Sustainability of Sufficiency-Based Schools
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involvement of new management includes working alongside with the SEP teacher
leaders (SC2 1st), having the teachers explain how they integrated SEP in their
daily lives during every school meeting (PS1), and new initiatives in driving SEP in
community relations (SC1 2nd).
However, there was a lack of continuing support for SEP from a few new principals. There was no specific policy in driving SEP (PM1). The initial pressure on new
principals also came from the other policies from the Ministry of Education such
as increasing academic test scores, or other new Ministry’s projects (PM2, SP1).
The PM4’s new principal only turned around to support SEP after he gained more
misunderstanding of SEP. The SC4’s second new principal assigned responsibility
for budget in school to the academic deputy, who did not focus on SEP. The reduced
management support, especially the budget, affected other key processes of SEP
mindset cultivation, with an exception of the SEP curriculum, which is discussed
next.
2. SEP Curriculum
All schools continued integrating SEP in all subject areas as part of the curriculum.
The teachers considered this integration to be their normal daily teaching lives.
Therefore, the SEP integrated curriculum should be considered as one in which the
cultivation of the SEP mindset is sustained. However, some students commented that
SEP in the curriculum had less impact on their behaviors than student development
activities, which were more action/experience-oriented.
Extra development in integrating SEP in all subjects during the time of new
principals was reported in four schools. For example, SEP was increasingly used in
classes by all teachers at PM2, PS1, and SC4 (2nd). During the time of the SC2’s
second new principal, the cross-subject lesson plans were linked to SEP learning
stations (one station per each class level). During the time of the SC4’s third new
principal, there was a new SEP subject for Grade 7 students (new students to the
school).
3. SEP student development activities
When changing to a new principal, the majority of schools continued SEP-based
student development activities, and a few improved and developed new initiatives
even further, with the exception of PM1, PM2, SP1, and SC4. SEP student development activities normally comprise (a) SEP learning station activities, (b) SEP student
leader development activities, (c) SEP student camps, and (d) other activities.
All the schools except PM1 and SP1 continued conducting activities at SEP learning stations. There were improvements in several: PM3 and SC3 improved existing
stations; PS1 developed new learning stations; SC1 started inviting community members with local wisdom to be station trainers; and a policy for all SC2 teachers to
work together to develop a cross-subject lesson plan, integrated with the learning
station activities (one lesson/one station for each class level).
With the exception of PM1, PM2, and PM4, schools sustained SEP student leader
development activities. SEP student camps continued, except for PM1, PM2, and
757
involvement of new management includes working alongside with the SEP teacher
leaders (SC2 1st), having the teachers explain how they integrated SEP in their
daily lives during every school meeting (PS1), and new initiatives in driving SEP in
community relations (SC1 2nd).
However, there was a lack of continuing support for SEP from a few new principals. There was no specific policy in driving SEP (PM1). The initial pressure on new
principals also came from the other policies from the Ministry of Education such
as increasing academic test scores, or other new Ministry’s projects (PM2, SP1).
The PM4’s new principal only turned around to support SEP after he gained more
misunderstanding of SEP. The SC4’s second new principal assigned responsibility
for budget in school to the academic deputy, who did not focus on SEP. The reduced
management support, especially the budget, affected other key processes of SEP
mindset cultivation, with an exception of the SEP curriculum, which is discussed
next.
2. SEP Curriculum
All schools continued integrating SEP in all subject areas as part of the curriculum.
The teachers considered this integration to be their normal daily teaching lives.
Therefore, the SEP integrated curriculum should be considered as one in which the
cultivation of the SEP mindset is sustained. However, some students commented that
SEP in the curriculum had less impact on their behaviors than student development
activities, which were more action/experience-oriented.
Extra development in integrating SEP in all subjects during the time of new
principals was reported in four schools. For example, SEP was increasingly used in
classes by all teachers at PM2, PS1, and SC4 (2nd). During the time of the SC2’s
second new principal, the cross-subject lesson plans were linked to SEP learning
stations (one station per each class level). During the time of the SC4’s third new
principal, there was a new SEP subject for Grade 7 students (new students to the
school).
3. SEP student development activities
When changing to a new principal, the majority of schools continued SEP-based
student development activities, and a few improved and developed new initiatives
even further, with the exception of PM1, PM2, SP1, and SC4. SEP student development activities normally comprise (a) SEP learning station activities, (b) SEP student
leader development activities, (c) SEP student camps, and (d) other activities.
All the schools except PM1 and SP1 continued conducting activities at SEP learning stations. There were improvements in several: PM3 and SC3 improved existing
stations; PS1 developed new learning stations; SC1 started inviting community members with local wisdom to be station trainers; and a policy for all SC2 teachers to
work together to develop a cross-subject lesson plan, integrated with the learning
station activities (one lesson/one station for each class level).
With the exception of PM1, PM2, and PM4, schools sustained SEP student leader
development activities. SEP student camps continued, except for PM1, PM2, and