A Model of Learning Center Development in Buddhist Oriented School

Abstract

The research objectives were to study problems of learning centers in Buddhist
oriented schools, to develop a development model of learning centers in Buddhist
oriented schools, and to propose a development model of learning centers in
Buddhist oriented schools. The mixed research methods were used in the study. The
data were collected by questionnaires from 394 subjects in Buddhist oriented
schools, Training Plan and Development Section in Vipassana Meditation Institute of
Mahachulalongkornrajavidyalaya University, and Bureau of Innovative Education
Management of Office of the Basic Education Commission. The data were analyzed
by frequency, percentage, average, and standard deviation.
The study results found that:
1. The current conditions of Buddhist oriented schools and learning centers of
Buddhist oriented schools; 1) The Buddhist oriented schools are operated by Training
Plan and Development Section in Vipassana Meditation Institute of
Mahachulalongkornrajavidyalaya University and Bureau of Innovative Education
Management of Office of the Basic Education Commission. There are 3 school levels;
general Buddhist oriented schools, leading Buddhist oriented schools, and Royal
awarded Buddhist oriented schools. The Buddhist oriented schools are managed
under 29 identities in 5 aspects; Physical characteristics, Teaching and Learning,
Behaviors of teachers and students, Buddhist oriented promotion, and Activity in
Buddhist Holiday. The learning centers in Buddhist oriented schools are still under
the study process. 2) Conditions of problems in Buddhist oriented schools can be
concluded into 8 aspects; 1) Administration, 2) Students, 3) Teachers, 4) School
administrators, 5) Student’s parents/guardians, 6) Buildings, 7) Activity management,
and 8) The Buddhist oriented school network.
2. The development model of learning centers in Buddhist oriented schools
consists of 3 main parts; the lead, the process, and the application. The details are as
follows: 1) the lead includes principle, objective, environment and indicators. 2) the
process consists of learning center components, operation, improvement, and
improvement activity, and 3) the application consists of preparation, implementation,
monitoring and evaluation.
3. The proposed development model of learning centers in Buddhist oriented
schools is appropriate at the high level overall. When considered in each topic, the
process and the building are the most suitable, followed by application and activity
process respectively.