MANAGEMENT MODELS OF THE ELDERLY BUDDHIST SCHOOLS IN CHIANG RAI PROVINCE

Abstract

The objectives of this dissertation were to study the development and the models of the Elderly Buddhist schools, to analyst the problems in managing these schools, and to present the possible model in managing these schools. There were 40 informants from five elderly schools in Chiang Rai. The results are as follows: 1) On the development and the models of the Elderly Buddhist schools, the Ministry of Education and the Sangha Supreme Council of Thailand had provided the content of Buddhism to be used in schools nationwide. And later, there was a summit on “New curriculum for developing Thai children,” and the resolution was the agreement to establish the Elderly Buddhist Schools in B.E. 2545. The model of these schools was to develop the learners by applying TriSikkha or Threefold training: morality, concentration and wisdom to integrate the learners in order to aware about the true and fake values of things and to live a life of wisdom and loving-kindness. Meanwhile the development and models of the Elderly Buddhist schools in Chiang Rai had been established in B.E. 2553 by social sector organizations through the cooperation of all sectors. There appeared a network group of Chiang Rai Elderly Buddhist Schools by adopting the management model of all sectors’ participation between villages, monasteries and local governing bureaus. 2) Regarding the problems in managing the Elderly Buddhist schools in Chiang Rai, they were analyzed in 4 aspects: 1) On managing human resources, the operational plan was unclear, the personnel and volunteer teachers did not match the teaching activities, lack of personnel skilled in managing Elderly Buddhist schools, and lack of personnel in administrative work. 2) On budget management, the budget allotment was not sufficient, no long-term plans and unclear. 3) On material management, lack of equipment such as durable and useable, and buildings to facilitate the elderly students. 4) The management of cooperation networking was unclear in creating connections. 3) The models presented for managing the Elderly Buddhist schools were classified into 4 aspects: 1) the administrative work is to create the mutual understanding to integrate this task through appling Iddhipãda 4 (Four Foundations for Accomplished), 2) The curriculum management in all 6 dimensions including (1) on health, the body and mind development (Kãyabhãvanã and Cittabhãvanã) should be adopted, (2) On economic, the moderation (Mattaññutã), (3). On society, tradition, and culture by Sangkhahawattu 4 (virtues making for group integration and leadership, (4), On environment, morality development (Silabhãvanã), (5), On Innovation and technology, wisdom development (Paññabhãvanã), (6), On welfare, Brahmavihãra 4 (Four Sublime States of the Mind), 3) On managing the classroom, the Elderly Buddhist schools and Paññãviḍḍhidhamma 4 (Virtue conducive to growth in wisdom), 4) On managing of networking among villages, monasteries and local governing bureaus, Aparihaniyadhamma 7 (things leading never to decline but only to prosperity) should be adopted.