THE ADMINISTRATION OF THE ECCLESIASTICAL EDUCATION ACCORDING TO THE 4 MS OF MONASTERIES IN PRAVES-SAPHANSOONG, BANGKOK

Abstract

The objectives of this dissertation were: (1) to study the problems and needs in the administration of Buddhist education based on the 4Ms principle of Buddhist monasteries within the Prawet–Saphansoong, Bangkok, (2) to develop Buddhist education management according to the 4Ms principle, and (3) to propose administration guidelines for Buddhist education based on the 4Ms principle of Buddhist monasteries within the Prawet–Saphansoong, Bangkok. This qualitative research employed in-depth interviews with 17 key informants as the primary data collection tool.

          The findings revealed that 1) problems and needs in Buddhist education administration were influenced by external factors, particularly the increasing materialism in the globalization era, reduced the role of Buddhist monasteries and monks, as well as a decline in monastic education. Existing policies, visions, and missions were ineffective, with decreasing numbers of Bhikkhus and novices, along with unclear practices in personnel, financial, material, and overall management, which limited the development of quality education. 2) The development of Buddhist education administration according to the 4Ms principle requires clarity, appropriateness, and academic accuracy for effective educational administration. The conceptual framework was divided into 5 processes: (1) educational development concepts, (2) vision, (3) mission, (4) development process, and (5) analysis of Buddhist education development. 3) Guidelines for the administration of religious education based on the 4 Ms principle for monasteries in Prawet-Saphansoong, Bangkok, covers 4 key components: (A) Assets Empowerment, which is the efficient management of resources including people, money, and materials. (C) Community Collaboration includes the promotion of cooperation from the communities surrounding the temple, (T) Transformative Pedagogy includes a transitional teaching and learning approach that focuses on a direct understanding of the Dhamma, (S) Strategic Governance includes a strategic management that is planned, systematic, and transparent.  This is summarized as the ‘ACTS Model’ which can be applied for planing religious education management and at the policy level by the National Office of Buddhism to evaluate the quality of religious education.