours and workshops to teachers, school administrators, and student leaders, from within Thailand and abroad. An
essential assessment indicator to qualify as a SELC is evidence of having assisted at
least one other school on its path to becoming sufficiency-based.
M. Saratun and P. Dharmapiya (Piboolsravut)
In Thailand, a qualitative study of nine Sufficiency Educational Learning Centres
(SELCs) (Bunkua and Chinprahut 2014) reported five key SELC practices, which
were school management of sufficiency learning; sufficiency-based learning curriculum; wide-ranging school activities encouraging sufficiency habits; outcomes at
the individual and organization/community-level; and expansion of the sufficiencybased program to other schools and communities. Internal factors of schools, such
as faith and understanding in sufficiency principles and their application, and shared
characteristics based on SEP, are found to be more important than external factors.
Therefore, schools probably should be focusing on developing such internal factors
to ensure the sustainability of the SEP change effort.
In addition to internal factors, external factors such as the external coach, who
has a role to play during the transitional phases of a new principal, can be important.
The coach can observe, coach and advise. When teachers felt that they were losing
momentum under the guidance of a new principal, they could approach the external
coach to intervene, and bring life back to their school change process (Lambert
2007). A change in principal may require an increase in external assistance during
the transition period (Lohrmann et al. 2008). Bunkua and Chinprahut (2014) found
that strong community support for the continuity was also important to sustain the
initiative.
A change in district or administrator priorities is also a challenge to the sustainability of school change. This is commonly reported as a barrier to the sustainability
of school change (Sindelar et al. 2006; Furney et al. 2003). Strong indications of
political support for school reform, and having the initiative a priority for high-level
politicians and bureaucrats is important. With such championship, it may be felt that
the program is likely to be sustained and is more than a ‘one-off’ intervention (Harvey and Hurworth 2006). After the review of literature on sustainability of school
change, next the Thai Sufficiency Educational Learning Centres, which are the main
focus of this research, will be discussed.
3 Sufficiency Educational Learning Centres in Thailand
Sufficiency Educational Learning Centres (SELCs), the highest level accreditation
type of sufficiency-based schools, provide encouragement and mentoring to other
schools. The Ministry of Education describes SELCs as schools that assist other
schools wishing to qualify. They are self-reliant models of best practice in integrating sufficiency principles into whole-school activities. SELC staff and students offer
coaching and supervision to others. SELCs host study tours and workshops to teachers, school administrators, and student leaders, from within Thailand and abroad. An
essential assessment indicator to qualify as a SELC is evidence of having assisted at
least one other school on its path to becoming sufficiency-based.