Sustainability of Sufficiency-Based Schools
755
4 Assessing Sustainability of Sufficiency-Based Schools
Qualitative research was conducted to study the sustainability of SELCs to facilitate
expansion of SEP promotion in education in 2018. The research objectives include:
(1) to assess the continuity of key practices in cultivating SEP mindset in the SELCs,
particularly after the change of school principals
(2) to identify the Critical Success Factors in managing SELCs sustainably.
We selected 10 SELCs, ensuring variation in school type and size, rural/urban,
Buddhist/Christian/Muslim, Thai/other races, wealth. Data sources were documents,
school visits, school meeting observations, and interviews with school leaders,
administrators, teachers, students and community members. Documents analyzed
include movement toward SEP in school reports, schools’ training and development
documents, schools’ quality assessment reports, schools’ project reports and documents, school curriculums, and teaching plans. The characteristics of the 10 SELCs
studied are shown in Table 1. There were a total of 14 new principals at these schools.
5 Sustainability of SELCs
The findings are presented into two parts: (I) the sustainability of the key process in
cultivating SEP mindset in educational institutions; and (II) Critical Success Factors
influencing the sustainability cultivating the SEP mindset.
I. The sustainability of the key process in cultivating SEP mindset in educational
institutions
Five key SELC practices include school management of sufficiency learning;
sufficiency-based learning curriculum; student development activities encouraging
sufficiency habits; personnel professional development; and sufficiency-based program expansion to other schools and communities (Bunkua and Chinprahut 2014).
The study examined the sustainability of these five key practices in the SELCs studied.
1. SEP School management
The majority of the new principals still managed the school in accordance with SEP,
though their involvement varied. Their involvement included continuing having SEP
as part of the school vision (PM3, SC2, SC3), providing advice, budget and support,
while delegating direct authority regarding SEP to teacher leaders and or deputy
principals by three secondary school principals (SC1 1st
1 , SC2 2nd, SC4 1st). More
hands-on leadership was found from three new principals. Evidence of the high
1 This means the first new principal of that school.
755
4 Assessing Sustainability of Sufficiency-Based Schools
Qualitative research was conducted to study the sustainability of SELCs to facilitate
expansion of SEP promotion in education in 2018. The research objectives include:
(1) to assess the continuity of key practices in cultivating SEP mindset in the SELCs,
particularly after the change of school principals
(2) to identify the Critical Success Factors in managing SELCs sustainably.
We selected 10 SELCs, ensuring variation in school type and size, rural/urban,
Buddhist/Christian/Muslim, Thai/other races, wealth. Data sources were documents,
school visits, school meeting observations, and interviews with school leaders,
administrators, teachers, students and community members. Documents analyzed
include movement toward SEP in school reports, schools’ training and development
documents, schools’ quality assessment reports, schools’ project reports and documents, school curriculums, and teaching plans. The characteristics of the 10 SELCs
studied are shown in Table 1. There were a total of 14 new principals at these schools.
5 Sustainability of SELCs
The findings are presented into two parts: (I) the sustainability of the key process in
cultivating SEP mindset in educational institutions; and (II) Critical Success Factors
influencing the sustainability cultivating the SEP mindset.
I. The sustainability of the key process in cultivating SEP mindset in educational
institutions
Five key SELC practices include school management of sufficiency learning;
sufficiency-based learning curriculum; student development activities encouraging
sufficiency habits; personnel professional development; and sufficiency-based program expansion to other schools and communities (Bunkua and Chinprahut 2014).
The study examined the sustainability of these five key practices in the SELCs studied.
1. SEP School management
The majority of the new principals still managed the school in accordance with SEP,
though their involvement varied. Their involvement included continuing having SEP
as part of the school vision (PM3, SC2, SC3), providing advice, budget and support,
while delegating direct authority regarding SEP to teacher leaders and or deputy
principals by three secondary school principals (SC1 1st
1 , SC2 2nd, SC4 1st). More
hands-on leadership was found from three new principals. Evidence of the high
1 This means the first new principal of that school.