758
M. Saratun and P. Dharmapiya (Piboolsravut)
SC4. At SP1, the SEP student camp was integrated with new activities from the
Ministry. While SC4 faced the same situation as SP1, the second new principal did
not allocate the budget to the SEP student camp, but only to the new activities imposed
by the Ministry.
In terms of other SEP-integrated activities at all schools, SEP was continuously
integrated into other activities, and with activities from the new policy of the Ministry
of Education. There were new improvements at a few schools such as newly added
activities to promote SEP personal characters at PS1 and SC2; the second new SC1
principal taking teachers and students to community learning centers; and a study
visit to the royal development center at SC2.
When looking into the new principals who reduced SEP student development
activities (PM1, PM2, PM4, SP1, SC4), reduction of most activities was the result
of the change in school administration, policy and budget. Therefore, SEP student
development activities were less sustained than the curriculum. Discontinuation of
the SEP student camps (PM1 PM2 and SC4) resulted in a lack of knowledge transfer
from senior to junior students and consequently less opportunities for future SEP
student leaders to practice and develop. The new PM4 principal decided not to receive
study tours coming to see the SEP learning center for some time, resulting in limited
opportunities for SEP student leaders to practice presenting and guiding visitors.
The SP1 principal reduced the number of hours students spent at learning stations in
order to attend more tutoring for the national exams, stopped receiving study tours
to the SEP learning center, and did not maintain the learning stations.
4. Personnel development activities
The majority of new principals continued to develop school personnel on SEP. The
main development approach was SEP “train the trainer” workshops for existing and
new SEP teacher leaders organized by the Sufficiency School Center, Foundation
of Virtuous Youth (no registration fee required). Other additional approaches of
development were also continually utilized. However, there were problems at PM1
and SC4, where the number of SEP teacher leaders reduced.
New principals at five schools (PM2, PM4, SC2, SP1, PS1) continued to develop
existing SEP teacher leaders, through SEP workshops by the foundation. Other development methods included being external guest speakers, and assessors for the SEP
school accreditation (PS1); and SEP training organized by the Educational District
Authority (SP1). The second new SC2 principal sent the SEP teacher leaders to be
part of the working group running workshops with the foundation, to do a study visit
at external learning centers, and to be trainers for Educational District Authorities
and external organizations.
There was also continual development of new SEP teacher leaders. Three schools
continued to send their new SEP teacher leaders to be trained with the foundation (PM2, PM3, SC1). Other additional development approaches included buddies
between the existing leaders and the new ones (SC3); the SEP leader for each subject
area developing the new leaders (SC2); learning through participating in managing
the SEP learning stations (PM4); and a study trip to the royal development centers
M. Saratun and P. Dharmapiya (Piboolsravut)
SC4. At SP1, the SEP student camp was integrated with new activities from the
Ministry. While SC4 faced the same situation as SP1, the second new principal did
not allocate the budget to the SEP student camp, but only to the new activities imposed
by the Ministry.
In terms of other SEP-integrated activities at all schools, SEP was continuously
integrated into other activities, and with activities from the new policy of the Ministry
of Education. There were new improvements at a few schools such as newly added
activities to promote SEP personal characters at PS1 and SC2; the second new SC1
principal taking teachers and students to community learning centers; and a study
visit to the royal development center at SC2.
When looking into the new principals who reduced SEP student development
activities (PM1, PM2, PM4, SP1, SC4), reduction of most activities was the result
of the change in school administration, policy and budget. Therefore, SEP student
development activities were less sustained than the curriculum. Discontinuation of
the SEP student camps (PM1 PM2 and SC4) resulted in a lack of knowledge transfer
from senior to junior students and consequently less opportunities for future SEP
student leaders to practice and develop. The new PM4 principal decided not to receive
study tours coming to see the SEP learning center for some time, resulting in limited
opportunities for SEP student leaders to practice presenting and guiding visitors.
The SP1 principal reduced the number of hours students spent at learning stations in
order to attend more tutoring for the national exams, stopped receiving study tours
to the SEP learning center, and did not maintain the learning stations.
4. Personnel development activities
The majority of new principals continued to develop school personnel on SEP. The
main development approach was SEP “train the trainer” workshops for existing and
new SEP teacher leaders organized by the Sufficiency School Center, Foundation
of Virtuous Youth (no registration fee required). Other additional approaches of
development were also continually utilized. However, there were problems at PM1
and SC4, where the number of SEP teacher leaders reduced.
New principals at five schools (PM2, PM4, SC2, SP1, PS1) continued to develop
existing SEP teacher leaders, through SEP workshops by the foundation. Other development methods included being external guest speakers, and assessors for the SEP
school accreditation (PS1); and SEP training organized by the Educational District
Authority (SP1). The second new SC2 principal sent the SEP teacher leaders to be
part of the working group running workshops with the foundation, to do a study visit
at external learning centers, and to be trainers for Educational District Authorities
and external organizations.
There was also continual development of new SEP teacher leaders. Three schools
continued to send their new SEP teacher leaders to be trained with the foundation (PM2, PM3, SC1). Other additional development approaches included buddies
between the existing leaders and the new ones (SC3); the SEP leader for each subject
area developing the new leaders (SC2); learning through participating in managing
the SEP learning stations (PM4); and a study trip to the royal development centers